C2: Group 5, Padlet 2, 2025 by Certification Trainer

immediate, oral feedback

2025-06-23 22:52:49 UTC

Rubrics

2025-06-23 22:53:16 UTC

I find this feedback efficient and objective. This can help students understand where they are at and what is needed to move forward. This can be accompanied with a conversation with the teacher or peers.

Peer feedback

2025-06-23 22:53:26 UTC

Having students review each other's work. Focus on tying things to a rubric so students have a relative understanding of where they are ands where they need to go.

correct mistakes immediately

2025-06-23 22:53:28 UTC

Feedback with a chance to resubmit

2025-06-23 22:53:51 UTC

I think my students only take feedback seriously if they can use it immediately and see it affect their grade (meaning resubmit/ correct their original assignment)

Anchor examples

baileyjenelle — 2025-06-23 22:53:51 UTC

Having an example for students to compare their own work to.

2025-06-23 22:54:11 UTC

This impacts students learning by having a goal for what they would like to achieve.

Self grading their own work

baileyjenelle — 2025-06-23 22:54:23 UTC

Timely and Targeted Feedback

2025-06-23 22:54:28 UTC

I find that feedback is most effective when it is given soon after a task and addresses specific aspects of student understanding. For example, when reviewing math assignments, I highlight not just incorrect answers but also the reasoning behind the mistake—such as a misapplied property or misunderstanding of a concept like slope or factoring. This helps students correct errors and deepen their conceptual understanding.

more peer review

baileyjenelle — 2025-06-23 22:54:35 UTC

Rubrics

2025-06-23 22:54:38 UTC

If provided ahead of time, it allows them to get familiar with the target. That then allows them to grade themselves and even have peers grade. Then there are no surprises.

Peer Feedback

2025-06-23 22:54:53 UTC

It is immediate feedback, and they usually care more when their friend or possible "crush" have to read their responses.

peer feedback

2025-06-23 22:55:05 UTC

I'm afraid this would not go well.

Online

2025-06-23 22:55:24 UTC

how could Microsoft forms or other online resources can be used to show student learning and possibly ways to inform the teacher/students for next steps?

Grade Declarations

2025-06-23 22:55:26 UTC

History teachers love this at our school - students get to grade themselves based on a rubric. I want to try incorporating this into lab grades this year.

Growth-Oriented and Encouraging Feedback

2025-06-23 22:55:27 UTC

Especially in math, where many students experience anxiety or fear of failure, I use feedback that acknowledges effort and encourages persistence. I might write, “Your strategy here shows good thinking—let’s revisit how to isolate the variable,” or “You’re close! Double-check your exponent rules.” This kind of language builds confidence and keeps students motivated to improve

types of feedback

2025-06-23 22:55:30 UTC

As I mentioned, written feedback on student products is something I do. Although, not sure it's the most effective for all as some students won't read it. For many, I simply need 1v1 conferences with the student to go over their work, what is great about it and where they need to make revisions. Finally, I noticed others have utilized peer feedback which is something I try as well.

Student made rubrics

2025-06-23 22:55:53 UTC

The use of timely, targeted, and growth-oriented feedback

2025-06-23 22:57:30 UTC

The use of timely, targeted, and growth-oriented feedback has had a noticeable impact on student learning in my classroom. Students who previously lacked confidence in math have become more willing to engage with challenging problems because they know that mistakes are part of the learning process—not just a reason for point deduction. This shift in mindset has helped reduce math anxiety and build a classroom culture where students see themselves as capable problem solvers.

Student-Led Error Analysis Journals

2025-06-23 22:59:07 UTC

Math Thinking Routines Inspired by Visible Thinking

2025-06-23 23:00:13 UTC

I’m interested in trying structured routines like “Notice/Wonder,” “What Makes You Say That?” or “Claim/Support/Question” to prompt mathematical discourse. These routines can help students slow down their thinking, make reasoning visible, and engage more deeply with mathematical ideas—especially in problem-solving and reasoning tasks.