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Feedback should be immediate

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How can I help a student or students bridge the gap in their learning by scaffolding, differentiating, and give great effective feedback that they can understand or be able to explain what they just learned?

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Giving feedback that is directly to the benchmark that is given.

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Feedback should majorly be based on benchmark and target.

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Scaffolding and corrective feedback always go together to ensure academic success!

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Scaffolding should begin with "light support" and progress to moderate and intense as indicated for individual students. Provide the level of support necessary for student need.

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How can I improve my feedback and make sure that it is instructive and not offensive

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I have a better understanding on how important scaffolding a lesson is and giving corrective feedback.

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Corrective feedback for students struggling and students who mastered the benchmarks.

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How can we provide feedback for exceptional student without hurting their ego?

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How to scaffold students who are extremely below grade level while still keeping them accountable for grade level content?

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How can I give corrective feedback in a way that encourages self-reflection?

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When does repetition becomes "too much" for students at a specific time?

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Feedback should be specific to the learning target. It should be immediate and it should prompt the student to self-reflect and self-correct.

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"Strive for Five" Turns in a Conversation is a framework that allows students to elaborate on their thinking. This fosters a more extended and meaningful academic conversation.

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How can we make students more receptive to receiving feedback?

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I have a better understanding the impact of feedback.

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I feel like I have more information about types of feedback and the differences in them.

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How can we give students constructive feedback without making them feel bad about themselves?

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Can we dedicate some small group center time to correcting words that are frequently spelled wrong.

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How should I further differentiate in my classroom?

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Providing students with feedback that is directly aligned to the intended benchmark.

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What can I do as a teacher in the primary grades to provide corrective feedback in a timely way? So many of the students struggle and our small group is highly structured.

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Feedback that is evaluative but not instructive can sometimes be criticism. For example, your handwriting is sloppy. How can we stray away from providing students with negative criticism.

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giving students feedback that pushes them to rethink their work

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Always direct attention to the learning target or desired effect. Point out strengths and then guide them to a particular strategy for providing an accurate response.

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Purposeful corrective feedback!