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I want to create an end of the year project for my AP Biology students that applies concepts from the course to serve the community. Students will set an objective and set five benchmarks with self-assigned due dates. I will meet with each group on their benchmark due dates to evaluate their progress and provide feedback.

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I have taught an "Applications of Math" course that was primarily a project-based course. Most of the students in this course had a history of struggling in math. I quickly learned that a scaffolded approach to projects was needed. This allowed me to give feedback to students along each stop of the project. This helped avoid students making errors early in the process that required them to redo large amounts of work. This helped students be successful in completing the project by giving them a timeline with clear due dates. I also found this made grading of the final product easier, as I already had an idea of which students needed to make revisions prior to receiving the final submission.

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Feedback in the Inquiry Process using Noodletools

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Feedback in the Inquiry Process using Noodletools

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I typically assign a big research/inquiry project to my high school English students every year. I have had a lot of success in using the various features in  Noodletools to "chunk" the research process and provide meaningful feedback throughout the process.  For example, students identify a focused research  question and add it to the NT dashboard, and I give them feedback. Next, they create focused digital notecards that are strategically aligned with the various parts of a research paper.  I then provide feedback on the notecards. The next step is an outline and feedback. By providing feedback throughout the inquiry process, the papers and presentations I receive are of a much higher quality than in the years before I started using the Noodletools platform.  I'm so enthusiastic about using ALL of the features in Noodletools, and I'm always willing to teach other teachers how to use this awesome learning tool!

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Giving the feedback thorughout  is still an area of growth for e.

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Giving the feedback thorughout  is still an area of growth for e.

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Students already do this project in person within the classrooms. Each student is part of a group that creates museum artifacts and a digital presentation tool discussing a specific topic within our Oceans curriculum (ocean life, layers of the ocean, etc). We then invite a class from grade 1 or 2 to come walk our "museum" and learn more about oceans. This year, we will be doing this online by having students create something interactive with slides, FlipGrid videos, and a short game. We will send the finished product to all classes within a grade so that everyone can enjoy this resource.

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For the past several years, we've had a history fair in the spring. 5th graders choose a historical fiction and nonfiction of the same time period to read and research more about. Generally, I've scored the projects at the end. Chunking it would benefit the students more, especially as they continue to work on the projects.

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Throughout the writing cycle there are many opportunities to give feedback throughout their work. One thing that is challenging is to come back and see if they worked on the feedback before adding more to it. I do like the idea of getting better with feedback in chunks rather than the checklist at the end.

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In their blog they must have several different elements like a video, text, and images. It must be well done so breaking up the assignment in order to provide feedback along the way will not only help to make a higher quality product, it will help to ensure the students are learning along the way. I can have checkpoints after their their first drafts, their media is chose, their blog before they publish it and then rheir final project.

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I have my history students read about an event in the Civil Rights Movement. Then they have to summarize, compare to events in TN, analyze the impact on today and then create a visual. I have never chunked feedback. I assign it and then they complete and turn in. Any type of chunking feedback would be an improvement.

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When my students are designing an experiment, I provide teacher and peer feedback along the way. They have a calendar of due dates and they must revise their work based on the feedback they received. Check points occur after testable question, hypothesis, experiment is conducted, data analysis and conclusion.

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Students would watch the interactive video responding to embeded questions on Nearpod. I can post feedback and break down the project into multiple components. Next instead of class discussion, students will respond to posts and provide peer feedback to one-another in Canvas FORUM Discussions.   Finally students will post an audio/video demonstrated design steps they used in the innovation of a device

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Feedback during the writing process (essays, personal stories, etc)

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Feedback during the writing process (essays, personal stories, etc)

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In the past, this was always hard to accomplish, but using tools like Pear deck and Padlet allow students to give part of their writing, anonymously for review. Either the teacher or their peers can say what is good or not so good about their work, so they can improve and enhance their work before putting everything together in the FINAL copy of the work.

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I will be using a individual project planner to help scaffold the final group project of a town hall meeting.

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My second graders just recently wrote a personal narrative. We went through each step, writing small moments, choosing one, writing the introduction, etc. Students were happen to get in break out groups to share what they'd written. I think the on-going feedback really helped. 

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My second graders just recently wrote a personal narrative. We went through each step, writing small moments, choosing one, writing the introduction, etc. Students were happen to get in break out groups to share what they'd written. I think the on-going feedback really helped. 

