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Writable allows students to draft their writing and receive AI feedback. It also has a revision aid as well. If you have students who can access feedback independently this is a good option. Students can also message teachers on Writable for additional support.

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This document allows students to provide peer feedback, make revisions, and do a self-feedback review. I use this with students paired with writing partners.

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This tool can be accessed through Clever by students. Students can submit their writing to a tutor and then get feedback in a few hours. Or students can conference with a live tutor 1:1 on video.

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1. Which of the five research-based tips resonated with you the most, and why?

2. How do you currently provide feedback to students, and what changes might you make based on the article’s insights?

3. What challenges have you faced in giving meaningful feedback, and how can you address them using the strategies from the article?

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1. The tip that resonated with me the most is giving immediate feedback. Sometimes I take a while to give feedback because it can be overwhelming at times.

2. Giving students immediate feedback, even if it's one actionable step. Giving them feedback section by section instead of after they write the entire task.

3. My students are typically all working at different paces so I find it challenging when I am giving feedback and there are multiple students waiting. I wonder how I can meet all of students' needs.

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1. "Be as specific as possible" resonated with me most, because students need to know what they did well and how they can improve, rather than just being told their work is "good" or "good job".

2. I use the comment section based on the particular writing rubric.  Give them what they did well, and how they can improve.  Peer feedback through discussions, swap writing tasks for peer review, one-on-one conferences. I would change and add based on the article, by providing feedback that addresses the learner's advancement toward a goal.

3. I haven't really faced any challenges in giving students meaningful feedback. I can use all 5 strategies from the article.

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1. " Be Specific" Resonated with me the most because i see how much Positive words can impact a student and make them want to work even smarter and even want to continue to do more work.

2. I usually work with the students one on one and provide them feedback and show them their mistakes as well as provide corrections and show them what they can replace the mistake with.

3. Sometimes the student doesn't understand my feedback so sometimes i have another student help them out and explain it to them in another way that i can't.

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I would like to explore "Writable" during the next writing task by utilizing the AI student feedback tool to see how this closely aligns to the student's actual work. This would be most useful after a writing task or during the drafting process. They are able to see the process in action before, during, and after writing.

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1. Being Specific resonated with me most. I agree that giving vague feedback does nothing to help the student improve their understanding and their writing. (It's like being asked a vague question. How do your answer without specifics for direction.)

2. I add notes to their planning guide for improvement.  I allow students to share with the class to get whole group feedback.  I give one-on-one feedback to students when I walk around the class.

3. My challenge is woking with students who don't retain verbal feedback. Most students need written feedback, but this takes more time to do and delays the time of delivering the feedback.

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The research tip that resonates with me is step number 4. It is extremely important to provide constructive criticism in a postive manner, because I don't want my students to feel as if their efforts are in vain. Therefore, I make sure to provide their glows befor I discuss their glows.

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1. The sooner the better is one of the research based tips that resonated with me because students want to know if they are doing it right. 2. I try to give students feedback on the spot but instead of saying good job I have been trying to get in the habit of telling them why it was good. 3. The only challenge I have faced giving feedback is not trying to embarrass the student in front of the class but instead giving them feedback they can learn from.

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I will explore number 2. It takes me a while to properly grade their writing, but I'm going to make sure that I give my students feedback as soon as possible even if I need to do a quick review of each students writing.

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2. I currently provide feedback by using writable,padlet, and writing feedback and corrections onto their paper copies or using the diting feature in google docs. The changes that i'll make based on the document are to continue to make sure that I am specific as possible when giving back feedback. Even if a student does an excellent job on an assignment I can still give them specific feedback on what they did well.

3. I'd say that a challenge that i've faced while giving immediate feedback is trying to give students the feedback of their whole work. I've changed that by chunking parts of the writing and giving students feedback as they go. I've also allowed students to give feedback to their peers based on the success criteria checklist.

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1. The research based tip that resonated with me was number 5. "Involve learners in the process." I picked this research tip because this allows the class to be vocal and show their understanding on how to indicate errors and how to correct an essay.

2. I provide feedback on a one on one bases. This allows the students to understand their work and how they receive the feedback. The things I will change is showing examples of a well written essay and a non-well written essay.

3. The student understanding the feedback that they are receive. Based on the article, I will be more specific as possible.

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Since I recently stated learning about writable, I want to use the writing with AI next to see how helpful it is for the students.

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I would like to explore more with writable. I understand it provides feedback right away. Also, writable provides the AI feedback.

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1. One of the five research-based tips resonated with me was the "Be specific as possible." While the topic for feedback is for writing tasks, I provide specific feedback (like open-ended questions) a lot more now during our reading and annotations. When students add their annotations and it is not their own thoughts/ideas, I tend to ask the "why" did you add this?

