# data[].attributes.body
This is where I got the idea to organize my grades on paper and this creator also shared their template.

# data[].attributes.attachment_link.title
Reply to @jouler2000  this post was brought to you by vyvan$e #teacher #teachersoftiktok #highschool #lessonplans #adhd #adhdtiktok

# data[].attributes.attachment_link.embed_code
@wolf_duckworth
Reply to @jouler2000 this post was brought to you by vyvan$e #teacher #teachersoftiktok #highschool #lessonplans #adhd #adhdtiktok
♬ On Your Bike - Heinz Kiessling

# data[].attributes.headline
Another good TikTok about grading and creating a system for yourself.

# data[].attributes.subject
Another good TikTok about grading and creating a system for yourself.

# data[].attributes.body
This teacher uses EduProtocols as her lesson frames (and so do I). A big part of the protocols and routines is on the spot feedback and monitoring to help minimize time spent grading.

# data[].attributes.attachment_link.title
How I grade to save me time and give the kids feedback on the spot!  #eduprotocols #grading #teachertiktok #getyourweekendsback 

# data[].attributes.attachment_link.embed_code
@arianakhern
How I grade to save me time and give the kids feedback on the spot! #eduprotocols #grading #teachertiktok #getyourweekendsback
♬ original sound - Ariana Hernandez

# data[].attributes.body
Here is the link to our presentation from 8/5 :)

# data[].attributes.headline
Making Feedback More Effective For Your Students

# data[].attributes.subject
Making Feedback More Effective For Your Students

# data[].attributes.attachment_link.readable_text
Evidence and data from The EEF Teaching and Learning Toolkit demonstrates that effective feedback is low cost to implement but can have a very high impact on pupil progress. So, how can you make sure your feedback is effective for your students?

The importance of verbal feedback

While there has been much focus on marking (written feedback), reflecting on the verbal feedback you give can also have a big impact. Verbal feedback is one of the most important aspects of effective teaching, as teacher Alex Quigley recognises.

Effective feedback shows pupils what they have achieved, what they need to improve and supports them to make changes. It should be specific; a generic 'well done' is not helpful. Instead, perhaps you could say something like: 'well done, I like the way you tackled that task, next time you could try...' and give a suggestion for the future.

Make sure your feedback is focused on the student's learning and given as quickly as possible during or following the learning. It is essential that pupils are given appropriate time to respond to the feedback and use it to improve their work.

There are many opportunities for verbal feedback during a lesson, including:

A quick prompt during independent work

A guided writing session with the whole class to demonstrate expectations

A mini plenary to address misconceptions

Clarification of task expectations

Longer dialogue with a pupil about a piece of work

All of these situations help pupils to be able to carry out a task or improve what they have done. But with all of these opportunities to give verbal feedback, how can you know that what you're giving is effective?

Reflecting on verbal feedback

Consider using video to record your lesson and reflect back on how you use verbal feedback throughout. Ask yourself: 'Were there any other opportunities for me to give feedback in that lesson?'

Verbal feedback is effective because it is often given during, or very quickly following, the learning or task. It offers more opportunity for dialogue between you and your pupil, ensuring that they understand the feedback, enabling them to respond to it and to action the feedback straight away.

To support this, think about how you give feedback: the tone of voice you use, your body language, how you can encourage the pupil to respond and join in with discussions.

Revisit the video of your lesson and look at how your pupils respond to your verbal feedback. Does it encourage them to develop their answers or work?

As well as explicit verbal feedback, also think about the implicit feedback you give throughout a lesson. To really improve student achievement, all the messages you give in a lesson should be focused on the learning. Yet sometimes, you may find yourself giving just as many instructions and messages about other aspects such as behaviour, spelling or presentation. This can confuse pupils as to what the expectations of the task really are.

Reflect on the messages you give throughout a lesson, during the input and while pupils are working independently to see whether your feedback is focused on the learning objective or on other aspects.
Do you have any tips of your own for making verbal feedback effective? Leave your feedback in the comments below:

# data[].attributes.attachment_link.title
Making feedback more effective for your students

# data[].attributes.attachment_link.description
Making feedback more effective for your students is low cost to implement & can have a high impact on pupil progress. Learn to implement this in your class.

# data[].attributes.headline
Using Frequent Feedback Cycles to Guide Student Work

# data[].attributes.subject
Using Frequent Feedback Cycles to Guide Student Work

# data[].attributes.body
This can also apply to students having multiple REPS of a skill and receiving feedback from you and their peers during each rep.

# data[].attributes.attachment_link.readable_text
When students complete several drafts of a project and get feedback each time, they achieve better results.

A big part of being a teacher is giving students the right kind of feedback. I'm a proponent of education researcher John Hattie's view of feedback. He said, "While teachers see feedback as corrections, criticism, comments, and clarifications, for students unless it includes 'where-to-next' information, they tend to not use it."

Kids, therefore, need feedback they understand and can readily act upon along the continuum of the learning process. They also need to be involved and invested in the feedback. So whether facilitating a project-based learning (PBL) unit or a performance task, I prefer to hold projects for two to three weeks and for my students to complete their products in three to four drafts using straightforward rubrics and critique protocols.

Mini lesson (10-15 minutes).

Work time and reflection (35 minutes).

Feedback protocol (10-15 minutes).

More work time for either revision or continuing to the next draft and reflection (35 minutes). These timings are for two class periods at 50 minutes each. Adjust time frames depending on the length of your teaching block.

