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As a teacher I will work on my well being as well through self care, setting goals,staying calm, practicing mindfulness,establish clear work boundaries, take regular breaks to decompress, proirtize sleep for 7 to 8 hours, balanced diet and stay hydrated. Don't take student misbehaviour personally. I will seek professional help when needed and connect with colleagues.

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ANSWER 2-CMS KANPUR ROAD CAMPUS - PRIMARY SECTION - GRADE 3One major misconception about feedback is that  feedback just means getting marks or being told what has been done wrong. When feedback is evaluative rather than descriptive , the students may feel demotivated and don't understand how to improve. *Approach to be adapted* - By giving real time feedback which is constructive and not only focus on the mistakes but help them to  decide the next step .

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ANSWER 2-CMS KANPUR ROAD CAMPUS - PRIMARY SECTION - GRADE 3One major misconception about feedback is that  feedback just means getting marks or being told what has been done wrong. When feedback is evaluative rather than descriptive , the students may feel demotivated and don't understand how to improve. *Approach to be adapted* - By giving real time feedback which is constructive and not only focus on the mistakes but help them to  decide the next step .

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Class III

Hindi

1.MLO

छात्र संज्ञा के भेद के उदाहरण बता सकेंगे।

ACTIVE LEARNING

छात्र संज्ञा ( कक्षा में दिख रही ) हर छात्र पांच संज्ञा शब्द इकट्ठा करेगा एवं वह संज्ञा के किस वर्ग में आते है बताएंगे ?

FORMATIVE ASSESSMENT

संज्ञा के कितने भेद होते हैं ?किन्ही पांच संज्ञा शब्दों के नाम बताइए ?

भारत के प्रधानमंत्री का नाम बताइए ?वह संज्ञा के कौन से भेद में आता है?

TARGETED FEEDBACK

छात्र को सही उत्तर देने पर शाबाश बहुत अच्छा जैसे शब्दों का प्रयोग करके प्रोत्साहित किया जाएगा।

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GRADE: 3

SUBJECT: SST

TOPIC: SAFETY RULES

MLO:

Students will be able to identify and describe at least 3–4 safety rules followed at home, school, road, and public places, and explain why they are important.

ACTIVE LEARNING STRATEGIES

Think-Pair-Share - Students think about a time they followed or observed a safety rule, pair up with a classmate, and share their experiences. This activates prior knowledge and peer interaction.

Role Play- In small groups, students enact short scenes (e.g., crossing the road, fire safety at home, emergency at school). This builds understanding through experience.

Safety Rules Sorting Game- Students are given cut-outs of different rules and asked to place them under correct categories: Home / School / Road / Public Places.It Promotes classification and collaboration.

Visual Anchor Chart- Class collaborates to make a safety rules poster with drawings and captions, telling it's importance.This reinforces learning through visual representation.

FORMATIVE ASSESSMENT

1. Worksheet with Pictures – Students match pictures of actions (e.g., wearing a helmet, standing in line) with the correct safety rule and place.

2. Exit Ticket – Before leaving, each student writes down:

- One place where safety rules are important.

- One rule they learned and will follow.

TARGETED FEEDBACK

1)Learners can be given Oral, Written, Formal, Informal, Instructive or demonstrative Feedback - In order to improve their learning , misconceptions and knowledge.

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Misconception about feedback is that feedback is about pointing out what is wrong though in reality feedback can be positive and constructive too.

It is meant to improve performance and

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The misconception regarding feedback was that Feedback is just pointing out mistakes or giving marks.

2. We now understand feedback should be constructive, highlighting both strengths and areas for improvement.

3. We will give clear, specific, and student-friendly feedback that students can actually use to improve.

4. We will ensure feedback is timely, not delayed, so students can act on it immediately.

5. We will involve students by asking them to reflect on the feedback and apply it in their next attempt.

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It is a learning tool , not a tool for evaluation.

It shall be ensured that Measurable learning outcomes are achieved. Conditioned to success of students understanding, a different approach to designing Formative Or summative assessments will be devised to give more specific and written feedback for each student to recognise his/ her learning gaps.

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1. We will start with backward designing,

align our lesson plans clearly with MLOs to keep learning focused and goal-oriented.

2. We will plan our journey aligning active learning strategies like group work, think-pair-share, and interactive questioning with MLOs.

3. We will use formative assessments like quick quizzes, exit slips, and oral responses and adjust our teaching as required in the classroom.

4. We will plan to decide the feedback activity according to active learning strategies and give targeted and timely feedback during or right after the activity.

5. We will reflect after each class to adjust my teaching methods based on student responses and progress.

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Common Feedback Misconceptions and Effective Adaptations

The Misconception I've Encountered Most: Many teachers, including myself initially, believe that "praise equals effective feedback." I used to think that saying "Good job!" or "Well done!" was sufficient feedback because it felt positive and encouraging. However, through designing the respiration learning cycle task, I realized this approach actually hinders student learning.

Why This Misconception is Problematic: Generic praise doesn't tell students what they did correctly or how to improve. When I said "Great work on your respiratory system diagram," students had no idea whether I was praising their artistic skills, their scientific accuracy, or their effort. This left them unable to replicate their success or address their weaknesses.

How the Learning Cycle Task Changed My Perspective: While creating targeted feedback for each MLO in the respiration lesson, I had to think specifically about what students needed to hear to move forward. For example, instead of just saying "Good," I designed feedback like:

Specific Success Feedback: "Excellent placement of the diaphragm! You understand it's the muscle that helps us breathe."

Targeted Improvement Feedback: "Let's place your hand on your chest and feel where your ribs end - that's where the diaphragm sits."

My Adapted Approach for More Effective Feedback:

1. Make it Task-Focused, Not Person-Focused Instead of "You're so smart!" I now say "Your explanation of gas exchange shows you understand how oxygen moves from high to low concentration."

2. Connect Feedback to Learning Objectives Every piece of feedback I give now links back to what students should be learning. When assessing the breathing simulation activity, I specifically address whether students can explain the breathing process using scientific vocabulary (MLO 2).

3. Provide Next Steps, Not Just Evaluation Rather than stopping at "This is incorrect," I now offer actionable guidance: "Try describing what happens to your chest when you breathe in. What changes in size?"

4. Use Timing Strategically The formative assessments in my learning cycle happen immediately after each activity when students can still apply the feedback. This replaced my old habit of giving feedback days later when it was no longer useful.

5. Balance Affirmation with Growth I've learned to acknowledge what students did well while simultaneously pushing them forward: "Perfect! You showed how oxygen moves from high to low concentration. Now, can you explain why carbon dioxide moves in the opposite direction?"

The Impact on Student Learning: Since implementing this approach, I've noticed students are more likely to revise their work, ask clarifying questions, and demonstrate improved understanding in subsequent activities. They know exactly what they're doing well and what specific steps to take next.

Key Realization: Effective feedback isn't about making students feel good—it's about making their learning visible and providing them with concrete pathways to improvement. The learning cycle task helped me understand that feedback should be as carefully planned as any other lesson component, with clear connections to learning outcomes and student needs.

