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co-create success criteria and peer feedback 

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co-create success criteria and peer feedback 

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Student-led and teacher-guided: videos 1&2

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Student-led and teacher-guided: videos 1&2

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We do turn and talks, teacher observations, and small group glow and grows.

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I have used PQP and TAG with writing.

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Providing sentence stems on flashcards in book clubs.

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Providing sentence stems on flashcards in book clubs.

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We use TAG and PQP for students to give peer revision feedback in writing. In math we use TAG for students to give feedback on student’s problem-solving.

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She facilitated and prompted with leading questions asking multiple students for feedback.

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TAG, PQP, Glow and Grow. Success criteria to as sit in giving specific, intentional feedback

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By implementing TAG and allowing students to analyze other students work and giving feedback. 

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By implementing TAG and allowing students to analyze other students work and giving feedback. 

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Co-create success criteria, peer and teacher feedback

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Co-create success criteria, peer and teacher feedback

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Let students notice anything we may have missed to add to our feedback.

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Let students notice anything we may have missed to add to our feedback.

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Co-creating success criteria and TAG protocols. I also give specific feedback during small group.

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Co-creating success criteria and TAG protocols. I also give specific feedback during small group.

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TAG is also utilized and poster is seen in our classrooms!

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multiple students participated and their ideas were joined into a cohesive statement

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multiple students participated and their ideas were joined into a cohesive statement

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Use of checklists to give instant feedback 

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Use of checklists to give instant feedback 

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I liked how the student in example two told specifically what he/she was not understanding

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Sentence Stems help students get started with their feedback

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Sentence Stems help students get started with their feedback

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In my group, I use the Glow and Grow strategy. 

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In my group, I use the Glow and Grow strategy. 

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Continue to model specific, positive feedback

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Continue to model specific, positive feedback

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PQP, Grow and Glow, TAG, :) and Look At (Polk version)

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All students answers were accepted and student's ownership of learning was very present

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Example 1 was not specific enough

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The students had plenty of practice using the form and providing feedback.

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The students had plenty of practice using the form and providing feedback.

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Students were able to give specific and useful feedback to their peer

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Students were able to give specific and useful feedback to their peer

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Continue to model for our students

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To incorporate more student feedback in other areas such as in Social Studies

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The teacher guided some students that needed it and listened to other groups that were providing feedback properly.

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Continue to model how to receive feedback when you don't like/agree with what your peer suggested.

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Continue to model how to receive feedback when you don't like/agree with what your peer suggested.

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visual of the learning progressions for students- reviewed it 

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visual of the learning progressions for students- reviewed it 

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Students were provided sentence stems, so some of the feedback was self-guided. The teacher was able to step in and further guide feedback to be more specific

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Teacher directs students to use sentence stems to give clear and specific feedback

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Continue implementing feedback focusing on one strategy

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Continue implementing feedback focusing on one strategy

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She asked questions that helped the students delve more deeper into how the student can improve their sentence over the hardtop. 

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She asked questions that helped the students delve more deeper into how the student can improve their sentence over the hardtop. 

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Students able to fill out all parts of the form. Students all came up with a question- which can be tricky to do.

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Students had a sheet the filled out with PQS and were sharing with their partner. This then fostered a conversation between them about their work.

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Students provided specific examples in peer work for feedback.  He used sentences stems to guide him in his dialogue.  

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Students provided specific examples in peer work for feedback.  He used sentences stems to guide him in his dialogue.  

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I like how students were specific in what they didn't understand.  

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I like how students were specific in what they didn't understand.  

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We are going to have a word problem station with a Feedback sheet shared by Anigbogu.

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We are going to have a word problem station with a Feedback sheet shared by Anigbogu.

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student-led and teacher guided with asking questions

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student-led and teacher guided with asking questions