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Peer Feedback: Making It Meaningful

Catlin Tucker

Feedback is how students feel seen and supported. When we give feedback as students work, we signal that the work they are doing is important, and we care about their progress. Teachers want to give students timely, focused, and actionable feedback, yet it is easy to neglect. Peer Feedback Choice Board.

Feedback 546
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Balance Instruction and Feedback with Blended Learning

Catlin Tucker

I would like to see teachers balance the time they spend on instruction with the time they spend facilitating learning and providing feedback as students attempt to do something with that instruction. The challenge for teachers is figuring out how to create the time and space necessary to prioritize feedback. Blended learning can help!

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Prediction: The future of teacher evaluations is video

eSchool News

At the Metropolitan School District of Decatur Township , we’ve found that one of the pandemic-related changes we’ll be keeping around is the use of video for teacher evaluations. Teachers will overcome anxieties about video evaluations. We hadn’t planned on using video to evaluate our teachers.

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Why agentic AI matters now more than ever

eSchool News

Easy to find, not always true: Helping students evaluate AI-generated content For more news on AI in education, visit eSN’s Digital Learning hub For years now, the promise of AI in education has centered around efficiency–grading faster, recommending better content, or predicting where a student might struggle.

Ethics 184
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Trimming the Edtech Fat: How Districts Are Streamlining Their Digital Ecosystems

Edsurge

The guide breaks down the edtech purchasing cycle into three processes: edtech selection, implementation and evaluation. From Sprawl to Strategy When Executive Director, IT Services Eric Hileman joined Oklahoma City Public Schools in 2012, the IT department followed a lock and block mentality, limiting access to tech as a form of control.

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The Impact of Non-Evaluative Feedback and Mindfulness in Writing

Faculty Focus

Tutoring can make writing less of an isolating process because students can access different audiences and, as a result, receive feedback that is in the function of its message and not only for the sake of a grade. Tutoring practices that include non-evaluative feedback and mindful approaches support writers’ growth holistically.

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‘Too many apps for that’ in schools

eSchool News

Administrative optimism vs. classroom reality : While district leaders largely believe the current system of apps they’ve officially selected, or grown organically, is effective, teachers and parents crave more streamlined and integrated access. ” This press release originally appeared online. .”

Schools 251