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  Nasiha Khan.                   Feedback misunderstood as negetive or positive remarks or grade whereas it help students to improve their answers,clarity and application based learning 

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  Nasiha Khan.                   Feedback misunderstood as negetive or positive remarks or grade whereas it help students to improve their answers,clarity and application based learning 

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As a pre-primary teacher, I will now plan my lessons with a clearer focus on specific learning goals (MLOs) suited to my young learners. I will include more hands-on, play-based activities to keep them engaged and support active learning. I’ll also observe them more closely during activities to assess their understanding in real-time and give simple, encouraging feedback that helps them grow with confidence.

As a pre-primary teacher, I will now plan my lessons with a clearer focus on specific learning goals (MLOs) suited to my young learners. I will include more hands-on, play-based activities to keep them engaged and support active learning. I’ll also observe them more closely during activities to assess their understanding in real-time and give simple, encouraging feedback that helps them grow with confidence.

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This session made me think deeply about planning. Earlier, I used to create activities and then decide outcomes, but now I’ll reverse that. I’ll first decide what I want students to learn (the MLO), then build my lessons around that. I’ll also try to differentiate tasks for different learning levels and ensure all students are involved. Giving regular and constructive feedback, even in small doses, will now be a part of every class. I’m excited to try these changes from tomorrow itself

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CMS Station Road and Jopling Road Campus Group 3 

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CMS Station Road and Jopling Road Campus Group 3 

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The misconception was that feedback needs to be written only but after today's session now we know about the multiple ways which can help us in giving timely reflective feedback.

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During "Show Me Board" or "Pair and Share" activities, it is often observed that some weaker students tend to copy answers from their partners, which can lead to misleading feedback about their understanding.

To address this issue, we can ask these students to explain the reasoning or logic behind a particular step or calculation. If they are unable to do so, it serves as an important insight that the concept needs to be revisited and re-explained in a simpler or more relatable manner to support their learning.

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Some students believe feedback is only about mistakes. I show them it’s like a helpful hint on a treasure map—guiding them closer to the right answer. With kind words and clear steps, they feel excited to try again.

Group members

1. Ms. Pinky Kumari

2. Ms. Rachna Bansal

3. Ms. Shruti Singh

4. Ms. Parul Srivastava

5. Ms. Neelam Panthri

6. Ms. Shivanki Sonker

7. Ms. Divya Singh

8. Ms. Alka Sharma

9. Ms. Shivani Tripathi

10. Ms. Swati Gulati

11. Ms. Ayushi Singh

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Kashifa Khan ,GN 1                                  As a kindergarten to teacher, I'll use the pedagogical cycle(Engage, Explore, Explain, Elaborate, Evaluate) to plan Water Animals" lessons differently. This means starting with captivating activities to activate prior knowledge and set clear learning objective. I'll continuously use observations and quick checks for formative assessment, providing targeted feedback to address individual needs. 

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Kashifa Khan ,GN 1                                  As a kindergarten to teacher, I'll use the pedagogical cycle(Engage, Explore, Explain, Elaborate, Evaluate) to plan Water Animals" lessons differently. This means starting with captivating activities to activate prior knowledge and set clear learning objective. I'll continuously use observations and quick checks for formative assessment, providing targeted feedback to address individual needs. 

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Misconceptions in feedback Excessive praise can lead to dependence on external validation.

General comments without specific guidance hinder improvement.

Effective Feedback Strategies:

1. Specificity: Provide clear, specific comments on actions or work.

2. Focus on Effort: Emphasize effort, progress, and improvement.

3. Actionable Advice: Offer concrete suggestions for improvement.

4. Timeliness: Provide feedback promptly to maximize impact.

Benefits:

1. Improved Learning: Effective feedback enhances student understanding and progress.

2. Increased Motivation: Constructive feedback motivates students to learn and improve.

3. Better Self-Awareness: Students develop a clearer understanding of their strengths and weaknesses.

Adapting to Effective Feedback:

1. Train Teachers: Provide professional development on effective feedback techniques.

2. Student Involvement: Encourage students to participate in feedback process.

3. Regular Feedback: Make feedback a regular part of the learning process.

By recognizing and addressing common misconceptions, educators can provide more effective and actionable feedback that supports student learning and growth.

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I used to think feedback ended once I had written comments in notebooks. But I now see it’s a cycle that involves follow-up. Moving forward, I will turn feedback into action by giving students time in class to reflect on and work on the feedback. I’ll track their progress and encourage goal-setting based on the feedback they receive.

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CMS Station Road and Jopling Road Campus Group 3

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CMS Station Road and Jopling Road Campus Group 3

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We will be more focused with respect to -

MLO- will be specific and achievable. It will be aligned with the task and feedback.

Active learning techniques - appropriate as per the learner's need taking into consideration the time frame

Formative assessment - made to identify learning gaps , short and precise which will make the feedback quicker

Feedback- will be timely and detailed. It motivates the learner to improve and keep his urge to learn alive.

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Misconception About Feedback in Class 9 Chemistry:

Chemical changes

One misconception I’ve seen is that students often treat feedback as a final judgment rather than a tool for improvement. For example, when I mark a response like “This is not a chemical change,” students often move on without revisiting the concept or understanding why their answer was incorrect.

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How I’m Adapting My Feedback Approach:

1. Making Feedback Specific to the Learning Objective:

Instead of just marking answers wrong, I now say:

👉 “You said dissolving salt is a chemical change — remember that no new substance is formed. Think about what actually happens to the salt molecules.”

2. Building Feedback Into the Lesson Itself:

During a practical on chemical changes, I walk around and ask guiding questions like:

👉 “You observed a color change — what does that tell you about the type of change?”

3. Adding a Feedback-Response Routine:

Students now revisit one piece of feedback and write a corrected answer or short reflection.

👉 For example: “Rewrite your answer using the correct indicator for a chemical change observed in the vinegar + baking soda reaction.”

4. Using Peer Feedback Strategically:

I give students checklists with questions like:

✅ “Did your partner mention a new substance being formed?”

✅ “Did they explain why it is a chemical change?”

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✅ Result:

Students are now more engaged with feedback, and they see it as part of the learning process — not just a score or comment. This shift has led to stronger scientific explanations and fewer repeated misconceptions.

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Would you like this structured into a slide or handout format for a professional development session?

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It's a misconception that Feedback is only about criticism or evaluation.

Adapting approach should be there like Focus on specific actions or work,Timeliness: Provide feedback promptly, Constructive tone: Balance positive and improvement-focused comments,Student involvement: Encourage self-reflection and goal-setting.

This approach makes feedback more effective, actionable, and supportive of student growth.

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Class III

CT AND ICT

Ans 1

*MLO*- Students will be able to identify and point out at least 4 key parts of the MS Paint interface and describe their use briefly.

*Active Learning Strategy*-

Draw what I say and then demonstration of the key parts on the IFP.

*Assessment* - Quick MCQ quiz where students will use ABCD cards to tell the answer

*Feedback* - Oral feedback .

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Q2) ● Only Balanced Feedback is the way of giving feedback. Not just positive or just negative feedback.

● Must align with learning goals.

● More clearly expressed to let the child work in a targetted, focussed goal.

● Excessive feedback must be avoided to maintain its importance.

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The very misconception prevalent about feedback is that the one providing feedback is pointing out mistakes and shortcomings of the recipient.

This is addressed by highlighting the plus points of the presenter/ performer/ kids first followed by the suggestions that can improve the quality of work. This way not only boosts confidence among the recipients but also makes them readily accept and embibe the suggestions provided.

