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observe/listen to reactions.

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reflective listening, asking open-ended questions

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Depending on the tasks, does it require immediate feedback or a delayed feedback so that the students have time to process.

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Provide feedback in a timely manner and keep it specific to the task

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Give feedback while questioning - ask for students to decide if they agree or disagree with what was said and then verify what is correct.

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Give feedback while questioning - ask for students to decide if they agree or disagree with what was said and then verify what is correct.

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Timing and amount of feedback depend on the student and their needs, understanding of the material, and development.

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I am constantly looking at kids' projects & work and have lots of opportunities to redirect, correct, or reteach a skill if necessary

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Be aware of the level of the students and give proper wait time.
Postive feedback and close proximity along with flexibiltiy.

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Timing should be personal, in time to correct the misunderstanding. Give enough wait time. Sometimes they need to make a mistake to learn but it depends on each situation.

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Know your students
Be sure to approach them in ways that they are comfortable when giving feedback
When they have the correct answer(s), it's enough

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Whenever students are learning is a great time for feedback. It's okay for students to struggle and give appropriate wait time, so they learn from their mistakes.

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Usually it should be given as promptly as possible.  It should also be focused.  Once it starts rambling and going in a tangent it can be counterproductive.

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Usually it should be given as promptly as possible.  It should also be focused.  Once it starts rambling and going in a tangent it can be counterproductive.

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Be open and flexible to what is happening in the classroom.  Provide adequate wait time, plan for feedback, but be open to the process.

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Timing is always changing.  It depends on the assessment (writing, homework, etc.) or if it is a verbal lesson where you are assessing understanding through feedback.  It is important to allow enough wait time for processing and to allow students the chance to organize their thoughts.  

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Timing is always changing.  It depends on the assessment (writing, homework, etc.) or if it is a verbal lesson where you are assessing understanding through feedback.  It is important to allow enough wait time for processing and to allow students the chance to organize their thoughts.  

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Looking/listening for reactions

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Knowing your students and gauging their reactions to your feedback will determine your timing.  Some task will require more time than others depending on how detailed the concept is

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To assess appropriate feedback, we must know the level of the students. Some students require more feedback more often. Others benefit from less. It is important to watch the students nonverbal language to determine timing of feedback and amount. 

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To assess appropriate feedback, we must know the level of the students. Some students require more feedback more often. Others benefit from less. It is important to watch the students nonverbal language to determine timing of feedback and amount. 

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Feedback must lead to confirmation of learning and lead to deeper understanding. It should be ongoing and involve the student in the feedback which leads the student to a higher level of thinking.

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Feedback timing should allow time for the "struggle" to learn and understand, but come into play before frustration or self-doubt for the students.  Feedback amount should be just enough to bridge the gap between what they have achieved, can achieve, and need to achieve.  Feedback timing and amounts are also dependent upon the type of assignment and depth of knowledge being addressed.

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I try to have quick conferences with kids as soon as soon as possible. Many times it's during small groups or stations.

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Using q/a with a variety of students in class for several minutes trying to reach each students over a course of a number of class periods on the same material

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When I comment on Google documents, I limit my comments to 4 or 5, and I try to make some positive comments as well as ways to improve.

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To assess appropriate feedback and to know how much is enough, we must take cues from students, consider what part of the lesson the class is in, and how much prior knowledge they have, and how quickly engage each student with the feedback.

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Spend enough time actually viewing/listening  to the student's work to feel a place for questioning---give your advice--then wait for student to respond to see if he understands your comments, his need

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Provide timely feedback, but prioritize it based on your goals. Some feedback can be simple.

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How much time am I spending on this task?  I feel like that is a good monitor of how much time you should spend on giving the feedback.  Also, what depth of knowledge is the material?  The higher the depth, the more feedback and timing should be given. 

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How much time am I spending on this task?  I feel like that is a good monitor of how much time you should spend on giving the feedback.  Also, what depth of knowledge is the material?  The higher the depth, the more feedback and timing should be given. 

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The appropriate timing is based on the individual students. You need to know the background of the student and their processing abilities. You want to ensure that you give the appropriate wait time.

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On Thursday's, students complete a journal. Conferences with students are held to discuss goals.

The same Flipgrid speaking assignments are given 2 times. Students are asked to set goals and share goals with teacher. Students are then asked to self-assess growth

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Know student background knowledge, wait time, need to know the final goal and lead them towards that.

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Brief conferences with timely feedback to assess their understanding. As always, it depends on the level and ability of the students.

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Quick conferences with our kiddos and time to respond and reflect.

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facial expressions, body language, comments, wait time

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Short conferencing gives students immediate feedback during class.

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Make feedback quick, specific, and right away, if possible.

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Timing: Based up student need and understanding
Enough: When you feel comfortable the student understands and you have given them enough time for the student to feel valued

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Sometimes we stop the piece of music... Sometimes we wait for a transition... we use our judgement as educators.

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In our classroom's we check in with our students during small group instruction. We also do conferences with our students during independent work.
We know its enough when they demonstrate verbally, in writing, or by retelling a peer / teacher. Also by using formative assessment check in's you can immediately get feedback.

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We think that it's important to assess the timing based on who the student is and the task that they are working on. Students receive enough feedback when they are able to independently move forward with a task.