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Dylan William’s finger voting.

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Thumbs up system or peg system during explicit lessons

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Gallery walks

2 stars and a wish

Using the reading fluency feedback sheet to mark a peer

Partner A/Partner B during Aero lessons

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Talk partners - partnering up mixed ability students to scaffold conversations using open ended questions to elicit deep thinking and so students are not confined to yes/no answers.

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Student self and peer “5 tick” writing reflection.

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Verbal feedback (timely)

Explicitly model what feedback looks like

Provide opportunities for students - fluency reads, modelled writing

Self assessment with writing against a success criteria (success criteria is explicitly modelled everyday)

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-self/peer marking and feedback with 2 stars/1 wish etc scaffolds

-use of SC to construct feedback, verbally and in writing

-PLSP goals with feedback

-gallery walks

-exit ticket (cold and with reflection)

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Conferencing with personal best awards

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Having students use Seesaw at the end of the week to evaluate their learning.questions include

what did you find enjoyable this week? what is something you found challenging? etc.

Also using Friday afternoons to have 1:1 meetings with students to reflect on their personal and academic goals and how they think they are tracking.

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Self Assessment/Reflection in writing -

5 ticks for each area of success

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Student-parent-teacher interviews

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During conversations with students even in the playground if they in a chatty mood

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Verbal praise

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Reflecting on the success criteria

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Student-Student conferencing

Teacher-Student conferencing

Student self assessment

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Fluency buddies - model ways to give feedback based from criteria

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post a video reflecting on their work

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Verbal

Written

At point of need

Exit slip

Success criteria

Learning goals

Data walls

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Conferencing

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PLP’s

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Peer checking

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Specific praise

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during informal discussions asking students what they think they are doing well (specifically with writing) and address and compare immediately.

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Written feedback in the form of learning goals.

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Using peer check-lists for editing etc and allowing students to justify their language choices

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Reflection opportunities are often included in the Department’s units, in the form of questioning.

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Lunch with Unc

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Weekly data date with students (select 4/5 students to meet with weekly)

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Informal verbal feedback

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Students use check list to mark of success criteria after a task

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Interactive digital journals invite students to reflect daily on what they learned. They must, however, follow a structure to elicit higher-order thinking responses. Research suggests journaling boosts metacognition and enhances learning outcomes.