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One common misconception I’ve encountered is that students often see feedback as just criticism or a final judgment. To make feedback more effective, I will focus on giving it in a positive, growth-oriented way—highlighting what was done well and giving clear, specific steps for improvement. I will also encourage students to reflect on the feedback and apply it, making it part of the learning process rather than the end.

One common misconception I’ve encountered is that students often see feedback as just criticism or a final judgment. To make feedback more effective, I will focus on giving it in a positive, growth-oriented way—highlighting what was done well and giving clear, specific steps for improvement. I will also encourage students to reflect on the feedback and apply it, making it part of the learning process rather than the end.

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RAJAJIPURAM 1

THE ALGEBRA ALCHEMISTS

Ans 1-

1-To set clear Measurable Learning Outcomes.

2- To inculcate Active Learning Strategies- explanation through visual representations

3- To use targeted and actionable feedback.

4- To allow time for students to act on feedback.

Ans 2-

1-There's a misconception that only teacher led feedback matters. Students often undervalue peer or self feedback which can be equally powerful.

2- Feedback equals criticism. Students may perceive feedback as negative if it's only focused on errors without recognizing what they did well.

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Here’s a Mini Learning Cycle for a Class 9 Chemistry lesson on “Chemical Changes”, incorporating MLOs, active learning, formative assessment, and targeted feedback:

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🔁 Mini Learning Cycle: Chemical Changes (Class 9)

1. Learning Objective (MLO-aligned)

Students will be able to:

Differentiate between physical and chemical changes

Identify evidence of a chemical change (e.g., gas evolution, color change, temperature change, precipitate formation)

Explain the changes using appropriate scientific terms

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2. Engage (Activate Prior Knowledge)

Activity: Think-Pair-Share

Prompt: “What’s the difference between melting ice and burning paper? Which one is reversible? Why?”

Pairs discuss and then share with the class

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3. Explore (Active Learning)

Hands-on Lab Activity:

Students observe and record changes in:

Burning magnesium ribbon

Mixing vinegar and baking soda

Adding silver nitrate to salt solution

They record observations under: color change, gas evolution, temperature change, precipitate formation

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4. Explain (Concept Development)

Guided Discussion:

Use students’ observations to define chemical change

Highlight key characteristics

Teacher introduces scientific terms: exothermic, endothermic, precipitate, etc.

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5. Elaborate (Deepen Understanding)

Group Work:

Students are given various scenarios (e.g., rusting iron, dissolving sugar, curdling milk)

Each group classifies the change as physical or chemical, with justification

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6. Evaluate (Formative Assessment)

Quick Quiz / Exit Ticket:

3 MCQs + 1 short answer:

“Which observation indicates a chemical change?”

“Is dissolving salt in water a chemical or physical change? Why?”

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7. Feedback (Targeted & Timely)

Provide written or verbal feedback focusing on:

Accuracy of terminology

Clarity of explanation

Misconceptions (e.g., all color changes aren’t chemical changes)

Example: “Great observation of gas evolution, but remember to specify the gas and link it to the chemical reaction happening.”

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Would you like a printable version of this as a one-page lesson plan or a slideshow outline?

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A common misconception is that providing feedback only is enough to guide the student. Now, we will focus on instructional and descriptive feedback to make it more effective and learning oriented in a positive manner, highlighting the strengths of the learner and areas of improvement.

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City Montessori School , Junior Section Kanpur Road Campus

Class VI-

Subject- Biology

Topic - FLOWER

1. Measurable Learning Outcomes-

1. Identify the parts of flower.

2. List the functions of the part of flower

Active Learning Strategies-

1. ( HANDS ON EXPERIMENT)

Students will identify different parts of flower, and will do this practically by removing all parts of flower with forceps.

FORMATIVE ASSESSMENT

1. List All the parts of hibiscus flower.

2. Identify the male and female parts of the flower, with example.

FEEDBACK

1. Quiz through Show Me Board

2. One Minute Summary for the Topic

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Niti singh GN 1

A frequent misunderstanding about feedback is the belief that providing more of it will naturally result in improved learning. However, it is the quality of feedback—not the amount—that truly makes a difference. When students receive excessive feedback, particularly if it's unclear, overly negative, or not aligned with specific learning objectives, it can lead to confusion and hinder their progress.

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1.Start with a clear MLO which will guide the entire planning process and ensure alignment between teaching and learning activities and Assessment.

2. Designing active learning strategies around MLOs like group discussion, problem solving and role play.

3. Embed Formative Assessment strategies like exit tickets, quizzes and 3 2 1 during the lesson to monitor students progress in real time.

4. Based on FAs constructive feedback will help students understand their strengths and areas for improvement which can be done through peer feedback, formal/ informal feedback.

Changes incorporated in lesson planning and Instruction strategy

The cycle brings intentionality or self Reflection, responsiveness and student ownership with the lesson planning process leading to more impactful learning.

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A common misconception about feedback is that it only points out mistakes or is limited to grades and brief comments, which can leave students feeling discouraged or unclear about how to improve. Some students also believe feedback is final, rather than a tool for growth. To make feedback more effective and actionable, it should be specific, timely, and focused on guiding improvement. For example, instead of vague remarks, clear suggestions like “Add an example to support your point in the second paragraph” help students understand what to do next. Encouraging student reflection on feedback and promoting a growth mindset can further enhance its impact, helping learners see feedback as a valuable part of the learning process.

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Q1) MLO-

● Should be student centered MLOs.

● Clear Learning Objectives.

● Should be measurable and achievable.

● Should be time bound.

Active Learning Techniques-

● should be more engaging.

● more aligned with the topic.

●should be MLO related.

Formative Assessment-

● Should be short and frequently used to assess the learning.

● More use of Visual assessment for better comprehension and outcomes.

Feedback-

● Interconnected feedback to show the growth of the students.

● More descriptive to guide the students.

● Different ways of feedback strategies should be implemented.

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Group 4

Misconceptions

1 Feedbacks can only be given during performance evaluation.

2 Feedback should only come from the teachers.

3 It should be evaluated and given during assessments in the form of grades.

4 Feedbacks are one way process.

How to overcome the misconceptions about feedback?

1 Make feedbacks timely and specific

2 Using growth oriented tone.

3 Encourage student reflections.

4 Balance praise and suggestions.

5 Encourage students to reflect on their feedback.

6. Giving students Sandwich Feedback.

7. Getting peer feedback from their classmates.

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Measurable Learning Outcomes -

Students will be able to find factors of any 2 digit number

Active Learning Strategies -

With the help of manipulatives, the learners will be able to find the factors [peer activity]

Formative Assessment Techniques -

MCQs with the help of options displayed on show me board.

Eg - ________ is the factor of 12

a)24 b)12 c)36 d) 48

Feedback Strategy -

Oral and informal feedback will be given during the session to motivate the learners.

Group members

1. Ms. Pinky Kumari

2. Ms. Rachna Bansal

3. Ms. Shruti Singh

4. Ms. Parul Srivastava

5. Ms. Neelam Panthri

6. Ms. Shivanki Sonker

7. Ms. Divya Singh

8. Ms. Alka Sharma

9. Ms. Shivani Tripathi

10. Ms. Swati Gulati

11. Ms. Ayushi Singh

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CLASS III

Answer 1

As Class III English teachers, we shall use the pedagogical cycle to make my lesson planning more focused and meaningful for every child

I will begin by *clearly identifying the MLOs* for each lesson so that students know what they are expected to learn.

