# data[].attributes.body
For feedback I used a PPT that I made, Austin's Video, and a teacher created sheet for peer feedback. We modeled several of these during class: high quality and low quality -to show the difference.

# data[].attributes.body
I used Austin's butterfly and another video of students modeling crtiques and feedback. Then I let my students practice critiquing their peer's work and giving  feedback. After sharing the feedback, I gave students time to make improvements to thier work based on the feedback they recieved.

# data[].attributes.body
Whole-group feedback by posting questions for the students to think about after returning student work.

# data[].attributes.body
Provide feedback so that my students will truly understand that their work is important and it matters....without feedback they will not know how they did and not be able to improve. Feedback should be meaningful.

# data[].attributes.body
Post questions on the board for whole group to discuss and give feedback.

# data[].attributes.body
-Individual feedback will be given in writing and by conferencing.
-More feedback throughout the task in the future.

# data[].attributes.body
Continue to provide specific feedback to students with a chance for them to go back and revise/
enhance their learning.

# data[].attributes.body
To provide feedback to all students, there needs to be specific questions that address the standard and task. This will provide immediate feedback for teachers in that it will give us the level of understanding for all of our students.

# data[].attributes.body
The feedback check sheet we used with our most recent task helped students to give valuable feedback to their peers.

# data[].attributes.body
In the future I may consult with my ELA teacher for my team to double check what to include in the checklist or how to model use of peer evaluations
in class.

# data[].attributes.body
In beginning volume, allow students to investigate finding the volume of a net that they have to build.  Allow them to investigate how to find the volume.  Then, ask questions to lead students to come up with the strategy of measuring the length, width, and height and then multiplying them or finding the area of the base and then multiplying it by the height.

Have students bring in boxes.  Give students a recording sheet for them  to write down dimensions and draw what each box looks like.  Have them explain how they found the volume. Give feedback based on this question. Discuss as a class and in groups. Have them compare the volumes with other groups. Have them give each other feedback as well.

# data[].attributes.body
More time for students who are struggling.  Allow more time for feedback

# data[].attributes.body
Provide feedback for our students so that they may improve on the task we've assigned.
Make sure our task aligns with the standard.
Include a checklist for the students to use. (We used a checklist this time, but I plan to collaborate with my core teachers on my team to seek their input on the checklist.)

# data[].attributes.body
Students will be given composite figures made from boxes. They will have to find the volume of each box and the total volume of the set.

# data[].attributes.body
Self/peer/teacher feedback on more tasks. Move to informational text and give a similar performance task. Students work on building endurance and time management.

# data[].attributes.body
Students will be given composite figures made from the boxes that they brought in.

# data[].attributes.body
In our task, we will combine figures and the students will have to find the volume of composite figures. Students will have to choose which cubes they will use (centimeter cubes or inch cubes) and why they decide to use that particular size.
Students will have to determine the length, width, and height of each figure and add the volumes together to find the total volume.

# data[].attributes.body
The opportunity for students to receive feedback from the teacher as well as peers.
Provide multiple examples.

# data[].attributes.body
Make sure we understand what the standard is actually asking the students to do, before we create a task (what we are asking the student to do) that doesn't align.

# data[].attributes.body
- in our task we gave students a common checklist to cover the format of writing. I conferenced with my students in a small group setting to provide feedback to the students before they wrote their final draft.
In the future I may consult with my ELA teacher for my team to double check what to include in the checklist or how to model use of peer evaluations
in class.

# data[].attributes.body
When we give feedback, we may develop a general set of questions that would further the students' thinking for the problems that they struggled with.

# data[].attributes.body
We have not had time for feedback yet.
Whole group feedback will be given.
We will put colored dots on missed problems. The dot color will be based on the questions missed. We will have color coded questions for the students to look at.

We will also have students practice while we teach Chapters 10 and 11 as well as V-Math practice time.

We will have students self reflect based on scores from pre and post test.

# data[].attributes.body
The graphic organizer that was used allowed the students compact the information and then use it to construct an essay comparing and contrasting modern day presidents.

# data[].attributes.body
The graphic organizer really helped on our compare and contrast writing assignment. Provided feedback on their Google document as they were working. Will continue to provide feedback during and after task either individually or in small groups.

# data[].attributes.body
I feel that the graphic organizer that we created for them really help them to compare and contrast the Modern Presidents.

# data[].attributes.body
The graphic organizer we created was very helpful in scaffolding the content so that they could compare/contrast.
We do need to create a Mechanics of Writing checklist for the students to use for the writing part.

# data[].attributes.body
- Students had to check themselves, then peer check, then have the teacher check off on each session.
- It would be beneficial if we modeled what a feedback session for students (either teacher led or student led).
- Students giving specific feedback/critique and the other students being receptive.

# data[].attributes.body
-Use differentiated groups to hone in one students who need to be pushed to level 4 and bubble kids who need to be pushed to level 3, and still supporting the students who are still needing a great deal of support at levels 2/3.

-Work more with students on strategies to comprehend complex text and having the stamina to sustain a longer length text and/or task.

# data[].attributes.body
Students begin with learning to classify triangles on quadrilaterals.

Students who have not mastered conservation of area will be pulled for small group.

Feedback: Students will be given their pretest and post test. Then students will write a reflection on their own growth.

Each student will be given a question to push their growth based on their errors.

# data[].attributes.body
When we teach this geometry/area concept as a chapter, we will need to definitely spend time going over the name of shapes (especially the difference between a shape being just a parallelogram and not a rhombus).

# data[].attributes.body
Feedback- self/peer/teacher checklist while completing task.
Students use success criteria as the work in order to self assess as they work. Small group/conference with individual students.

Next Steps- focus on time management/making inferences based on the text

# data[].attributes.body
Initially, we did not grade the first assignment for grammatical errors. However, in the future we will provide a rubric and also collaborate with the language department.

# data[].attributes.body
Students will self reflect on their own growth between pre and post test. Can use a good one as an example for next time.

Students need to know how to classify triangles.

Students need to be provided opportunities to find area, then move to rigor where the have to find a missing base or height.

Studnets will critique substitution into formulas for other students.

# data[].attributes.body
I  feel that in the future we need to provide more feedback.
We need to conference with those that didn't get the content.
I feel that we need to have a checklist for them to go back and recheck their grammar mistakes.

# data[].attributes.body
1. Focus on resolution - specifically when it is left "unclear" and drawing inferences based on the evidence given.
2. Giving specific feedback as soon as they are ready for it and allowing time for corrections.
3. Organization and structure of writing.

# data[].attributes.body
1. Provide feedback based on content.
2. Small groups for 1's or 2's. Conference with teacher.
3. Provide a Mechanics of writing checklist and have students review their own work.
4. Discuss grammatical errors and mistakes and have students correct their own.

# data[].attributes.body
-focus on inferential components when a clear resolution isn't given
-time management with performance tasks
-organization/structure of writing
-grammatical errors
-proofreading their own work/peer work
-early finishers????
-purposeful feedback

# data[].attributes.body
Create a rubric for grammar for next task.
Provide feedback for individual/small groups on social studies content of writing comparing/contrasting.

# data[].attributes.body
We are going to begin with knowledge of basic shapes.

We will introduce shapes and formulas in isolation. After every shape and formula has been introduced, we will use a day to practice all shapes.

We will pull small group for the students who missed the cutting of paper problem during our tutoring/skills time.

# data[].attributes.body
Move into informational text. Give a similar performance task, using feedback from this task as a model.
Continue to give opportunities to build more stamina and more analytical thinking.