# data[].attributes.headline
Are we providing feedback to students or opportunities to self-reflect? What should feedback look like? Hattie says it should be immediate praise, constructive criticism, and actionable advice of next steps. Self-reflection can support feedback, but I am wondering if we are clear what feedback should look like.

# data[].attributes.subject
Are we providing feedback to students or opportunities to self-reflect? What should feedback look like? Hattie says it should be immediate praise, constructive criticism, and actionable advice of next steps. Self-reflection can support feedback, but I am wondering if we are clear what feedback should look like.

# data[].attributes.body
More examples on differing ways to give feedback

# data[].attributes.headline
What resources are available for non-classroom teachers to be more adept at the type of feedback we're talking about?

# data[].attributes.subject
What resources are available for non-classroom teachers to be more adept at the type of feedback we're talking about?

# data[].attributes.body
We would like to gather more direction on how we maximize feedback to students using a language lens?  We believe in conferring with individual students and in small groups, but we need more guidance please.

# data[].attributes.headline
I'm I directing them with my words and what can I do to become better

# data[].attributes.subject
I'm I directing them with my words and what can I do to become better

# data[].attributes.headline
I would love to learn more effective feedback to make students take action and be more independent.

# data[].attributes.subject
I would love to learn more effective feedback to make students take action and be more independent.

# data[].attributes.headline
effective feedback with primary verses intermediate??

# data[].attributes.subject
effective feedback with primary verses intermediate??

# data[].attributes.body
Can we spend some time watching a teacher provide effective feedback? Can we visit or maybe film someone who does this exceptionally well?

# data[].attributes.headline
What can feedback look like for students who are performing much lower than the rest of their peers in the general education classroom?

# data[].attributes.subject
What can feedback look like for students who are performing much lower than the rest of their peers in the general education classroom?

# data[].attributes.body
What is the difference between feedback for students and student reflection? How might they support one another?

# data[].attributes.body
It makes sense that giving students the right feedback helps them understand and self-motivates them to take ownership in their learning.

# data[].attributes.headline
Specific examples of what each grade level is doing and then following up with how do you know the feedback is effective and facilitating progress

# data[].attributes.subject
Specific examples of what each grade level is doing and then following up with how do you know the feedback is effective and facilitating progress

# data[].attributes.headline
I would love to see effective feedback in action. Still trying to wrap my head around how to have my students working harder than I am. 

# data[].attributes.subject
I would love to see effective feedback in action. Still trying to wrap my head around how to have my students working harder than I am. 

# data[].attributes.headline
Samples and examples of good student feedback.

# data[].attributes.subject
Samples and examples of good student feedback.

# data[].attributes.body
ways to help students track their own learning paths

# data[].attributes.headline
More information on how to "reroute" a student back to their goal

# data[].attributes.subject
More information on how to "reroute" a student back to their goal

# data[].attributes.body
I feel like I need more information about the "emotional" part of feedback and what that should look and sound like.

# data[].attributes.headline
More research based examples of feedback or videos of teachers providing feedback

# data[].attributes.subject
More research based examples of feedback or videos of teachers providing feedback

# data[].attributes.headline
What is the most effective amount of feedback? When is too much or too often?

# data[].attributes.subject
What is the most effective amount of feedback? When is too much or too often?

# data[].attributes.headline
The importance of where the student is headed. 3 types of questions- direction. If we don't let them know- the other 2 questions are pointless. 

# data[].attributes.subject
The importance of where the student is headed. 3 types of questions- direction. If we don't let them know- the other 2 questions are pointless. 

# data[].attributes.headline
How do we know when feedback is not effective?

# data[].attributes.subject
How do we know when feedback is not effective?

# data[].attributes.headline
not all students will respond to feedback the same and to be mindful of that

# data[].attributes.subject
not all students will respond to feedback the same and to be mindful of that

# data[].attributes.headline
Different way to say things-hopefully will work with a group of students

# data[].attributes.subject
Different way to say things-hopefully will work with a group of students

# data[].attributes.headline
More strategies for differentiating feedback

# data[].attributes.subject
More strategies for differentiating feedback

# data[].attributes.headline
Being mindful of which/what questions to probe- questioning is powerful to figure out misconception

# data[].attributes.subject
Being mindful of which/what questions to probe- questioning is powerful to figure out misconception

# data[].attributes.body
The importance of helping each student understand his/her next step

# data[].attributes.headline
Thinking of a different way to say feedback/guidance to each student 

# data[].attributes.subject
Thinking of a different way to say feedback/guidance to each student 

# data[].attributes.headline
What works today doesn't always work tomorrow. What works for one student doesn't always work for another

# data[].attributes.subject
What works today doesn't always work tomorrow. What works for one student doesn't always work for another