During teaching, I will use *active learning strategies* like think-pair-share,note taking , role play, and simple group discussion activities to keep the learners engaged and involved.

To assess their understanding, I will include *formative assessment techniques* such as ABCD Cards,Traffic light cards,Thumbs up and Thumbs down, questioning, and 1 minute summary . These will help me quickly monitor where students are struggling.

Based on this, I will give *targeted feedback*

*Oral feedback*(rewards eg; badges for positive reinforecement-like *Star of the day* encouraging those who are doing well and guiding those who need support.

This cycle of planning, engaging, assessing, and giving feedback will help me adjust my future lessons and ensure every child is learning. It also gives my students a voice in their learning and shall build their confidence.

Answer 2

A common misconception is that students often hear only the praise and miss the learning point in the feedback.

To make feedback more effective, I will ensure it is specific, timely, and focused on the learning goal. I will give examples of how to improve and also ask students to reflect on the feedback. This will help them see feedback not just as praise, but as a tool to grow and take action.

*MATHEMATICS*

*GRADE III*

*TOPIC- OPERATIONS ON LARGE NUMBERS*

*SUB TOPIC- ADDITION*

*MLO-*

Students will be able to add three digit numbers with regrouping.

*ACTIVE LEARNING STRATEGY -*

Group activity - Students will use counters in groups of 4 to find the sum of given numbers. Eg 234+ 137

*FORMATIVE ASSESSMENT -*

By the end of the session, students will be given a two minute paper to find a sum. ( Also, Third Pen to be taken)

*FEEDBACK-*

Immediate peer feedback will be given.

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based on today’s session we feel that MLO’s are crucial and important. Ensuring that our MLO’s are planned effectively and appropriately is the key focus here. Feedback is also a very integral part of any Lesson planning because it helps the students to improve with a purpose and helps to cover the gap between the desired outcome and current performance level.

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I used to think giving feedback after assessments was enough. But now I understand feedback is most useful when it's ongoing and timely. Going forward, I will include short, formative feedback during class tasks and projects, which students can use immediately to improve. I’ll also encourage self and peer feedback to make students more reflective and responsible for their learning.

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Feedback is commonly thought to be grading students and asking them to do corrections but it’s about how to perform better and be crisp and clear while expressing themselves.

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Earlier, I believed that feedback was just for students who were struggling. But I’ve come to realise that all students benefit from constructive feedback. Now, I’ll ensure that every student receives actionable comments, not just marks or grades, so they all feel guided and valued. I’ll also make it more two-way—giving students a chance to respond or ask questions about the feedback

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Kanpur Road Junior Section- (Group 1)                             Common Misconception -

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Kanpur Road Junior Section- (Group 1)                             Common Misconception -

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1. Feedback is often taken as Criticism.

2. Generally given at the end of the lesson not reviewed again.

How to make it more effective and actionable for the Students -

1. It should be accurate, specific and timely.

2. We will make it more balanced (by reducing the learning gaps and focusing on their strengths)

3. It must align with the MLO'S.

4. We should keep it goal oriented, encouraging and motivating by the use of positive comments.

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Niti singh GN-1

When preparing effective and engaging lesson plans, three crucial elements play a central role: Measurable Learning Outcomes, Active Learning Strategies, and Feedback. Each of these components ensures that teaching is goal-oriented, interactive, and responsive to student needs. Here's a breakdown of their roles:

1. Measurable Learning Outcomes

These define what students should know or be able to do by the end of the lesson.

Role in Lesson Planning:

Clarity of Purpose: Helps teachers focus the lesson on specific, achievable goals.

Assessment Alignment: Guides the design of assessments and activities to ensure they measure the intended outcomes.

Student Motivation: Students understand what is expected, which increases engagement and accountability.

Example: "By the end of this lesson, students will be able to solve 3-digit addition problems with regrouping."

2. Active Learning Strategies

These are methods that engage students directly in the learning process through discussion, problem-solving, collaboration, etc.

Role in Lesson Planning:

Student Engagement: Keeps learners mentally and physically involved.

Deeper Understanding: Encourages critical thinking and application rather than passive listening.

Retention: Helps students remember and understand material better.

Examples: Think-Pair-Share, role-plays, group projects, quizzes, case studies, concept mapping.

3. Feedback

This includes both teacher-to-student and student-to-teacher responses that guide improvement and reflection.

Role in Lesson Planning:

Informs Instruction: Helps teachers adjust pacing or revisit misunderstood topics.

Promotes Growth: Encourages students to reflect on their performance and improve.

Builds Confidence: Positive and constructive feedback supports learner motivation.

Types: Immediate oral feedback during activities, written comments on assignments, peer feedback

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Tomorrow, our lesson planning will be more purpose-driven and student-centered. We’ll clearly align activities with MLOs, use active learning strategies to engage students, and include formative assessments to guide real-time decisions. We’ll give targeted feedback that helps students grow and plan with differentiation in mind. Finally, We’ll build in reflection—for both students and ourselves to make learning more effective and responsive.

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Tomorrow, our lesson planning will be more purpose-driven and student-centered. We’ll clearly align activities with MLOs, use active learning strategies to engage students, and include formative assessments to guide real-time decisions. We’ll give targeted feedback that helps students grow and plan with differentiation in mind. Finally, We’ll build in reflection—for both students and ourselves to make learning more effective and responsive.

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One misconception I had was that feedback should always be encouraging and only highlight the positives to keep students motivated. But I’ve realised that sugar-coated praise alone doesn’t help them grow. Now, I plan to give balanced feedback—acknowledging strengths while clearly pointing out specific areas for improvement, along with suggestions. This way, students will know what to work on and feel supported, not criticised.

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Focus will be on lesson plans that have clear MLOs that will be aligned with formative assessment .

Active learning strategies as Think,pair and share,creative note taking and discussion prompts will be used for active engagement and better understanding.

Formative assessments as exit ticket ,quizzes, questions are important for better understanding

Feedback encourage and motivate students,so I will make sure I provide timely and valuable feedback more regularly

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We did not realize the diverse importance of feedback. We realised that feedback is not only given to give an insight of their understanding or misconception but also it is an important tool to bridge the gap between what student have understood and what we actually wanted to make them understand.

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Ans1 - In class, I plan to put students in the drivers seat by letting them talk, work in small groups, and pause now and then to think about what they really get. Every task and quick check will tie back to plain, shared learning goals so no ones time feels wasted and everyone knows what success actually looks like. Ill keep reading the room with on-the-spot quizzes and short comments so I can spot gaps fast and tweak what I do next, making sure each learner gets the boost they need.

MLO

Make outcomes specific, measurable, and age-appropriate.

Hook activity

A short starter activity to activate prior knowledge or generate curiosity.

Active learning

Include activities where learners are doing, not just listening.

Feedback

Timely – soon after the task

Specific – addresses what they did well or can improve

Actionable – helps them revise or reflect

Formative Assessment- 321 activity

Homework- It should be connected to real life context.