2. I currently provide feedback to students by being specific as possible and as soon as possible. I think this is feedback when we breakdown their thoughts and they add in writing. One other tip I might add is the involvement of the learners during the process. I feel like now I need to find a way that works best for us on how to give them access to their performance. I think it is good what the article shared about how students may develop that awareness of the mistakes that have been made

3. I also think that a lot the students I co-teach with are all in different working paces. It does become difficult to provide feedback to a certain amount of students when some are in one place, while others are in another. Also, some students really take their time to break down our readings/writing tasks and some that they may need additional support (it is difficult for me to see where to go to provide that feedback).

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Writing checklist Chunking the information, and reviewing their work in small groups asking questions

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I would like to explore Pear deck tutor because I have not use it yet. I can use this tool for the upcoming writing task.

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I would probably explore writable more because it seems like a helpful tool to use and can be very useful.

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1. Out of the five research-based tips the one that resonated with me the best is involve the learner in the process. I think it is important to involve them in it because I think scholars learn better when they are involved in the actual research and thinking process.

2. I like to provide feedback through writable, but I like to call the scholars one on one to make sure they understand what the feedback is telling them. The changes I may make is just to give more feedback in the moment .

3. The challenge is making sure all the students get the meaningful feedback when they need it . Also understand that small groups can help with feedback and the overall performance of the scholars. Because scholars sometimes perform and understand what they should be doing a lot better. Sometimes the peer interaction or feedback is very helpful.

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I will continue to explore Pear Deck tutor with students who are early finishers.

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I would like to explore more about using the Writable tool.

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I will use writable.

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1. #1- Being as specific as possible when providing feedback is important because it makes the feedback clear, actionable, and meaningful. Instead of vague comments like "This needs improvement," specific feedback like "Your introduction could be stronger by clearly stating the main argument" gives the recipient a clear direction on what to change and how. Specificity also reduces confusion, increases the likelihood of improvement

2. I currently provide feedback by offering praise, highlighting what was missed, and suggesting next steps with additional resources.

3. The challenges I face when providing feedback, including ensuring clarity, balancing praise with constructive criticism, and making sure my suggestions are actionable. Additionally, I sometimes struggle to tailor feedback to individuals' unique needs and experience levels. To improve, I aim to use clear, concise language and focus on specific aspects of the work rather than providing general comments. This is especially important when working with students who have IEPs, as they may benefit from more structured, accessible, and personalized feedback.

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I think Pear Deck Tutor is a feedback option that can be explored in our RELA co-taught classes during the next writing task. I think I like the idea shared in collaborative today - when a group of students are finished with their writing, they may get into small groups and go on Pear Deck Tutor to gain that feedback. I am not too sure if this tool can be used paragraph by paragraph or toward the end of their draft.

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I use writable as of now. I plan to start using Pear Deck Tutor. I plan to start using it this week when we begin our writing task. I think this can be a big help with students during our small group work.

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1. How did you use this tool in providing student feedback for the writing task?

2. At what point in the lesson do you allow students to get feedback?

3. What are the student's next steps after receiving the feedback?

4. Do you need any additional assistance with using Writable?

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1. How did you use this tool in providing student feedback for the writing task?

2. Do you provide students with a success criteria checklist? How do students know what they are giving feedback on?

3. At what point in the lesson do you allow students to get feedback?

4. What are the student's next steps after receiving the feedback?

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1. How did you use this tool in providing student feedback for the writing task?

2. At what point in the lesson do you allow students to get feedback?

3. What are the student's next steps after receiving the feedback?

4. How are you ensuring that students are applying the feedback from the tutor?

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1. What new features have you discovered that you want to use?

2. What questions do you have about using the tool?

3. How do you plan on implementing this tool during student feedback?

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I plan to have students use pair deck. to work with a tutor. I think it would be good for students to get feedback from someone other than myself. I plan to take time on Wednesday to help students set up PairDeck and upload their writing. We will revisit feedback on Friday.

My question is how will I know what students submitted their writing and can I see the feedback that students get from their tutors?

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1. The new tool that I am going to implement is the writing center in Pear Deck tutor.

2. The questions that I have about the writing center are: How long does it take to receive feedback and do I get a copy of the student's feedback?

3. I plan on implementing this tool after student's complete each section of the writing process.

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1) The new tool I plan to use is Peer deck tutor.

2) The questions that I have is exactly how does it work. Do the students need headphones to use it and how does the process really work.

3) I plan to implement this after my students finish their writing this week.

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1. I will use pear deck tutor to help implement constructive feedback for the students writing feedback.