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I did this on a very basic level for a research project about hibernating animals. They did the project in three parts and received feedback on each.

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I developed two new projects last year to use instead of tests (encourage unique products and discourage cheating in online format). I can see how can update them with feedback during the project. I did use Peer Review through Canvas and that was great. Only downfall was when students did not submit the project on-time. Peers had to be assigned manually for those students.

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I love doing this with our fourth grade research paper. Students do a variety of steps and we provide feedback throughout. So at the end, the grammar and structure of the paper is all we need to check.

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I am thinking of using this idea to do a project on California missions. I would like to do a slides presentation and breaking it into chunks. Assigning students to do 1 slide (each slide would be a different topic) at a time and give them feedback.

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draft topic, IV DV
background research
experimental proposal
data collection
analysis and conlusion
-feedback for each step along the way

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I totally agree with Ms. Eaton--Find ways to deliver feedback while students are working on the project. Students learn from feedback not grades. However, students also need help with time management, so it's always a good idea to scaffold due dates or put checkpoints to keep students accountable.

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As part of our Travelling Tales global project, I can see chunking the project within a week. First, we could focus on what are the SDGs, discuss and reflect about it, then move on the how to write a story by introducing the Story Mountain planner, and finally create our tale.

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The Tribe of Travelling Tales is a digital story project that involves global collaboration among schools form around the world so they can connect,share their voice and make a difference in the world.

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The final project was using a Flipgrid, teaching my evil twin brother how to add with regrouping. =) I tried to scaffold with peer review using Zoom breakout rooms, but found it was difficult because I am just not able to pop into enough rooms enough times. I did do a video model for them along with text based directions. I received decent products.

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My students participate in Destination Imagination. I can see chunking the challenge to help them evaluate their progress along the way.

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Students focus on human body systems (8 total) and create an ultimate athlete based off healthy systems. They do this by filling out information on two pieces of paper for each system for "ESPN Magazine". I usually just grade it all at the end but I definitely could chunk it every two or three systems to make it or manageable.

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Creating a Video of the Vision Statement for the school.

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Creating a Video of the Vision Statement for the school.

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When creating a video of any kind, it is important to scaffold through the project in stages with constant review and feedback. Usually you begin a video project with brainstorming ideas and capitalizing on what ideas has the most momentum to proceed forward. Once the idea is agreed upon with consensus, then the process of gathering specific drawings of the storyboard begin. Again, once the storyboard is finished with conceptual ideas, then a meeting with discussion and feedback crystallizes the the scenes that need to be constructed. As you can see, there are many benchmarks throughout the creation of a video that need reflection and feedback before commencing further to completion.

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I am doing a writing unit of historical fiction and I am giving the students feedback as they are working towards making a historical fiction story. We recently started and I have shown them what resources they can use to gather research on their time period they picked. Then, i introduced how they can think of their characters and provided graphic organizers for them. i am giving feedback on the their research and characters as we work on them so that their story can be authentic. once they finish, I will grade it.

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Students turn in weekly drafts.  I use the weekly drafts to give them feedback, ask them guiding questions, and keep track of their word count/resources used.  This allows me to see right away which students need more help with the concepts and prevent them from falling through the cracks.

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Like many of the other posts, I know how important feedback is and  this concept is like a blinding flash of the obvious.  Any yet, I have fallen into the "when the project is finished" trap as well.  Just getting back on track!

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I feel like this isn't new. I remember scaffolded projects in 6th grade in 1980. Isn't this just a logical way to develop an argument. It's seems to be another tern for the scientific method.

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This seems so intuitive--It's really the way life works, we are receiving feedback along the way and adjusting as we go. Is it the traditional school structure that puts up roadblocks to doing it more often and doing it well? I often find that I start with great intentions to scaffold assessment, but get derailed at some point in the process.

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Build in check points throughout each stage of writing process- planning with Graphic organizer, rough draft planning, and editing. Include smaller mini- checks with visuals to help and remind students how they are aligning with their graphic organizers and writing goals.

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PBL's are usually multiple step projects where students receive feedback through out the time they work (at least when in person). With student completing these types of projects online, I think steps need to be broken down where there are frequent check-ins for students to get feedback and the opportunity to ask questions about next steps they are taking.

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As we work through the steps, we could take the end of project rubric and provide this to students as they go. Not only would they get feedback from me, they can learn how to self reflect and critique their own writing.