Ans 2 - A common misconception I’ve encountered is that feedback is just about pointing out mistakes. To make it more effective, I now focus on giving constructive, specific, and timely feedback that guides students on how to improve, rather than just what went wrong. I also ensure it's a two-way process by encouraging student reflection and follow-up actions.

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Ghazala Hyder

Based on today’s session I would say that MLOs set the destination.Clear targets are provided which help students understand what is expected.

Targeted Feedback will help the students to improve rather than feeling discouraged by mistakes and also help them reflect.

Over time, students will learn to assess their own work and become more independent learners.

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The entire session, covering MLOs (Measurable Learning Objectives), active learning design, formative assessments, and targeted feedback, will significantly reshape my approach to lesson planning and instruction.

Lesson Planning Changes

Tomorrow, my lesson planning will be more learner-centric. I'll start by clearly defining measurable learning objectives for each lesson, ensuring they are specific, achievable, and align with broader curriculum goals. This will involve breaking down larger topics into smaller, digestible MLOs. I'll then design lessons that incorporate diverse active learning strategies, moving beyond traditional lectures. This means planning for activities like group discussions, problem-solving scenarios, case studies, and hands-on exercises that directly engage students with the content.

Instructional Changes

During instruction, I'll prioritize frequent formative assessments. Instead of waiting for a summative test, I'll integrate quick checks for understanding throughout the lesson, such as quick polls, exit tickets, short quizzes, or brief oral questions. This will allow me to gauge student comprehension in real-time. Based on these assessments, I'll provide targeted and timely feedback, focusing on specific areas where students need improvement rather than just a general grade. This feedback will be actionable, guiding students on how to bridge their learning gaps. I'll also be more prepared to adapt my instruction on the fly, adjusting activities or re-explaining concepts based on the immediate feedback received from students.

In essence, my approach will shift from simply delivering content to actively facilitating student learning, continuously monitoring their progress, and providing specific support to ensure they meet the defined learning objectives.

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ENGLISH

We can use the pedagogical cycle to plan more effective lessons by starting with clear, measurable learning outcomes and designing active learning strategies that engage students in achieving them. By incorporating formative assessments during the lesson, teachers can monitor student understanding in real time and adjust instruction accordingly. Targeted feedback based on these assessments helps students stay on track and improves learning outcomes. This continuous cycle of planning, teaching, assessing, and reflecting ensures that lessons are focused, responsive, and student -centered. This makes lessons focussed , engaging and tailored to student needs.

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A common misconception about feedback is that they are just for marks or praise.And also feedback are always positive but it can be corrective as well.

To avoid this-

1.We can divide the children in smaller groups and take 2 to 3 groups on a daily basis.

2.Regular positive reinforcement can be given to the children.

3.Regular discussions on strengths and weakness with MLL's and teachers as well in GROW circles.

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CMS Asharfabad, Pre-primary Section, Topic - Food

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CMS Asharfabad, Pre-primary Section, Topic - Food

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Measurable Learning outcome -

Learners will be able to know the importance of food and will be able to differentiate between healthy and unhealthy food.

Active Learning Strategy -

-Learners will identify vegetarian and non vegetarian food with the green and red signals/dots.

-Learners will also be able to understand the difference between healthy And unhealthy food by using thumbs up and thumbs down.

-Roleplay based on the role of farmers to make the learners aware of the importance of food and to avoid the wastage of food.

Formative assessment -

-Memory game -

Various food items will be displayed and learners will be asked to recall the food items shown to them.

-Sorting Activity -

Learners will be asked to sort the food items based on healthy and unhealthy food.

Exit Ticket -

Thought Proviking Question -

Q) How do the farmers grow crops ?

Feedback Strategy -

Constructive feedback will be given to assess the knowledge of the learners.

Q) French fries are made up of potatoes but they are considered as unhealthy food as they are fried and consume lots of oil for cooking.

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One common misconception I’ve encountered—both among educators and students—is that feedback is the same as praise or correction. Often, feedback is given as a general comment like “Good job” or “You need to improve,” which students either ignore or don't know how to act upon. This kind of feedback lacks clarity, purpose, and direction.

Adapting My Approach:

To make feedback more effective and actionable, We now focus on the following key strategies:

1. Be Specific and Targeted
Instead of saying “Well done,” We now say:
“You’ve correctly identified the drainage system as a key feature of Harappan cities. To strengthen your answer, try to explain why it was important for public health.”

2. Focus on Feedforward
Feedback should not just address what was wrong but guide the next step:
“You used the term ‘civilization’ correctly. Next, try to explain how the Harappans met the criteria of a civilization (like writing, urban planning, trade).”

3. Use Student-Friendly Language
Feedback is now more relatable and accessible, especially for younger students. We ensure it’s free of jargon and easy to understand.

4. Make It Timely and Ongoing
We provide feedback during the learning process—not just at the end—so students have time to reflect and improve.

5. Encourage Student Reflection
We involve students in using feedback. After receiving comments, We ask:
“What would you do differently next time?” or “How can you use this feedback to improve your next task?”

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Reflecting on today’s session, now I will design lessons which will give clear MLO’s and will incorporate active learning strategies in a fruitful manner and formative assessment to make learning more engaging feedback will be more growth oriented.

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Reflecting on today’s session, now I will design lessons which will give clear MLO’s and will incorporate active learning strategies in a fruitful manner and formative assessment to make learning more engaging feedback will be more growth oriented.

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One common misconception about feedback is that it’s just about pointing out mistakes.To make feedback more effective, it's important to keep it clear, specific, and focused on just a few key points. Giving feedback in a positive and supportive way, and allowing time for students to reflect and act on it, helps them improve and feel more confident in their learning.

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After today's session teachers can effectively plan their lesson for Active Learning and Feedback

Strategies:

1. Clear Objectives: Define specific, measurable learning objectives.

2. Active Learning Activities: Incorporate hands-on, collaborative, and inquiry-based activities.

3. Formative Assessments: Regularly assess student understanding to inform instruction.

4. Feedback Mechanisms: Provide timely, specific, and constructive feedback.

5. Differentiation: Tailor instruction to meet diverse learning needs.

Active Learning Ideas:

1. Group Discussions: Encourage peer-to-peer discussions and debates.

2. Hands-on Activities: Incorporate experiments, projects, and simulations.

3. Technology Integration: Utilize educational technology to enhance engagement.

4. Problem-Solving: Encourage critical thinking and problem-solving.

Feedback Strategies:

1. Verbal Feedback: Provide immediate, specific feedback.

2. Written Feedback: Offer constructive comments on assignments.

3. Peer Feedback: Encourage students to provide feedback to peers.

4. Self-Assessment: Encourage students to reflect on their own learning.

Benefits:

1. Increased Engagement: Active learning and feedback promote student engagement.

2. Improved Understanding: Regular assessments and feedback enhance student understanding.

3. Better Retention: Active learning and feedback improve knowledge retention.

By incorporating these strategies, educators can create effective lesson plans that promote active learning and provide meaningful feedback to students.

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I’ve realized that feedback should not be delayed or vague. After learning about targeted feedback, I’ll now try to give short but meaningful suggestions to students, especially during activities, not just after tests. My lesson plans will include space for peer reviews and reflection, where students think about what they’ve learned and what they still find hard. This way, I can adjust my instruction on the spot, making learning more responsive and personal.