# data[].attributes.headline
Differentiating between praise and feedback

# data[].attributes.subject
Differentiating between praise and feedback

# data[].attributes.headline
I like the goal of keeping the kids' perspective on where they're going next.

# data[].attributes.subject
I like the goal of keeping the kids' perspective on where they're going next.

# data[].attributes.headline
Knowing how to differentiate next steps for each student

# data[].attributes.subject
Knowing how to differentiate next steps for each student

# data[].attributes.headline
Where are you going...where are you going next?

# data[].attributes.subject
Where are you going...where are you going next?

# data[].attributes.body
ELS

# data[].attributes.headline
Not about what you say, it's what they hear (perception)

# data[].attributes.subject
Not about what you say, it's what they hear (perception)

# data[].attributes.headline
Students need to know where they're going next

# data[].attributes.subject
Students need to know where they're going next

# data[].attributes.body
Students need feedback in order to continue to make progress.

# data[].attributes.headline
Feedback should be positive and help students grow, not negative.

# data[].attributes.subject
Feedback should be positive and help students grow, not negative.

# data[].attributes.headline
It's important to know how different students respond to feedback differently.

# data[].attributes.subject
It's important to know how different students respond to feedback differently.

# data[].attributes.headline
Students need to know where they are going next. I don't always think about that. 

# data[].attributes.subject
Students need to know where they are going next. I don't always think about that. 

# data[].attributes.body
Students need to know where they are going next

# data[].attributes.headline
It's essential for students to know the "Where to Next?" What is the next appropriate challenge for them to take. Also, teachers have to clearly know this as well. 

# data[].attributes.subject
It's essential for students to know the "Where to Next?" What is the next appropriate challenge for them to take. Also, teachers have to clearly know this as well. 

# data[].attributes.headline
Feedback is critical in determining next steps. Self reflection is key in effective feedback. 

# data[].attributes.subject
Feedback is critical in determining next steps. Self reflection is key in effective feedback. 

# data[].attributes.headline
Feedback is fluid and changes with each interaction.

# data[].attributes.subject
Feedback is fluid and changes with each interaction.

# data[].attributes.headline
Samples/examples of what feedback should look like.

# data[].attributes.subject
Samples/examples of what feedback should look like.

# data[].attributes.headline
More example would be great and very helpful.

# data[].attributes.subject
More example would be great and very helpful.

# data[].attributes.headline
Quick and immediate feedback has been more successful as far as like a CFA. 

# data[].attributes.subject
Quick and immediate feedback has been more successful as far as like a CFA. 

# data[].attributes.headline
Often and have them reflect what did I do well, what can I improve?

# data[].attributes.subject
Often and have them reflect what did I do well, what can I improve?

# data[].attributes.body
I would love some more examples and tools-- I am not sure if I am "doing feedback" exactly how I should

# data[].attributes.body
Students have checklists that they can use to see where they are growing and where they need to go

# data[].attributes.headline
I have been intentional about using the learning targets when providing feedback to students in math. Students are able to name the target they are working towards and show how they meet the target when they eventually do. 

# data[].attributes.subject
I have been intentional about using the learning targets when providing feedback to students in math. Students are able to name the target they are working towards and show how they meet the target when they eventually do. 

# data[].attributes.headline
Would love more ideas of what teachers are doing or want to do! WOuld love more vertical articulation. For example, 4th grade seems to be doing something similar to ours and would love to collaborate! 

# data[].attributes.subject
Would love more ideas of what teachers are doing or want to do! WOuld love more vertical articulation. For example, 4th grade seems to be doing something similar to ours and would love to collaborate! 

# data[].attributes.body
Focusing on specific, individualized feedback during and after an assignment

# data[].attributes.body
I have been more mindful of giving specific student directed feedback (1:1) vs feedback directed at a group of students.

# data[].attributes.body
Our feedback commitments will be implemented when we begin co-teaching again

# data[].attributes.headline
More of the I can statements where students have the opportunity to demonstrate their learning.

# data[].attributes.subject
More of the I can statements where students have the opportunity to demonstrate their learning.

# data[].attributes.headline
How to help students to use self assessment to help them grow.

# data[].attributes.subject
How to help students to use self assessment to help them grow.

# data[].attributes.headline
Having students evaluate themselves and explain their thinking why they feel that way. Providing feedback to support their decision or give them new ideas to think about.

# data[].attributes.subject
Having students evaluate themselves and explain their thinking why they feel that way. Providing feedback to support their decision or give them new ideas to think about.

# data[].attributes.headline
I've been working harder/better with their reading goals. Now before we read, the kids have to read their goals. Before buddy reading, they have to tell their buddies what their goal is and then make sure they are practicing this goal.

# data[].attributes.subject
I've been working harder/better with their reading goals. Now before we read, the kids have to read their goals. Before buddy reading, they have to tell their buddies what their goal is and then make sure they are practicing this goal.