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Scaffolding Survey Sections for School Self Study / Authorization

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Scaffolding Survey Sections for School Self Study / Authorization

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Instead of having teachers fill out a kazillion page survey rating our school on hundreds of items on scale of 1-4, if we chunk it by topic and gather peer feedback comments on one section at a time, it makes it less overwhelming for both the staff members filling it out and the coordinator in charge of compiling and summarizing the data.

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Engineering a solution to a  problem in my community

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Engineering a solution to a  problem in my community

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For the past 2 years I have had all my grade level focus on solving a problem they see in their community. Last year I tried to do this online and it didn't work. I think this year I will take each step in the engineering process and make that a phase. Each phase will have a rubric that I can give feedback in. I can use the video feature in my LMS to leave the feedback.

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These teacher have what is known as a Professional Development Plan (PDP). Used with those coming directly from business and industry into the classroom. They are required to complete tasks each year for 3 years that were developed by advisory committees. I am responsible for seeing that they stay up-to-date on the tasks. Chunking works well for this time of activity. We review and extend feedback quarterly each year.

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In remote learning I feel like larger projects should be broken into chunks.  It's easier for the students to manage and it allows me to look at the process the student uses and provide feedback along the way.  I use comments in google slides a lot but I like the idea of using the single point rubric for this type of activity.  It focuses on less than a traditional rubric and I feel it would get the point across better.

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Giving timely feedback on small components of the whole can provide direction as to how to proceed from there: go back and revise, or move forward to something that builds on previous submissions.

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Feedback needs to be "right now," concrete and include positive comments to be effective. I really like the strategies of breaking big assignments into chunks, and providing audio & video feedback to build connections with students.

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Historically, I've provided written feedback. I think that providing audio and visual feedback to students might make my feedback more accessible and thus more actionable for students.

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I do this consistently with writing assignments in my classes (both middle and high school). Conferencing with students AND giving them feedback on drafts is crucial to building a better product. Additionally, assigning one or multiple peer review sessions is also helpful for students as they usually feel more connected to this feedback.

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I would like to use this for writing. We aim to complete one per month. Taking it through the writing process. So at each step, having peer feeddback and teacher feedback.

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I always advise and believe in providing diagnostic feedback to my students, this helps them improve further on their submissions. The quality of work is improved and Padlet walls are the best option for collaboration online.

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I like to do this with big projects. Essentially in a mastery learning environment we do this with all units in some form. To make the process have more impact I use Peergrade as well as give my own feedback. Students quickly tune into exceptions this way and I find it particularly useful for middle grades and early secondary students who often struggle with expectations.

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By breaking up an essay into sections, say introduction + claim, body paragraphs, and so on, and providing focused feedback on those sections as students work on them, feedback is more meaningful, more focused, more immediate.  This method may help students from feeling overwhelmed and not knowing how to begin revisions if feedback is reserved for the end of the project.

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Research project about endangered habitats 

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Research project about endangered habitats 

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I will create a checklist for the project. So students will know how to go and drive it on their own. also for each phase, I will create a rubric.

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Breaking up the steps in the process will allow more specific designs completed intentionally than haphazardly. Have a check in after each step in the process to ensure students are on track and focused. This will give multiple opportunities to keep the learning focused and students persevering on the task.

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By using a rubric for each section of this project i can provide ongoing feedback . The one point rubric would be an easier and more effective way to assess in an ongoing manner that is not overwhelming to students.

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The completed paper is the end product, by creating a checklist for each part of the paper and giving feedback and peer review throughout the process, their final grade becomes more about the process rather than the end product.

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Scavenger hunt using the Periodic Table.
Students can type their answers on the chat channel on Zoom.

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The ultimate product is the reserach project in itself. If divided up from the very start of stating the correct thesis,, through note-taking, citing, etc. into chunks that receive feedback, the final research project will be of higher quality and students will have had a better learning experience.

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By giving feedback through out you are allowing growth rather then disappointed when at the end the students becomes discouraged because all their hard work must be changed. Allowing students to give peer feedback is also helpful to do through out. When it comes to a writing assignment I like to have my students read their paper to a peer and get feedback, make the needed changes then have the peer read their paper back to them. This allows he author to find missing holes in their writing that they are filling in mentally without realizing it.

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I like to create "check-points" through our projects to make sure the student is on track, because if I provide all of my feedback at the end it will not be meaningful.