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I will be more intentional in my lesson planning by clearly identifying the MLOs (Measurable Learning Outcomes) first. I will design more interactive activities that support active learning, use quick formative assessments during the lesson to check understanding, and give timely, specific feedback that helps students improve. This will make my teaching more focused and student-centered.I will be more intentional in my lesson planning by clearly identifying the MLOs (Measurable Learning Outcomes) first. I will design more interactive activities that support active learning, use quick formative assessments during the lesson to check understanding, and give timely, specific feedback that helps students improve. This will make my teaching more focused and student-centered.

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Reflecting on today’s session, I’ve understood how important it is to connect my lesson planning with clear learning outcomes and effective feedback.

From the discussions, I realized that:

Assessment should not be just about marks — it’s about helping students grow.

Feedback needs to be specific, timely, and focused on what students can improve.

Many students face confusion when feedback is too general or delayed.

When I return to my classroom, I will:

Plan my lessons keeping the learning outcomes (MLOs) in mind.

Use simple formative tools like exit slips, traffic lights, or peer assessment to check learning regularly.

Give short, clear, and actionable feedback right after the activity.

Focus more on “feed-forward” — guiding students on what to do next, not just what went wrong.

This will help me make learning more meaningful and responsive to my students’ needs.

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The approach should be that the feedback helps in the emotional, mental and academic development of the students.Above all we should keep in mind that appreciation leads to a positive impact on the student's overall development.

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MLOs will be well designed in sync with active learning strategies imparting learning experiences in small chunks through micro lesson planning. Feedbacks will be effectively used to CLOSE THE GAPS and achieve the benchmark through actionable, encouraging, motivating ,clear and specific balanced objective, accurate and timely feedback.

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I will begin my art lessons by clearly defining Measurable Learning Outcomes (MLOs) that are specific, student-centered as if what do they want to draw or what are they imagining while drawing , and aligned with both curriculum goals and student needs. These outcomes will guide not just what I teach in art and craft , but I teach art and assess.

In terms of instruction, I plan to incorporate more active learning strategies—like I give them best out of waste craft on the spot activity, problem-solving tasks in crafts like making planter with waste earthen pot, birdfeeder in form of nest with coconut shaves and bowl, and collaborative group work—to ensure students are actively constructing knowledge rather than passively receiving it.

For assessment, I will embed formative assessments throughout the lesson to continuously check for understanding and adapt my teaching in real-time. This might include quick exit tickets, student reflections, or short quizzes.

Finally, I aim to provide targeted, actionable feedback that supports student growth. Instead of generic praise or correction, I’ll offer specific comments that guide students on how to improve and deepen their understanding.

Altogether, my planning will become more intentional, learner-focused, and adaptive—ensuring that every element of the lesson is tied back to clear outcomes and student success.

Would you like a version in simpler language or for a specific subject .

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Earlier, I believed teaching meant explaining everything myself. But after understanding the value of active learning, I want to make my classroom more student-centered. I plan to use more group activities, think-pair-share, and real-life examples that connect with students. I’ll also ask more open-ended questions that promote discussion and deeper thinking. My instruction will now involve less lecturing and more guiding students to explore and apply concepts themselves.

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1. Feedback can include remarks for improvement and not just positive remarks.

2. Timely and individual feedback is certainly more effective and actionable for students.

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The topic to be taught will be specific, aligned with specific MLO.

Will engage students in active learning through various activities like - think-pair -share, project based activities, flip teaching, and case study.

Formative assessment can be taken up through third pen , peer checking oral feedback, mini assessments, peer feedback, instructional feedback to monitor the progress of learning.

Based on today’s session we will incorporate a plan that includes interactive strategies implementing formative assessment keeping in mind the time constraints.

Will make learning more engaging and responsive.

Will give out a targetted growth oriented feedback that will in the progress of students.

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Usually feed back taken from students are

1 Test taken

2 viva

3 asking them seprately

No doubt these are best tools of judging or taken their feed back

But according me ,I will a positive atmosphere for them so that they can can come to me and ask their problems freely.

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The lesson planning will be tweaked as per the shortcomings faced today.

The MLOs shall be kept very specific using Bloom's taxonomy so that the students get a clear picture of what they need to understand/ grasp from the topic. Also the process of the strategies shall be modified or maybe changed completely to meet the needs of the kids in understanding the topic.

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Following changes will be incorporated -

1. MLO - The MLOs will be more learning oriented and clearly communicated to the learners.

2. Active Learning Strategy - Strategies such as problem solving activities and think , pair will be included to engage and provide deeper understanding of the concept.

3. Formative Assessment - It will help in providing quick checks by asking some oral questions and conducting group activities.

4. Feedback - Informal feedback helps in providing quick response and redirect learning in the correct direction

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Based on today's session we can incorporate

the following strategies into our planning & instruction:

Active Learning through play way methods

use of teaching aids,

Formative assessments

given feedback to move learning process

student centred learning

The process should be growth oriented

Interactive method should be used

Peer sharing and group task should be done

problems solving and hands on actives.

Role plays that I will engage students

in critical thinking.

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I believed feedback meant only praising students like saying “Good job.” But now I understand that feedback should guide them to improve. I will give simple and clear feedback during the activity, using kind words and small tips like “Try again slowly” or “Hold the crayon properly.” This will help children understand what to do better next time.

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I believed feedback meant only praising students like saying “Good job.” But now I understand that feedback should guide them to improve. I will give simple and clear feedback during the activity, using kind words and small tips like “Try again slowly” or “Hold the crayon properly.” This will help children understand what to do better next time.

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Today’s session gave me a clear direction on how to plan with purpose. I used to focus more on finishing the syllabus, but now I understand the importance of linking every activity to the MLOs. From tomorrow, I’ll start designing my lesson plans by first setting specific learning outcomes and then choosing only those activities that help students achieve them. I’ll also include simple formative assessments like a quick question round or an exit ticket to check if students are on track before moving forward.

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A common misconception about feedback is that more is inherently better. However, research suggests that quality trumps quantity. Excessive feedback, particularly if it's vague, overly critical, or disconnected from learning objectives, can overwhelm students and hinder their progress. Effective feedback should be focused, specific, and aligned with clear learning goals.

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A common misconception about feedback is that more is inherently better. However, research suggests that quality trumps quantity. Excessive feedback, particularly if it's vague, overly critical, or disconnected from learning objectives, can overwhelm students and hinder their progress. Effective feedback should be focused, specific, and aligned with clear learning goals.

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The biggest misconception that we had regarding feedbacks was that it does not need to be time bound and it need to be lengthy.

But after today's session on feedback we have learnt that it should be accurate and timely. It should highlight the strength and weakness of the learner. It should inspire efforts from the students and should be encouraging and motivating.

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THE SYNTAX STARSHIP

To counter the misconception that feedback is just criticism, shift your approach to one that is timely, specific, encouraging, and student-centered. When students see feedback as a map, not a judgment, they’re more likely to engage, improve, and grow.

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Feedback isn't just criticism; it's also positive and constructive. It's a two-way conversation.

It don't criticise the learner but helps in developing their confidence by having a proper check at regular intervals.

We'll make sure my lesson plan clearly states what students should learn and how we'll check their understanding along the way, using short, informal checks. We'll use active learning, perhaps having them draw and label plant parts or do a quick interactive quiz.

