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Providing learning and productive feedback

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Providing learning and productive feedback

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Age: All
Content: All
Use: Teachers provide students with feedback in a positive tone while also encouraging their weakness.
Focus: Positive reinforcement
Description: Rather than a teacher pointing out everything the student did wrong, the teacher helps students to see what they did right and how they could improve on other areas.
Procedure: This can be done in many ways. Pulling students aside to discuss their work, writing encouraging notes on paper/work being returned.
Example: https://www.youtube.com/watch?v=Huju0xwNFKU
For more information: 20 Ways To Provide Effective Feedback For Learning -. (2020). Retrieved 29 June 2020, from https://www.teachthought.com/pedagogy/20-ways-to-provide-effective-feedback-for-learning/

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Age: 5th & Up
Content: All
Use: Students writing down their own thoughts and questions pertaining to the lesson being taught.
Focus: Able to condense information into what's important, written into clean note taking that students can refer back to.
Description: Students will be taught HOW to take notes and use them at later times to refer back to when needed.
Procedure: Take different note taking strategies and teach them to students so they may choose which is best for them.
Example: See image
For more information: 5 Popular Note Taking Strategies - GoConqr. (2020). Retrieved 29 June 2020, from https://www.goconqr.com/en/examtime/blog/4-note-taking-strategies/

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Age: 6th & Up
Content: ELA & Social Studies
Use: Having students use a creative outlet for thinking critically and gaining skills
Focus: Acting skills is not important here, but the ability to create a scene based around a topic.
Description: Students will receive a particular subject, topic or focus area and their goal is to come up with a role playing or or simulation to teach others in the class.
Procedure: Give students a specific topic, subject, person, or story for them to research knowledge around it. Let students act out a short play for 2 minutes that accurately depicts the information they learned.
Example: (See image)
For more information: Bonk, C. (2020). Retrieved 29 June 2020, from https://www.researchgate.net/profile/G_Stevenson_Smith/publication/223508422_Alternative_instructional_strategies_for_creative_and_critical_thought_in_the_accounting_curriculum/links/59db810e0f7e9b755ef7e7a0/Alternative-instructional-strategies-for-creative-and-critical-thought-in-the-accounting-curriculum.pdf

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Age: 8th & Up
Content: English & Social Studies
Use: Creating a safe space for discussion & debate
Focus: Research, creating arguments either affirmative or opposing, and being able to back that up with proof/fact.
Description: Students will sit in a circle, with prepared research based on a certain topic. Students will not be allowed to interrupt, nor drag down another student. All rebuttals must be started with "I think your point in valid and interesting, and I think..."
Procedure: Students will be give 1-2 class periods to study for debate topic, and they are either on the affirmative or opposing side. Students will then move chairs into a circle. There is not shouting, yelling or discriminatory language allowed. It's a peaceful discussing/debate.
Example: https://www.youtube.com/watch?v=Ac2VSEROTWc
For more information: Socratic Seminars: Building a Culture of Student-Led Discussion. (2020). Retrieved 29 June 2020, from https://www.edutopia.org/blog/socratic-seminars-culture-student-led-discussion-mary-davenport

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Age: All
Content: All
Use: Creating a line of communication with students about their high's and low's of the week.
Focus: Spending a certain amount of time with each student, asking questions and helping in areas they are not feeling confident. Encouraging students.
Description: Students will meet with teachers one a week for 2-5 minutes to discuss what they learned during the week, what they struggled with and what they thought was easy for them.
Procedure: Students will meet with teacher for 2-5 minutes each Friday to discuss their work week. While one student is meeting with the teacher, all other students will be spending their time catching up on work, reading or completing upcoming projects/assignments due.
Example: (See document/picture)
For more information:

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Age: 6th & Up
Content: All
Use: Students use their own time to create a project based off a topic they are studying in class.
Focus: Research, making connections, asking questions and gaining knowledge on their own degree.
Description: Students will come up with a project of their own. It can be under the terms of a paper, a video, a tik Tok series, a game, anything they can create themselves.
Procedure: Give students a clear rubric but also letting them have control of what their projects will look like. Such as, giving students a broad topic and letting them select a more focus topic within that.
Example: (See picture)
For more information: Managing open-ended projects. (2020). Retrieved 29 June 2020, from https://educatech.wordpress.com/2010/02/02/managing-open-ended-projects/

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Age: 4th & Up
Content: All
Use: Students are able to write down their thoughts, answer questions and make connections.
Focus: Making connections, asking questions, writing down thoughts.
Description: Students are directed to write down answers to questions or their thoughts pertaining a specific topic.
Procedure: Have students come in the first 5 minutes of class with a question, directive, or something like that for students to complete. It needs to connect to what they have been learning and what they will be learning that day.
Example: https://www.youtube.com/watch?v=mGBaFNVDm_k
For more information: 15 Strategies for Using Interactive Notebooks in your Classroom. (2020). Retrieved 29 June 2020, from https://gettingnerdywithmelandgerdy.com/15-actionable-tools-for-implementing-inbs-in-your-classroom/

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Age: All
Content: All
Use: Students who are reviewing for a test, end of the year standards, or just to check understanding.
Focus: Retaining knowledge, understanding content, review.
Description: Teachers can use many different in person review games or online tools for review.
Procedure: Choose which review game, and have students race against  each other by asking questions and having students answer.
Example: https://kahoot.com
For more information: Fun Review Activities and Classroom Games to Do Now - TeachHUB. (2020). Retrieved 29 June 2020, from https://www.teachhub.com/classroom-activities/2019/10/fun-review-activities-and-classroom-games-to-do-now/

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Age: 2nd grade and up.
Content: All
Use: Students think individually before sharing and discussing with their peers.
Focus: Ability to create ones own idea, share with peers and build on that idea with others own ideas.
Description: Students will begin by writing down their own idea and thoughts to a questions, then when directed by the teacher, will share with a partner next to them. Lastly, students will share with the class.
Procedure: Students will begin by thinking of their own thoughts, giving them anywhere from 2-5 minutes to get their thoughts down on paper, depending the age group. Once students have completed this, they will then turn to their partner and each share what they thought and wrote down, focusing on key ideas between each person. Finally, when directed by the teacher the pair will share with the class as we discuss it together as a whole.

Example: (see picture)

For more information: Think-Pair-Share | Classroom Strategies | AdLit.org. (2020). Retrieved 29 June 2020, from http://www.adlit.org/strategies/23277/

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Age: All
Content: All
Use: To have students moving around room, gaining information towards a common learning goal.
Focus: Background knowledge, ability to ask questions and clarify.
Description: The idea is to have students out of their seats, and rather than continuing the monotonous schedule of sitting & reading, students will be investigating different primary sources, readings, pictures and more to learn their topic.
Procedure: Stations are set up around the room, each with a different learning tool. Such as, readings, pictures to study, primary source documents, or a hands on skill building activity.

Example: https://www.youtube.com/watch?v=Kg38A1ggYiE

For more information: Schweitzer, J. (2020). The Use of Learning Stations as a Strategy for Teaching Concepts by Active-Learning Methods. Retrieved 29 June 2020, from https://www.tandfonline.com/doi/abs/10.5408/0022-1368-43.4.366