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Teaching kindergarteners to interpret biblical stories is  allows them to explore creative ideas, but the recreation or representation of these ideas can be a challenge. Studentsdo draw pictures that we then scribe the captions, but by also including multi-sensorya and multi-media ways to demonstrate their thinking allows but teacher and classmates to give feedback that is authentic and often helpful in getting into even deeper explorations!

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Giving feedback throughout the project instead of at the end!

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As an English teacher, I tend to give a lot of writing assignments.  I tend to write a lot and often don't find the feedback being used.  Instead of just  giving feedback at the end, I can isolate common concerns and narrow my
feedback to address those concerns.

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I like the idea of scaffolding a writing assignment...

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Students discover the formulas for the volume of sphere, cone, and cylinder on their own with prior knowledge on knowing the formula for the volume of a rectangular prism. Teachers could facilitate this discovery activity and provide feedback throughout.

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When I have my students write more formal essays like these historical perspectives defending a thesis, we model shared writing using the outline requirements, then students practice writing their own paragraphs. I am able to give them feedback on their first body paragraph that they can use when writing their other three . I can also have due dates for the intro and give feedback, and then the final. It ensures students are using the feedback as they compose the rest of the essay

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This would work great with the culture research project our students have been doing the last few years. Providing the resources and allowing them to interact at their own pace, reflecting on what they learn would be great. This would also make the project seem more like an interactive journey than a project.

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Students choose their learning path by selecting which Station to work on and when with in a designated time frame. Each Station focuses on particular aspects of the Essential Concept. Feedback occurs per Station. Students can revisit a Station if needed. S= Summarize; C=Create; I=Investigate, etc...

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Each step allows for feedback and evaluation. We also have the kids journal their reflections onalong the way

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Doing a research project on global explorers which can be broken up into steps so I can evaluate how they are doing before the end of the process.

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I have used GoFormative and scaffolded reading logs so that students were asked questions concerning a graphic novel that they read and those questions built on their understanding and gave them confidence to take risks later because the questions continually built upon one another.

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We do a lot of writing pieces in 2nd grade. I break down the writing process but think I can do it a little more to give feedback at more stages.

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I would be able to incorporate feedback in this manner while students are completing their instrument design projects. I will definitely be using Google Keep! I didn't even know it existed! I really the idea of giving audio and video feedback, I will also be doing this!

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When giving regular feedback, students understand better what is expected of them and the end project will reflect what they've learned and what is still left to learn. Google Keep is a great tool for quick feedback.

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I would break down the writing process a little more to give feedback at more stages.

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Students are asked to think of a tool or idea that could help their community. We have broken the project into different parts such as the brainstorm outline, the design, the model, and paper how their idea will help their current community.

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Students could first draw the framework which is four measures of four beats. Then the time signature, the key signature. I could begin by just giving feedback on this before they start to compose.

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I have done this for years on their papers. They hand in (on Google Classroom) different parts of their papers step by step and I give feedback on them every step. It takes forever, but when the final papers come in there is little left for me to do.

I have tried the audio feedback before, but it is very rare for me to have a quiet environment where I can make noise so it just doesn't work for me.

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I've been doing this w/ student's writing in Google Classroom, and it seems to be helpful to students.

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chunk up the details into different parts
Students submit one piece of research at a time as formative assessments. They can use CANVA to put it all together and design their posters.

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-finding credible sources
-note-taking skills
-citations
-paraphrasing key points
-selecting supporting media
-voiceover practice
-voiceover recording
-assembling video presentation
-editing images/transitions
-editing audio
-adding captions

For formative feedback, peer review and teacher annotation, face to face meetings.

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Although I do have breakdowns of annotated bibliography, thesis, outline, etc, I'd like to better refine and chunk the feedback process on the actual written product, breaking the writing process, perhaps into sections?

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Throughout the writing process, I can give feedback on each section and then give time for improvement/mastery before continuing.

- Topic Idea
- Hook/Introduction
- Individual body paragraphs
- Conclusion

This would allow for edits to be made throughout the essay as well.

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PBL is a priority to us. This idea of breaking a larger projects in smaller chunks and providing feedback for each of the smaller chunks would work well with PBL. I love the idea of giving feedback to students on smaller pieces of the project, so they can make adjustments and revise their thinking along the way.

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We have talked in the past about breaking up a research project into its parts. True scaffolding, then, would mean giving feedback on the gathering-information phase first, then the note-taking phase, etc. I am going to do it!