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English - Earlier we used to feel that feedback is only about appreciating and criticising but in reality it’s about getting insight about what students have learned and what they want to learn and the most common and effective feedback activity is 321 and KWL activity in which students talk about what they have learned and what confusion they still have and what is one thing they want to learn so by these activities teaching becomes more effective.

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A common misconception is that feedback must always be positive or abundant to be helpful. To improve, feedback should be specific, timely, and focused on improvement areas. I now balance praise with constructive suggestions, ensuring students understand what to do next and feel motivated to act on it.

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When I return to my classroom tomorrow, my approach to lesson planning and instruction will be significantly more intentional, student-centered, and outcome-driven. Here's how:

1. Start with Clear, Measurable Learning Outcomes (MLOs):

Before designing any activity, I will frame learning outcomes that are not only achievable but observable and assessable.

Instead of vague goals like "Students will understand fractions," I will write:

➡️ “Students will be able to represent fractions using visual models and explain their meaning in real-life contexts.”

This clarity ensures both I and my students know exactly what success looks like.

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2. Design Active Learning Aligned with Each MLO:

Every activity I choose will be directly tied to the MLOs.

🔄 For example, if the outcome is about comparing fractions, I won’t just lecture—I’ll include:

Fraction War card games

Peer teaching sessions

Real-world tasks, like cutting fruit or measuring ingredients.

This ensures students learn by doing, collaborating, and reflecting, rather than passively listening.

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3. Plan Ongoing Formative Assessments:

I’ll embed small checks throughout the lesson to assess progress toward each MLO.

✅ These may include:

Thumbs up/down

Exit slips

Peer feedback

Mini whiteboard responses

This real-time feedback will guide instructional adjustments on the spot and keep every learner on track.

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4. Craft and Deliver Specific, Actionable Feedback:

Gone are the days of "Good job!" or "Try harder." My feedback will now always be:

Based on the learning goal

Descriptive, not just evaluative

For example:

➡️ “You accurately shaded ¾ of the circle, but check again—are all parts equal in size?”

This empowers the child to correct and grow, not just perform.

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5. Respect Learner Diversity in All Planning:

I will ensure multiple means of representation and expression are built into every lesson.

This includes:

Visual aids for visual learners

Hands-on materials for kinesthetic learners

Extra scaffolding for language learners or neurodiverse students

I will also differentiate learning goals when needed, offering Tier 1, 2, and 3 objectives so that every child has a pathway to success.

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In essence, every part of my planning—from the MLO to the activity to the assessment and feedback—will now be seen as part of one connected system designed for engagement, clarity, equity, and mastery.

Tomorrow, I walk in with a sharper lens—and my students will feel it in every moment we share.

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Common Misconception About Feedback

Misconception:

"Feedback is just about telling students what they did wrong."

This leads students to associate feedback with criticism, which can cause anxiety, discourage effort, and limit growth. They may start ignoring or avoiding feedback altogether.

Adapting the Approach for More Effective & Actionable Feedback

✅ 1. Shift from Judgmental to Descriptive Feedback

Avoid: “This is wrong.”

Use: “You’ve described the noun well, but can you add an adjective about its color?”

Why it works: Descriptive feedback tells students what to improve and how, making it constructive and goal-oriented.

✅ 2. Use the “Two Stars and a Wish” Technique

Two Stars: Highlight two things done well.

One Wish: Suggest one specific area for improvement.

Example:

🌟 “You used great size and color adjectives!”

🌟 “Your sentence is creative.”

💫 “Try adding an adjective to describe how it feels.”

✅ 3. Make Feedback Timely and Ongoing

Give feedback during tasks, not just at the end.

Encourage peer feedback to build ownership.

Why it works: Timely feedback helps students apply corrections immediately while still engaged in the learning process.

✅ 4. Encourage Reflection

Ask students:

“What part of your work are you proud of?”

“What will you try differently next time based on this feedback?”

Why it works: Reflection turns feedback into a tool for self-improvement rather than correction.

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The misconception was that, Feedback is used only for evaluation but it can actually be used as a tool for learning. We can support student growth, motivation, and self-awareness, ultimately helping students achieve their full potential.

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Reflecting on today's session approach to lesson planning or instruction change incorporated in classroom will be

1 MLO should reflect micro planning and should have clarity for students.

2 Independent application and role play can be good active learning techniques.

3 KWL Charts can be a good for formative assessment.

4 Feedback should be individual and descriptive.

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For the topic 2D Shapes, I will plan lessons that include interactive learning strategies such as discussion prompts, think-pair-share, and shape hunts. Learners will be able to identify 2D objects around them, describe their properties, and give real-life examples. Activities like questioning, quizzes, independent inquiry using worksheets, and revision worksheets will be used to promote engagement and retention. I will implement formative assessments through signals, peer and self-assessments.

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For the topic 2D Shapes, I will plan lessons that include interactive learning strategies such as discussion prompts, think-pair-share, and shape hunts. Learners will be able to identify 2D objects around them, describe their properties, and give real-life examples. Activities like questioning, quizzes, independent inquiry using worksheets, and revision worksheets will be used to promote engagement and retention. I will implement formative assessments through signals, peer and self-assessments.

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City Montessori School , Junior Section Kanpur Road Campus

Class VI-

Subject- Biology

Topic - FLOWER

1. Measurable Learning Outcomes-

1. Identify the parts of flower.

2. List the functions of the part of flower

Active Learning Strategies-

1. ( HANDS ON EXPERIMENT)

Students will identify different parts of flower, and will do this practically by removing all parts of flower with forceps.

FORMATIVE ASSESSMENT

1. List All the parts of hibiscus flower.

2. Identify the male and female parts of the flower, with example.

FEEDBACK

1. Quiz through Show Me Board

2. One Minute Summary for the Topic

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Enhancing Feedback for Young Children

Key Strategies

1. Specific Feedback: Provide clear, specific comments like "You folded the mat nicely."

2. Positive Reinforcement: Use smiles and claps to encourage children.

3. Gentle Guidance: Suggest next steps gently to promote learning.

4. Timely Feedback: Keep feedback short and timely to facilitate improvement.

Collective Feedback Best Practices

1. Ensure Psychological Safety: Create an environment where individuals feel safe sharing honest thoughts.

2. Gather Diverse Input: Collect individual contributions before group discussion.

3. Close the Loop: Show how feedback leads to action, promoting engagement and value.

By implementing these strategies, we can foster a supportive learning environment that encourages independent thought and growth.

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Reflecting on today's session ,our approach will be based on the following strategies:

1)Set clear goals and define measurable learning outcomes.

2)Making learning active using hands on Activities such as demonstration to keep students engaged .

3)Gauge the level of understanding using a simple worksheet.

4) we can use peer feedback with a proper rubrics .

This will be a new change of teaching learning process when returning to the classroom.

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THE SYNTAX STARSHIP

In a Grade 5 English grammar class on the topic “Types of Sentences”, students will learn to identify and construct declarative, interrogative, imperative, and exclamatory sentences. The measurable learning outcomes include accurate identification of sentence types, classification based on function, and constructing examples for each. Active learning strategies such as a sentence sorting game, sentence charades, and a gallery walk will engage students in collaborative and meaningful learning. Formative assessments like exit slips, live quizzing, and peer checks will help monitor understanding throughout the lesson. The teacher will provide targeted feedback through verbal prompts and written comments, addressing individual student needs and encouraging improvement. This learning cycle ensures a strong connection between outcomes, strategies, assessment, and feedback to support deeper student understanding.

