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Don't over give feedback on a piece of writing. 

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Don't over give feedback on a piece of writing. 

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Ask questions about the child's work and have students answer..what do you notice about this?

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Ask questions about the child's work and have students answer..what do you notice about this?

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give students feedback based on their academic level 

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give students feedback based on their academic level 

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Work on the amount of feedback given to students.  I tend to give them a few things to work on...I need to focus only on one at a time!

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Work on the amount of feedback given to students.  I tend to give them a few things to work on...I need to focus only on one at a time!

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Some students do not see feedback when there is a grade accompanied. Feedback in verbal or written form can depend on age level. 

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Some students do not see feedback when there is a grade accompanied. Feedback in verbal or written form can depend on age level. 

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Seeing things from the student's-eye view

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Seeing things from the student's-eye view

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More discussion with student. I tend to discuss and make corrections on the paper:(...not effective.

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More discussion with student. I tend to discuss and make corrections on the paper:(...not effective.

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If feedback comes across as a lecture or suggestions come across as orders, students will not understand that they are in charge of their own learning.

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If feedback comes across as a lecture or suggestions come across as orders, students will not understand that they are in charge of their own learning.

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The choices you make on what you say to a student will, of course, have a big influence on how the student interprets your feedback

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The choices you make on what you say to a student will, of course, have a big influence on how the student interprets your feedback

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Even well-intentioned feedback can be very destructive if the student reads the script in an unintended way.

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Even well-intentioned feedback can be very destructive if the student reads the script in an unintended way.

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Give feedback only on the success criteria. If conventions are not in the success criteria then mention it in feedback but don't make that the most important part of feedback.

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Give feedback only on the success criteria. If conventions are not in the success criteria then mention it in feedback but don't make that the most important part of feedback.

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Relating feedback to goals

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Give one or two small, doable next steps. After the next round of work, give the student feedback on his or her success with those steps.

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Give one or two small, doable next steps. After the next round of work, give the student feedback on his or her success with those steps.

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I want to work on putting myself in my student's shoes and thinking, "Would I really want feedback right now?"

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I want to work on putting myself in my student's shoes and thinking, "Would I really want feedback right now?"

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Good feedback focuses on the strategies that students are using, rather than their abilities as learners

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Good feedback focuses on the strategies that students are using, rather than their abilities as learners

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Aligning student feedback to success criteria to help focus feedback

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Aligning student feedback to success criteria to help focus feedback

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Good feedback contains information that the students can actually use

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Good feedback contains information that the students can actually use

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"Some of the best feedback results from conversations with the student"