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I have students turn and talk to each other during direct instruction to share what they have been hearing/learning. I listen in to discussions to see if I need to provide further instruction or feedback on misunderstandings.

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When working on a project students need to come and get feedback during different points of the project to ensure a quality product.

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I give positive and corrective feedback quite frequently when the students are working on the skills of the game. Once they get into game play I usually give less feedback since they have progressed. I will when I see something so they can do well on the skills part of the test.

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In our class, we do follow up activities having students partner up and edit each other's work.  They also provide feedback with each other about what improvements can be made.  

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In our class, we do follow up activities having students partner up and edit each other's work.  They also provide feedback with each other about what improvements can be made.  

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After our students wrote research papers, we had students use a checklist to proofread their own work. Once completed, they shared their work with a partner and they proofread someone else's paper.

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At the end of a lesson or after practicing a new topic, students give a thumbs up, thumbs down, or in the middle to show their level of confusion. Students also discuss their missed homework problems with a partner and have to explain what they did wrong and how they could fix their mistakes.

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With experiments and labs, students have to give each other feedback during the process of the scientific method. Students have to write a hypothesis, and share it with their group/team. They also have to reflect on the outcome of the investigation and write a conclusion about what they discovered.

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After I go over answers to math HW, I have students turn and talk to their partner about a problem they missed that their problem got correct.  They each take turns explaining to each other how to complete the problem correctly and look for their errors in their work.

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They often work with partners to review homework answers or classwork.  They turn and talk about mistakes they made and reflect on what they did wrong.

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"Turn and Talk" gives students an opportunity to check their understanding with a partner. Collaboration during assignments can also provide feedback and new ideas.

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While students are discussing their Lit. Circle Roles, one student will record the conversations-which is turned in at the end of class. I read it over and supply feedback to the group. I return it the very next day.

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On a daily basis, I provide oral feedback when students are engaged in the various physical activities- both positive and corrective/constructive. I also like to use informal peer evaluations.

In FACS I have students evaluate their performance individually and also together as a group.

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I have students ask their peers the same questions they are trying to ask me during stations to see if they can work it out from peer feedback instead of always relying on my feedback

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I give feedback in writing on rubrics and written assignments.

On in class assignments I give feedback by walking around and monitoring work.  Using a highlighter to mark thinks that need to be addressed on the paper is a similar to purple dot.

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Students give each other peer to peer feedback when critiquing a project midway through. They talk to each other about the strengths, the areas that can use improvement (always giving positive suggestions), and how theirs relates to others.

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I recently gave ELA assessments back. We went over data from the assessment but the only personal feedback I gave was their score and the answers they gave to the questions they got incorrect. I asked them to give me written feedback as to why they think they got that question incorrect. Many of them said they didn't read all the answers or didn't fully read the question. 

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I recently gave ELA assessments back. We went over data from the assessment but the only personal feedback I gave was their score and the answers they gave to the questions they got incorrect. I asked them to give me written feedback as to why they think they got that question incorrect. Many of them said they didn't read all the answers or didn't fully read the question. 

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Peer to peer feedback is helpful when students have read science non-fiction and checking for understanding.  They can turn and talk to clarify directions for a lab as well.

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Peer to peer feedback is helpful when students have read science non-fiction and checking for understanding.  They can turn and talk to clarify directions for a lab as well.

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During chorus class students are given immediate feedback on whether or not they are singing the correct pitches at the correct times. If there needs to be a correction made with a certain voice part, the correction is made immediately so they can correct it.

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Using Google Classroom comments where I will go in and give feedback to students, and this allows them to correct something in their assignment/presentation.

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Using Google Classroom comments where I will go in and give feedback to students, and this allows them to correct something in their assignment/presentation.

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Judi Griffin
Day to day feedback for students- using hand signals  which are a quick and easy way for students to give teacher feedback on their level of understanding..(thumbs up-thumbs down)and response cards (green- I got it; yellow- a little confused; and still have questions;  red- very confused.

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I gave written feedback on a rubric from constructing a building during an earthquake

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I like to have them reword

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Science tries to implement as many opportunities for working through the engineering process as possible. One type of feedback that I created recently was a reflection score of how their team used the 5 C's during a team build and comments to support their score without naming other students. This provided me with insight into team glitches, which "C" more students struggle with and basically more information about the stronger dominating personalities and those they are intimidated.

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I constantly walk around the room to provide feedback on student work. We use Google Classroom and add comments and feedback on activities/assignments. Students provide feedback on their elbow partners projects. When students code, they will try playing the game coded by their classmate and give feedback on how it could have been coded differently.

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I intentionally call on students that attempt to hide in plain sight. I consistently create opportunities for all students to engage during each lesson. Recently, I have been using Flipgrid to assess student knowledge of different topics. They like making the videos and sharing their opinions on different topics.

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When reviewing homework questions, prior to reviewing questions as a whole group, I allow students to work in groups for 3-4 minutes to review their answers. I encourage them to communicate with each other and if one person has a different answer from the others, they will all discuss the procedures and see how the student solved the incorrect HW question. This encourages students to communicate answers and also encourages students to be "student peers" and help each other. I also state to them that their peers may explain math "more clearly" to them than the teacher.

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-Feedback is attached to every playing test score in Power School. The written feedback is also told to the student immediately after the play the test.
-Groups/Sections of students play for the class while others listen to provide positive/constructive feedback using guidelines (teacher guided).
-During class, students always receive feedback after playing a few measures or a song. We immediately play it again to see if the improvements are made or if good playing remains consistent.

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-I try to work with my students one on one when it comes to my students feedback concerning their academics. When I do it one on one, it allows me to individualize their feedback...they know how to fix and why they received what they got, and how to proceed forward.
-- I allow them to do ticket out the door, and then the next day, I start my warm-up with the tickets, and also let their peers contribute to that feedback, allow them to get up and present and explain....sometimes it is good allow them to see their peers explain the topic and they see it from a different point of view.

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I used Cornell notes in class...these require students to come up with question to help them review and write a summary at the end....I usually like the students starting a lesson by asking their review questions to one another and giving feedback

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I gave student feedback in a writing assignment students recently completed for Earthquakes. I tried to highlight what the student seemed to succeed in terms of understanding (safety, understanding of building design, or overall grasps of the concept). For students who needed improvement, I tried to underline key words I wanted students to revise.

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Students provide feedback to other students by asking questions about plot for a performance that they have seen in class. Questions are related to the plot in terms of what holes may exist and what questions need to be answered in order to clear up understanding about certain elements (exposition, conflict, rising action, climax, falling action, resolution... etc.) Then students have the ability to see these questions, regroup, figure out how to answer them within the performance, and perform again with the changes.

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Each kid gets a sticky note.
Put handle (username) like @ angelatoms at the top.
Write 1 or 2 facts or questions as they watch a video clip.
Then walk around and respond to each others tweets.

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Using non verbals to share responses/work. Allows for shy students to participate. Similar to Silent Graffiti.

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Use for Formative Assessments:
- If a student answers a question incorrectly, mark a dot next to the response.
- The next day, have students correct their responses with a different colored writing tool while they use their notes.
- Benefits: Students see what they understand/need to review. Teacher recognizes common patterns among students, allowing for reflection.