# data[].attributes.body
Feedback should be a regular practice-- both positive and constructive.

# data[].attributes.headline
Just finished student learning objectives for math unit, so students have a better idea where they are with their learning progressions.

# data[].attributes.subject
Just finished student learning objectives for math unit, so students have a better idea where they are with their learning progressions.

# data[].attributes.body
Having students take notes and correct their mini-warm up assignments.

# data[].attributes.headline
Comments to students should be more general...we should not be telling students specifically what what there errors are, but guide them to find their errors and correct them.

# data[].attributes.subject
Comments to students should be more general...we should not be telling students specifically what what there errors are, but guide them to find their errors and correct them.

# data[].attributes.headline
I am working to give every student the same opportunity for feedback regardless of where they're at in their learning.

# data[].attributes.subject
I am working to give every student the same opportunity for feedback regardless of where they're at in their learning.

# data[].attributes.headline
Our team created a way for students to identify where they are pertaining to the standards being taught and to track along the unit. Putting into place this week, since we are at the end of the unit. Excited to see how this works out starting at the beginning of a unit. 

# data[].attributes.subject
Our team created a way for students to identify where they are pertaining to the standards being taught and to track along the unit. Putting into place this week, since we are at the end of the unit. Excited to see how this works out starting at the beginning of a unit. 

# data[].attributes.headline
Staying focused on a specific goal or content area, depending on the student's individual goals. Having students think critically about feedback. Also, always giving a question to have students dig deeper. Ex: A student was upset last week b/c I had a question on his paper. He actually got all of them right but I want students to know they can always dig deeper and not to strive for the 100%.

# data[].attributes.subject
Staying focused on a specific goal or content area, depending on the student's individual goals. Having students think critically about feedback. Also, always giving a question to have students dig deeper. Ex: A student was upset last week b/c I had a question on his paper. He actually got all of them right but I want students to know they can always dig deeper and not to strive for the 100%.

# data[].attributes.body
Having students evaluate themselves more often, especially on CFAs and looking for and correcting their errors

# data[].attributes.headline
Feedback should be succinct and require something of the student.

# data[].attributes.subject
Feedback should be succinct and require something of the student.

# data[].attributes.body
I'm trying to let go worrying when I see kids struggling during an assessment. It's not about me, it's about them.

# data[].attributes.body
Making it a regular classroom routine-- makes the process less intimidating for students.

# data[].attributes.headline
Being transparent with kids and offering supportive and honest feedback more frequently. 

# data[].attributes.subject
Being transparent with kids and offering supportive and honest feedback more frequently. 

# data[].attributes.headline
  yes, students go back and find their mistakes on cfa

# data[].attributes.subject
  yes, students go back and find their mistakes on cfa

# data[].attributes.headline
I provide students with "I can" statements on quizes, CFA's, unit test etc.  We talk about the statement and what it means before we begin.  Students are given opportunities to correct their work without  knowing exactly what the error was. Students are encouraged as part of their listening and speaking goals to ask questions about their progress if they are unsure.

# data[].attributes.subject
I provide students with "I can" statements on quizes, CFA's, unit test etc.  We talk about the statement and what it means before we begin.  Students are given opportunities to correct their work without  knowing exactly what the error was. Students are encouraged as part of their listening and speaking goals to ask questions about their progress if they are unsure.

# data[].attributes.body
Giving consistent and meaningful feedback has been great:)

# data[].attributes.body
I have been trying to give some of my kids the opportunity to find their own mistakes instead of me telling them which ones they need to correct.

# data[].attributes.headline
I have tried to have students go back and find where they made their mistakes rather that me marking it wrong.

# data[].attributes.subject
I have tried to have students go back and find where they made their mistakes rather that me marking it wrong.

# data[].attributes.headline
Consistent feedback. The students know we have a math "checkpoint" every Wednesday and now they look forward to getting the feedback. When they're done, they eagerly ask, "When do I get to see/fix mine?" 

# data[].attributes.subject
Consistent feedback. The students know we have a math "checkpoint" every Wednesday and now they look forward to getting the feedback. When they're done, they eagerly ask, "When do I get to see/fix mine?" 

# data[].attributes.headline
I've been immediate and specific when giving feedback to my students

# data[].attributes.subject
I've been immediate and specific when giving feedback to my students

# data[].attributes.headline
I feel like I have been more intentional about making sure that I am giving feedback and giving my students time to reflect on their outcomes and set new goals. 

# data[].attributes.subject
I feel like I have been more intentional about making sure that I am giving feedback and giving my students time to reflect on their outcomes and set new goals. 

# data[].attributes.headline
I feel I have been more mindful and intentional of the feedback I am giving to my students

# data[].attributes.subject
I feel I have been more mindful and intentional of the feedback I am giving to my students