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I used the Feedback Log Template because student actions and responses are most important to the outcome.

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Student learning is directly linked to student reflections and contribute to the formative assessments of their projects. I liked the continual assessment of "What changes did I make?, What were the results?, and What are my next steps?" This is evidence of student learning in critical thinking.

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Students will be cognizance of learning being a process of continual assessments and improvements until the goal is reached.

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Getting students to reflect on feedback (Brandon)

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Getting students to reflect on feedback (Brandon)

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Like Faye (above), I looked at the Feedback Log Template. It was timely as this morning I facilitated a debriefing session with 5 teachers who attended last week's GOA "From Grading to Feedback" session and we were talking about how we could slow down students' learning and get them to be more attentive to and intentional about teacher feedback.

I thought what I'd design, however, was something to do in our advisory next week. Students will receive their Quarter One reports on Monday and along with it, narratives (comments) from each of their teachers. In February, we are having students do Student-Led Conferences. (We piloted it for the first time last year and it went well, so we're making improvements to the process this year.) To get students set up for their Student-Led Conferences, we're going to devote time to having them read and reflect on the feedback they've received on their report narratives. Here's the document I put together. It's a first draft, so any feedback/suggestions are welcome!

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Oops. Think I jumped the gun by saying too much in the "What" section. I think we (wrongly? naively?) assume that students pay attention to feedback but don't "train" them how to process the feedback--nor do we give them INTENTIONAL time to do this. An advisory program is a good place for this.

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As I referenced in my "what" section, we are having students do Student Led Conferences. This will be the second year--and what we learned from last year is exactly the points I made in my "why" section, which is that we have not been coaching students or providing time for them to think about themselves as learners. The impact I hope to get from the reflection document I made is essentially the beginnings (?) of a portfolio of artifacts, reflections, and evidence that students can draw from when they conduct their Student Led Conference.

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I loved the feedback log and plan on modifying one for my own classroom.

I also have to keep reminding myself that feedback isn't always written. It can be verbal through open-ended questions and comments.

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For students to grow, they actually need to apply feedback. When they aren't held accountable, they aren't going to do it.

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I'd love to think that after a few units of practicing with the feedback log, it's a scaffold that might go away. That students will begin to apply feedback without needing the log and that it isn't necessarily attached to a grade. It seems like a perfect impetus for conferring in class.

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I revisited a student assessment form used by my department as part of our preparation for  grade reporting.  I am pretty intentional about foregrounding my comps/outcomes for my Econ class, so was interested to see the variable responses from students to these three questions: 1) what are the essential academic skills you are acquiring/strengthening in this class? 2) what among various classroom activities helped you advance these skills?  3) what tasks are challenging? what are you most proud of?

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To learn more about how students are learning -- what works for them, what doesn't -- and to have them become more metacognitive. While this is a "self assessment" I am really asking them to assess my practice, and help me improve.

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I hope to engage students in owning their learning, refining the goals I have foregrounded for them, and helping me to identify and hone the best practices/exercises/assessments that will help strengthen their skills.

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I created a Wise Feedback Framing Statement:

“[Student Name], I'm giving you these comments to help you grow your understanding of this material. If you didn't get the grade you hoped for, that doesn’t mean you can’t succeed in this class. These concepts are challenging, but I know that you are capable of mastering them. After reviewing my feedback, please let me know if you have any questions or want advice about how to use this feedback to improve on future assignments.”

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I've never heard of a Wise Feedback Framing Statement, but I already verbally say similar things. I really like how this approach is explicit, puts it in writing, and is communicated to each student, individually.

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I hope that students will read the Wise Feedback Framing statement and have a better understanding of what my goal is in providing feedback and what hope is for them as a student in my class.

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I always spend considerable time on the feedback process, so I developed a plan with strategies for the mode and the feedback. For the mode I want to use videos, multimedia in google docs with Mote and screencastify.
For the feedback I am going to work on the single point rubrics.

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I am convinced that feedback is one of the most powerful tools in learning. Knowing various strategies will help me show students true purpose in a variety of ways.

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My hope is that students will make this practice a habit that will always allow them to improve, deepen and know their own learning style.

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I am creating a "process portfolio" for the kindergartners. I already keep a large 3 ring binder for each student. It is filled with examples/samples of their work throughout the school year. I usually have them look at it at the end of the year, when we talk about timelines, past and present, "I used to... but now I..." But I will use the newly created process portfolio specifically for the kids to view their progress with reading and writing.

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My hope is that through the process portfolios, the kindergarten students will see and appreciate their growth and learning. Kindergartners CAN be reflective, and their mindfulness can increase their self-esteem, self-confidence, and their academic achievement.

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Through the process portfolios, I hope the kindergartners will be more cognizant of their progress. "

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I will have the student help me create a work sample of their assignments to show their parents during conferences.

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I will do a student created portfolio so they can assess themselves and determine what is quality work and what is not.

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My hope is that they will be able to be able to self assess and take pride in the work that they are doing.

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I am going to use the hyperRubric. I cannot wait to try it with my teaching partner! Often students ask for clarification on criteria and this will help them visualize it. I also want to add verbal comments/feedback so that students will get "wisdom" learning as well

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I often do 1-1 conversations with students after an assessment and co-create rubrics, but I love that with the hyperRubric we can add very specific "how to videos" or exemplars to each piece of criteria.

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The impact I want it to have is to give the students concrete ways they can access the tools towards mastery.