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student improvement of self-advocacy skills through more directed questions which identify learning needs

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Students are able to ask clarifying questions of students and teachers to get better feedback.

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Receive feedback through multiple modalities, technology applications, etc

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Student comfortability with peer review and peer feedback

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Students will be able to have a strong understanding of the criteria for success based on the teacher's feedback

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open-up to receiving feedback from teachers and peers

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Students would know how to accept feedback and use it in their learning

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Some learning targets were content related others were around the strategy of feedback

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The teacher can provide feedback to the students based on the chat responses.

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Teacher was able to get individualized feedback from AI tutor on how well students were able to complete the task and identify which students needed more support.

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T "Score your self on the feedback form for the 5 areas were were focusing on today (posture, dynamics, etc.). I took notes and will compare the feedback you provided me"

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Teacher: "This checklist is how I will grade you on your presentations... it's very similar to the rubric."

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Teacher: "If you want them to elaborate, tell them what to elaborate on."

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T "Close eyes and raise your hand if you gave yourself a 45 or above, 40-45 or lower. You guys were tough on yourself"

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Raise your hand if you found at least one other form of the word?

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"Do your best to have the vocab coach help you out"

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T Asked the students to provide group feedback for rhythm by giving a thumbs up, middle or down

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Vocabulary Coach, through MagicSchoolAI, helps to receive feedback on the use of the word and depth of knowledge of each word by the student.

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Student: "giving feedback to my peers helps me improve my own work."

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Program provided feedback to teacher based on student responses.

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Teacher: Group 1 will play while group 2 provides feedback on their tempo, dynamics, rhythmic accuracy. Give it a thumbs up, thumbs down, or in the middle to help them improve.

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The teacher reminds students that "if they don't understand something, ask a peer to clarify what they mean"

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A student responds regarding peer review that "the feedback was useful because it helped show what was wrong and improved accuracy"

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Teacher: "Where do you feel like you need to learn more?"

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Teacher: "What was our best suit?"

Students: "Tempo." "Dynamics."

Teacher: "How was our rhythm?"

Student: "Mid."

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A student explains that the goal of using the 'COLT Worksheet' is to help a peer strengthen their work.

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Teacher: "I'm not sure the word works in that context." Teacher provided student with alternative phrasing. "Try putting that in there to see what the bot says."

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Teacher suggests to a student that, "this fact fits better with the growth and development section and the student receives the suggestion that this should be swapped out with another fact"

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S "I don't agree with the feedback you gave me that said my animal is not clearly stated"

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Teacher reminds students to, "remember the expand and explain strategy"

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Teacher: "When you look at it as an editor, you see what else you can add on yours."

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Teacher: "Maybe a 'grow' for him would be to be more specific."

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Student 1: "Is that better?"

Student 2: nods

Student 1: "Thank you."

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Student: "It would be helpful if you add if bullsharks are born from eggs."

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T Make sure you are looking at the feedback form to decide if you should make edits on your slides"

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Teacher used SchoolAI workspace to give guided feedback to students on their vocabulary words.

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Students review peer sources for quality and validity

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S: Can you give me more feedback on what you ant me to say about bats?

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Teacher basing quality of student to student feedback on it being "well-thought out and concise".

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Teacher: "Use the feedback from your peer to revise and finalize your presentation."

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T "Provide more information on motivation"

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3 of 4 classrooms had learning targets visible throughout the lesson.

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T - "What was the overall best skill? What was the most difficult?"

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T- "I like the way you were specific on your issues and problems"

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T - "Thumbs up, middle, or down to evaluate performance rubric skills"

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Student stated, "I found the feedback helpful in identifying what I was missing"