When I return to my classroom, my approach to lesson planning will become more intentional and student-centered. I will begin with clear, measurable learning outcomes and ensure that every activity directly supports these goals. I will include more interactive strategies that prompt students to think critically, collaborate, and reflect on their learning. Additionally, I’ll use ongoing formative assessments to guide my teaching in real-time and provide feedback that helps each student move forward. This structured yet flexible approach will not only make my teaching more effective but also ensure that every student is actively engaged and supported in their learning journey

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Preprimary, 1 & 2

One misconception we have seen is that feedback is just about pointing out mistakes. To make it more effective, we now will give feedback during the learning process, use positive and simple language, and focus on clear next steps. This helps students see feedback as support, not criticism, and encourages them to improve.

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One misconception could be - lengthy feedbacks are more effective, whereas they time consuming. Feedback should be crisp, to the point and actionable.

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Geography Civic Visionaries Rajajipuram I 

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Geography Civic Visionaries Rajajipuram I 

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Grade 9 Geography Lesson Plan – Motions of the Earth

Topic: Rotation and Revolution of the Earth

Grade: 9

Measured Learning Outcomes (MLOs)

By the end of the lesson, students will be able to:
1. Differentiate between rotation and revolution using real-life analogies.
2. Demonstrate and explain how Earth's rotation causes day and night using a physical model.
3. Illustrate the orbit of Earth and explain the role of tilt and revolution in causing seasons.
4. Reflect on how life would change without Earth’s rotation or revolution.
5. Collaborate and present key learnings through interactive group activities.

Active Learning Strategies

1. Earth Motion Simulation (Kinesthetic Learning)

Materials: Torch, globe, or student as the “Earth”, and another as the “Sun”.
Students model Earth’s rotation and revolution physically to understand the motions and their effects.

2. "Day in My Life" Role Cards (Creative Writing + Drama)

Students act out or write a journal entry from the perspective of someone affected by Earth’s motions.
Examples: Eskimo in winter, Indian farmer in summer, etc.

3. Collaborative Puzzle Activity – “Fix the Facts”

Groups sort jumbled fact cards into categories: Rotation, Revolution, or Both. Includes 1–2 tricky cards to stimulate discussion.

4.  Time Zone Tracker

Students explore live day/night maps online and analyze global daylight patterns.Formative Assessment – Reinvented

• Concept Sketch – Draw and label Earth’s motions with their effects.

• Think Aloud – Verbalize reasoning for why a location experiences sunrise.

• Mini Quiz – Peer-checked quiz with MCQs and True/False.

• 3-2-1 Exit Slip – 3 facts, 2 questions, 1 real-life connection.

• Hot Seat – One student answers rapid-fire questions to test retention.

Feedback Strategies

• Descriptive Feedback – Provide specific praise and next steps.

• Self-Assessment Checklist – Help students evaluate their own models and explanations.

• Peer Feedback – Use the “One star, one wish” method.

Integrations (For Enrichment)

• SDG Link (Climate Action) – Discuss seasonal impacts on agriculture.

• ICT Integration – Use Earth motion simulation software or videos.

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The lesson plan should be designed for a sub topic of a lesson .The MLO active learning and FA and feedback should be interconnected and interlinked because success of achievement of MLO and giving constructive feedback depends upon the correct use of active learning and FA technique .

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A common misconception is that feedback is just about correcting mistakes. To make it more effective, I’ll focus on giving specific, timely, and forward-looking feedback that guides students on how to improve and take the next step.

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A common misconception is that feedback is just about correcting mistakes. To make it more effective, I’ll focus on giving specific, timely, and forward-looking feedback that guides students on how to improve and take the next step.

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Reflecting on today’s entire session from the understanding the role of MLO’s to designing active learning.

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Reflecting on today’s entire session from the understanding the role of MLO’s to designing active learning.

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The common misconception about feedback is that it only highlights mistakes but it is also a source for the students to improve their performance.

By providing accurate, timely and individual feedback we can encourage students to reflect on their mistakes and act accordingly which will help them grow with a positive mindset.

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CMS RAJAJIPURAM 1 DIGITAL DISCOVERY SHUTTLE

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CMS RAJAJIPURAM 1 DIGITAL DISCOVERY SHUTTLE

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A common misconception is that feedback is only about pointing out mistakes. To make it more effective, we will shift our approach to focus on constructive, goal-oriented feedback that highlights strengths, offers clear steps for improvement, and encourages student reflection and ownership, making it a tool for growth rather than correction.

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GomtiNagar Extension Junior Section Mathematics Department 

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GomtiNagar Extension Junior Section Mathematics Department 

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1. Learners will be able to actively participate in their own learning process by engaging in discussions, asking questions, solving problems collaboratively, and reflecting on their understanding, thereby developing critical thinking, communication, and self-directed learning skills

2. Implementation of active learning strategies by creating an environment where students actively participate in their learning instead of passively receiving information.

3. Effective implementation of formative assessments by using regular, low-stakes checks during the learning process to gather feedback, adjust instruction, and support student growth.

4. Providing targeted feedback by giving learners specific, actionable, and timely information that helps them improve their performance and deepen their understanding.

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Based on today's session, I would ensure the MLO's are clearly defined for the learner, active strategies are applied to involve the learners more with appropriate formative assessment and quick feedback which will help them to reflect upon their gap of learning if any.

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Usually we used to give general positive feedbacks to the students but now we will provide instructional/effective feedback so that it may support the students to achieve the MLO and help in their individual learning and growth.

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Vishal(Chemistry ISC) Topic law of chemical equivalence

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Vishal(Chemistry ISC) Topic law of chemical equivalence

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Based on today's session, I'll incorporate several key strategies into my lesson planning and instruction:

Method of teaching

I will explain my topic with the help of normal life examples like Tea prepration, sugar syrup formation ,etc

M.L.O

1. I'll ensure MLOs are specific, measurable, achievable, relevant, and time-bound, guiding instruction and I'll:

1. Refine lesson plans with precise MLOs.

2. Incorporate active learning strategies.

Implement formative assessments.

This approach will enhance student engagement, understanding, and progress.

Feedback

Acctual feed back must be collected by authorities weekly by middle level officials bz students never give real feed back to teachers.

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One common misconception about feedback is that “more feedback means better learning.” Often, we feel the need to cover everything — grammar, content, structure — all at once. This overwhelms students and leads to confusion or disengagement.

To make feedback more effective and actionable, I plan to focus on one or two specific areas at a time, aligned with the learning objectives. For example, if we’re working on descriptive writing, I might only focus my feedback on imagery and sentence variety, rather than correcting every minor error.

I will also ensure feedback is timely and student-friendly — using language they understand and offering concrete suggestions (e.g., “Try replacing ‘nice’ with a stronger adjective like ‘vibrant’ or ‘lively’.”).

Finally, I’ll encourage students to respond to feedback through reflection or revision, so it becomes part of their learning process, not just something they receive and forget.

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Asharfabad Campus