2. How will this help the students who are on IEPs and have a hard time with writing?

3. Once the students are done with their writing task, I will walk them through how to use pear deck and how it will help them.

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1. How did you use this tool in providing student feedback for the writing task?

2. At what point in the lesson do you allow students to get feedback?

3. What are the student's next steps after receiving the feedback?

4. How are you ensuring that students are applying the feedback?

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1. Students requested AI Feedback after drafting their writing. If they needed clarification, they could message me on Writable.

2. For 8th grade they wrote a summary, so they received feedback after writing. For 7th grade they received feedback after each plot event.

3. After receiving feedback, students edit their writing and they reflect on the writing session for the day. They share what was easy and what they still need to work on.

4. I am still trying to figure out how to score directly on there and have it align with my scoring in the gradebook.

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I use padlet as a tool to provide feedback t students when they are writing. They are able to post to padlet and I add a comment to their work. In the comments I give immediate feedback and let students know that once I've made a comment then they can add what they've wrote to their final draft.

I allow students to get feedback after they've posted to the padlet or within 24 hours. Students peers are also able to comment and give feedback.

After students receive feedback then they are able to add their writing to their final draft and move on to the next part or paragraph.

I ensure that students use the feedback by having them share their final draft document with me.

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I used the tool by having students copy and paste their final draft into the writable. The writable AI tool detects AI and also gives students immediate feedback. Students are also able to grade each others work through writable.

I allowed students to receive feedback throughout their writing. Writable was the last and final step in the feedback.

After the feedback on writable the students were able to review it and move on to the next task.

I don't think that I need any additional assistance with writable at this time.

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This tool allows students to review their feedback and resubmit. The feedback comes from the teacher. They can also receive feedback from AI as well using this tool. This tool is very interactive and the students were more engaged in their writing activity.

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1. After reviewing student's work, comments were provided in the comment section of Canvas according to the explanatory/informative writing scoring rubric. After submitting to Canvas, I have one-on-one conferences, and pair students with a peer to discuss and attempt to add what is needed according to the rubric.

2. Initially, revisions and peer feedback is a lesson, but after students understand the expectations, students engage in feedback during guided practice or independent practice towards the end of the lesson.

3. After receiving feedback, students begin using the advice to revise writing task.

4. Student feedback is ensured during the one-on one conferences, along with following up when students submit their revisions on Canvas.

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1. I used this tool in providing feedback to students by first looking at a good thing incorporated (praise). Then I looked at what might be confusing to the reader and posed a question(s) for clarification (questions). Lastly, I suggested some information that may be helpful to include in their writing.

2. Yes, I modified the success criteria checklist for students to understand a bit better what is expected from their essays.

3. I really tried my best to provide feedback during each paragraph draft, but I found that this was getting to be too much. So now, I will have them complete their rough draft for me to look over and provide my feedback. This way, they can make these edits while writing their final drafts. We might also use Writable so they can receive other feedback.

4. After receiving feedback, I believe they can use this to make improvements/adjustments.

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I explained to the students that they could request AI feedback. They were very curious about that and they requested it.

I allowed them to get feedback once they were completed their writing. However there were some students who turned just a portion of their writing in to see what their feedback was before they moved forward with their writing.

The students' next steps are to implement the suggestions with the feedback given and resubmit the writing for grading by me.

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I will explore "Pear Deck Tutor". I have no experience with this tool. I will be using this tool for the current writing task we are on for Q3 ARC 1.

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1. I used this tool by providing comments while the students where doing they writing. For some of the students I was able to give live feedback while they were writing.

2. I allow students to get feedback before they are writing. Students also get peer review for their outlines.

3. The students next steps after feedback is to revise what is needed.

4. I am ensuring that students are applying feedback by going back over it while they are revising.

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After reviewing student work, I provide feedback that highlights their strengths, identifies areas for growth, and offers next steps along with helpful resources.

I use the PQP (Praise, Question, and Polishing) feedback model to ensure my comments are balanced and constructive. This approach is also tailored to individual students when completing progress reports.

I offer students the opportunity to revise their writing tasks, with feedback provided through one-on-one conferences.

This ensures that students receive personalized attention and ongoing support in their learning journey.

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1. My scholars are still working on the outlines but will be using writable and will receive AI feedback for the writing task.

2. Student will get feedback after completing the outline and after completing it in writable.

3. After getting the feedback the students will revise their writing based on the feedback given.

4. No, I do not need assistance with writable.

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I write comments and suggestions in Canvas. For peer review, we use the Glow/Grow chart and checklist. For self-review, the students use the MCAP Rubric and reflection sheet. For Arc 1 writing task, we will try to use Writable.