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Feedback
Check for Understanding
Student Self-evaluation

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I appreciate the reminder the importance of  the quality of our questions when checking for understanding.  

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I appreciate the reminder the importance of  the quality of our questions when checking for understanding.  

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I am in first grade and we do not assign grades.  We do give specific feedback on assignments and do intervention when a child does not understand.

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I am in first grade and we do not assign grades.  We do give specific feedback on assignments and do intervention when a child does not understand.

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In the online setting we use white boards to respond to learning.  If they use a black pen on the white board then it is easy to see their response when they hold it up.  I can see who needs more support and who does not.  We set some good ground rules and played games so they learned how to use the white board quickly on Zoom.  

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In the online setting we use white boards to respond to learning.  If they use a black pen on the white board then it is easy to see their response when they hold it up.  I can see who needs more support and who does not.  We set some good ground rules and played games so they learned how to use the white board quickly on Zoom.  

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We are using Seesaw and the students can send me videos and messages and I can do the same with them.

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We are using Seesaw and the students can send me videos and messages and I can do the same with them.

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I also appreciate the reminder on the quality of feedback we give our students. It has really kept me thinking as I respond to students.

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I also appreciate the reminder on the quality of feedback we give our students. It has really kept me thinking as I respond to students.

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We do not give "grades" on report cards, and so also no grades on assignments. I see their assignments as a work in progress. If they need help completing something, I will help them. If they need to correct something, I go over it with them so they can learn from their mistakes - not just receive a grade.

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We do not give "grades" on report cards, and so also no grades on assignments. I see their assignments as a work in progress. If they need help completing something, I will help them. If they need to correct something, I go over it with them so they can learn from their mistakes - not just receive a grade.

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First grade is a lot of modeling, doing work together, and activity-based learning. So grades for independently completed work are not so relevant. Report cards re standards based.  The real goal is teaching students to read and work with numbers. In first grade, students need encouragement more than judgement.

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First grade is a lot of modeling, doing work together, and activity-based learning. So grades for independently completed work are not so relevant. Report cards re standards based.  The real goal is teaching students to read and work with numbers. In first grade, students need encouragement more than judgement.

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In order to assess basics like letters, numbers, sight words, & colors, I made Google slides that I flip through, that I share-screen from Zoom.  I schedule  1 on 1 meetings and assess students formally this way.  I also found that Core Growth (county report card) already has those assessments that you could share-screen.

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In order to assess basics like letters, numbers, sight words, & colors, I made Google slides that I flip through, that I share-screen from Zoom.  I schedule  1 on 1 meetings and assess students formally this way.  I also found that Core Growth (county report card) already has those assessments that you could share-screen.

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I would like to hear student retellings of a book that I read aloud.  But I tried to get students to send recorded feedback last week and I got 2/25  responses. My first graders and kinders need a lot of parent support that I can't rely on.

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I would like to hear student retellings of a book that I read aloud.  But I tried to get students to send recorded feedback last week and I got 2/25  responses. My first graders and kinders need a lot of parent support that I can't rely on.

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I don't assign grades for assignments because in first grade so many of the assignments are to provide the practice that they need to strengthen their skills. I do provided specific feedback to many of the students assignments, telling then exactly what they did that was great, or where to focus for improvement. Our report cards are standards based and reflect where students are on their path to mastery of various skills.

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I don't assign grades for assignments because in first grade so many of the assignments are to provide the practice that they need to strengthen their skills. I do provided specific feedback to many of the students assignments, telling then exactly what they did that was great, or where to focus for improvement. Our report cards are standards based and reflect where students are on their path to mastery of various skills.

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At the beginning of the year our first grade team put together slide shows to see where the students were at in reading and math. Then we scheduled 1-on-1 Zoom times with each student and gave them the assessments. It helped me build my reading groups and has informed my instruction for the beginning of the year. I anticipate we will do something similar for report cards.