To activate frequent feedback cycles, I skimp on lengthy whole-group lessons to work with smaller groups to model, remediate gaps in previous learning, and reteach vital concepts as needed. Therein, I like to manage lessons, activities, and learning in the following four-step process within a workshop model -inspired structure:

It's not perfect, but it's a structure I've used successfully to keep learning organized and evaluate students' work as they use feedback to revise their drafts. This practice uses scripted educational protocols with influences that positively affect student learning, as ranked and supported by Hattie's visible learning research.

The caveat here is that we need to model the strategies frequently and in ways that help learners accurately understand performance expectations and how to seek assistance when they don't. By giving them the right tools to participate in their own rescue, they can become more independent learners over time.

Two Tools to Provide Better Feedback

1. Single point rubrics. A teacher friend introduced me to single point rubrics (SPR) for getting kids to discuss their learning and feedback. An SPR displays criteria for a single level of achievement. It also includes an open space for feedback, goal setting, or evidence. SPRs can be used for evaluation and reflection during a feedback protocol (e.g., Gallery Walk, Critique Protocol). They are easy to design, as they have the criteria descriptors in only one column.

Only the Proficient column articulates the learning goals for a specific product or task.

Both the Emerging and Highly Proficient columns begin blank, allowing students ample space to audit their own practice and receive more helpful feedback that addresses critical problem areas and notable areas of excellence. Similarly, the Score column is also blank, and a five-point grading scale can be completed for each learning goal.

Additionally, a Jennifer Gonzalez post has several templates for SPRs linked by her and others in the comments section.

2. Structured-feedback protocols. Protocols like TAG Feedback (for K-5), Critical Friends, and Charrette can be adapted to help students fine-tune their products and performance tasks in drafts. Critique Protocol by EL Education is my favorite-here's how it inspired the way I scaffold the process for students taking turns requesting and providing feedback.

Step 1: The presenter explains their product draft and requests feedback while their peer(s) listen (2 minutes). Good norms to lift up here are for the presenter to use language from the learning goal(s) they're addressing and for the peer listening to take notes. Students more experienced with the feedback process can also grade and complete the empty columns in an SPR.

Step 2: The audience asks the presenter clarifying questions for supporting their feedback. The presenter should respond.

Step 3: To begin with glows, the audience shares what they saw and heard that was in alignment with the performance expectations. The presenter listens.

Step 4: The audience shares concerns about the lack of follow-through of performance expectations or needs for further improvement. The presenter listens and can also update the SPR or take notes.

Step 5: Finally, the audience shares ideas and resources for improving the product draft. The presenter can take notes and respond.

# data[].attributes.attachment_link.title
Using Frequent Feedback Cycles to Guide Student Work

# data[].attributes.attachment_link.description
When students complete several drafts of a project and get feedback each time, they achieve better results.

# data[].attributes.headline
5 Research-Based Tips for Providing Students with Meaningful Feedback

# data[].attributes.subject
5 Research-Based Tips for Providing Students with Meaningful Feedback

# data[].attributes.body
The study behind that Edutopia Quote!

# data[].attributes.attachment_link.title
Kuepper-Tetzel and Gardner - 2021 - Effects of Temporary Mark Withholding on Academic .pdf

# data[].attributes.headline
Using Aggressive/Active Monitoring to Maximize Student Learning

# data[].attributes.subject
Using Aggressive/Active Monitoring to Maximize Student Learning

# data[].attributes.attachment_link.title
Using Aggressive Active Monitoring to Maximize Student Learning

# data[].attributes.attachment_link.description
In this article, we will review the best practices for implementing strategic and aggressive active monitoring of your students.

# data[].attributes.headline
Feedback in action: Examining teachers’ oral feedback to elementary writers

# data[].attributes.subject
Feedback in action: Examining teachers’ oral feedback to elementary writers

# data[].attributes.body
Although this article focuses on elementary educators, think about how you can develop, apply, and reflect on these practices in your own classroom.

# data[].attributes.attachment_link.title
Feedback in action- Examining teachers’ oral feedback to elementary writers.pdf

# data[].attributes.headline
Active Supervision: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

# data[].attributes.subject
Active Supervision: An Effective, Efficient, Low-Intensity Strategy to Support Student Success

# data[].attributes.headline
Aggressive Daily Monitoring Enables In-The-Moment Adjusting

# data[].attributes.subject
Aggressive Daily Monitoring Enables In-The-Moment Adjusting

# data[].attributes.attachment_link.title
Aggressive Daily Monitoring Enables In-the-Moment Adjusting

# data[].attributes.headline
Remember: The clipboard is the key to success!

# data[].attributes.subject
Remember: The clipboard is the key to success!

# data[].attributes.body
Or whatever you decide to use! Regardless: having a place to log/record student understanding DURING the lesson is going to support you as you plan and adapt instruction.

# data[].attributes.body
Make a copy! Add your students and make copy requests :)

# data[].attributes.attachment_link.description
Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

# data[].attributes.headline
Monitoring and Feedback go hand in hand.

# data[].attributes.subject
Monitoring and Feedback go hand in hand.

# data[].attributes.body
Feedback is the information we give students about how they are doing/practicing. You're coaching them.

# data[].attributes.headline
"There is no failure, only feedback." Robert Allen, 2012

# data[].attributes.subject
"There is no failure, only feedback." Robert Allen, 2012

# data[].attributes.body
Everyday, every class period! Make this actionable feedback a part of your classroom routine and culture. Students benefit greatly from actionable feedback WHILE they are learning, not after the fact.