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We have talked in the past about breaking up a research project into its parts. True scaffolding, then, would mean giving feedback on the gathering-information phase first, then the note-taking phase, etc. I am going to do it!

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I love the idea to break the feedback into sections or parts during the project. It is easy during the PBL projects and it is very valuable because students have to reflect and redirect or not their thinking, hands on activity and application of knowledge.

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Breaking up a larger essay into sections and getting feedback and approval as they work on sections. Intro, Body Para 1, Body Para 2, etc.

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At the end of the year we introduce research to our kinders. While there is not a graded project at the end, I like the idea of breaking the process up into chunks and explicitly teaching how to gather the information you want to include and then write about your chosen subject.

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My middle school students often do some sort of group composition project.  I have each group complete a planning sheet before they can take instruments, but I would like to look at chunking the project even more.

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Students choose a questions to take through the scientific process and to research and display results. Often times. we get to the midway point and realize that the question chosen was not appropriate for conducting research or that the data being collected is incorrect. By doing feedback "check-ins" early on , the students will be more likely to be successful and learn along the way.

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Having small check ins to give snippets of feedback rather than at the end. With the hybrid and small class sizes, this is super doable having more individualized instruction. With bigger class sizes, I would probably use a tool like flip grid or seesaw where they can continue to upload and edit.

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In STEAM and Coding we do one to two design challenges that I have begun chunking to give feedback during each step of the engineering design process the students are working through.

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In PK-2 we are focusing on the art of story telling and how to fully develop a story from a big idea to one published story. The easiest way I've seen to chunk this kind of project is by using the writing process and writer's workshop. This way they are receiving instruction on a single skill, time to apply that skill, and then scattered feedback throughout the project by engaging in writing conferences at each stage.

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In 3rd grade the focus is on planning, writing in complete sentences and paragraphing.  Feedback is given through each step of the process, beginning with establishing what to write about and making a plan of what to say.  The next step feedback is given on making sure students write using complete sentences.  Feedback is then given to make sure students are linking the same ideas in paragraphs.

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This is a full-term project done with the seniors where they create a profile of their future lives that requires them to explore and make decisions about careers, homes, families, vehicles, insurances, etc. The project is already chunked into modules except for the Budget. That has traditionally been done at the end as a stand-alone module, but it actually covers all of the topics that come before it. It would be beneficial to chunk the budget module into sections that align with the topic the budget item applies to. That would make it more manageable for the students and make it easy to provide actionable feedback.

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Any kind of composition always requires tons of feedback from the teacher. Luckily if done digitally, now grammar and some syntax can be done by software for you. So I would give my students a checklist of things to complete before submitting their work, and I would add a reminder to run the spelling/grammar check before so I can focus on ideas.

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Science Claim Evidence and Reasoning (CER)

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Science Claim Evidence and Reasoning (CER)

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This is a good strategy to develop students analytical thinking and argumentative writing thus it is a great example of how feedback can be given in chunks.
Claim
Evidence
Reasoning

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During the drafting phrase, provide feedback on specific components that will be addressed on final project. Instead of scoring all elements of writing, focus on particular elements.

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Students will be responsible for designing their own experiment using the Experimental Design Diagram they were provided in the beginning of the year. The project will be broken into parts. The first part will involve an investigation into a problem or question they have related to one of the Units we cover during our school year. Students will be paired with peers to share their research and investigative question. The pairs will be strategically created. Students will then focus on designing their experiments. They will have another checkpoint where they will submit their proposal to me of their Experimental Design. I will provide them with timely feedback. The next checkpoint will be a few weeks later and will look at any problems students are having with their Experimental Design. Students will be recording observations and will share those with me. The next checkpoint will occur a few weeks later. Students will discuss their experiment results with me and explore ways they could achieve more reliable data (if necessary). The final checkpoint will occur after students have prepared their conclusions. They will be paired with the same student to review and make suggestions for improvement on their conclusion.

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Different moments where feedback can be given:
1- Research
2- Planning
3- Designing
4- Building
5- Presenting...

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Give them opportunities of coevaluation and autoevaluation in each step of the process.

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Students research a topic that excites them. I can give feedback as they work through the GID process: After they choose a topic, after they write an inquiry question, after gathering notes, after they create a product. Especially with Elementary age students, feedback is going to be the key to success.

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I can provide feedback after each section of the business plan rather than when they submit it in its entirely.