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At the beginning of the year our first grade team put together slide shows to see where the students were at in reading and math. Then we scheduled 1-on-1 Zoom times with each student and gave them the assessments. It helped me build my reading groups and has informed my instruction for the beginning of the year. I anticipate we will do something similar for report cards.

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Exit slips were never something that I had success with in the classroom. I'm excited to try Kahoot! or a similar tool on Study Island.

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I appreciate the reminder to give SPECIFIC feedback.

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Unfortunately on Zoom it is extra challenging to provide space for the student to student feedback, but I do try to have them demonstrate their achievements by holding up work to show each other. I also ask for specific comments to others' sometimes. I accept feedback and have asked for input for suggestions on how to add to my demonstration of main lesson book pages. I am giving them a few short sessions of breakout rooms to be able to share with each other as well. I try to give specific feedback and notice individual details to encourage involvement and build our relationship.

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Unfortunately on Zoom it is extra challenging to provide space for the student to student feedback, but I do try to have them demonstrate their achievements by holding up work to show each other. I also ask for specific comments to others' sometimes. I accept feedback and have asked for input for suggestions on how to add to my demonstration of main lesson book pages. I am giving them a few short sessions of breakout rooms to be able to share with each other as well. I try to give specific feedback and notice individual details to encourage involvement and build our relationship.

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At the beginning of the year, my administrator allowed me to administer the KST (Kindergarten Screening Tool) in-person, (using proper social distancing, PPE and sanitizing procedures) on-campus.  This was very POWERFUL as it has guided my instruction for the first six weeks of school.  Now, I schedule 1:1 Zoom times to check-in with students as well as to assess growth and provide interventions where necessary.

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At the beginning of the year, my administrator allowed me to administer the KST (Kindergarten Screening Tool) in-person, (using proper social distancing, PPE and sanitizing procedures) on-campus.  This was very POWERFUL as it has guided my instruction for the first six weeks of school.  Now, I schedule 1:1 Zoom times to check-in with students as well as to assess growth and provide interventions where necessary.

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I am beginning to use Seesaw with my class.  At this point, students are sending me work and videos and can respond to them.  In the future, I plan to  have students respond to each other after extensive modeling, guidance and practice. :)

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I am beginning to use Seesaw with my class.  At this point, students are sending me work and videos and can respond to them.  In the future, I plan to  have students respond to each other after extensive modeling, guidance and practice. :)

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I also appreciated the reminder to give specific feedback.

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We don't assign grades in 2nd grade. But I do correct work and give it back so students can see how they did on the assignments. If needed I also talk with them about the incorrect materials and help them understand where the mistakes were made.

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I am teaching first grade and I don't assign grades. This week we started in-person teaching. I use  my observations and work samples to assess learning.  I don't feel that grades have much meaning in first grade.

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I am teaching first grade and I don't assign grades. This week we started in-person teaching. I use  my observations and work samples to assess learning.  I don't feel that grades have much meaning in first grade.

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I use white boards in my classroom, I have exit tickets, I have mini conferences with my students.

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I use white boards in my classroom, I have exit tickets, I have mini conferences with my students.

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It's very difficult to grade students on such a narrow delivery of instruction. So many do not have access to the internet, and those who do have limited engagement strategies versus the multiple modalities that can be accomplished in person

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I have been using polling methods to engage students (my students are adults), such as word clouds to anonymously show commonalities to team building prompts, so I suppose I could integrate more "exit slips" like evaluation tools.  Really look at my meeting agendas and what I am hoping are "take aways" and creating an exit slip to see if they really took away.

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I have been using polling methods to engage students (my students are adults), such as word clouds to anonymously show commonalities to team building prompts, so I suppose I could integrate more "exit slips" like evaluation tools.  Really look at my meeting agendas and what I am hoping are "take aways" and creating an exit slip to see if they really took away.

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Communication... how we interact with students is so important. I love the reflective prompts and TIP