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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.
It’s the perfect time to ask your students for feedback. Employing a simple feedback strategy like “keep, start, stop” helps you quickly take the temperature of the class and make any necessary adjustments to ensure the rest of the year is as productive and positive as possible. Explain the WHY or value.
Not only has the explosion of artificial intelligence (AI) and chatbots created concern about assigning writing, but myriad challenges exist when we send writing home with students. #1 As a result, writing assignments often fail to meet the psychological needs of autonomy, competence, and relatedness required for motivation.
Having conducted well over a thousand observations of K-12 teachers over the last 15 years, I have noticed there is one piece of feedback I have given more than any other–and it involves a seemingly minor word change. I gave the feedback to a teacher who was shocked at how many times she said Tell me, when she looked back at the video.
Who wants to read a depressing newsletter about a year fraught with challenges? Do they feel the work assigned is interesting, engaging, and relevant? 4 Ask students for feedback. Feedback typically flows from teacher to student, but feedback should be a two-way street. I thought about skipping it altogether.
Writing Assignments: Writing tasks, whether creative stories, essays, or research papers, require students to think critically, organize their thoughts, write a draft, and revise based on feedback. Students benefit from the freedom to read at their own pace, ensuring they fully comprehend the material before moving on.
Giving regular feedback to roughly 100 middle and high schoolers has been my greatest challenge as an English and writing teacher, and it hit home for me sometime in 2013. My challenges with the feedback load were officially impacting my health and family life. Students were getting the feedback they needed faster.
This is an ideal space to post announcements, allow students to ask questions, and encourage students to have discussions about assignments. Part of our class assignment was to complete reading in Fahrenheit 451. Normally, students would have small group discussions about the reading.
As I’ve said in previous blog posts, teaching in a concurrent classroom is the most challenging teaching assignment I can imagine. The teacher can use the teacher-led station for various tasks, including differentiated instruction, real-time feedback, interactive modeling sessions, or guided practice and application.
Instead of assigning all students a single subject or issue to focus on for their argument, you can provide a list of topics and encourage students to select one of interest. It takes time to articulate what each level looks like; however, the benefit of this approach is that you do not need to write clarifying feedback.
This fall, after a restless night overthinking an assignment for my upcoming class and drinking three cups of not-strong-enough coffee, I added the final touch on my latest assignment for students in my World History II class. I like to think of this shift as a transition from content-based to issues-based curriculum.
I typically design a One Stop Differentiated Station Rotation Lesson if we are focusing on a specific skill, like reading, writing or grammar, where there is a large degree of variation in the skills or abilities within a single class. Then the task I assign with each reading is also different.
Giving feedback in university courses allows for the provision of supportive ideas for improvement, elaboration, and/or heightened thinking as students prepare for job factors outside of their university preparation. Feedback Literacy.
Some students will need additional support, scaffolds, feedback, or reteaching to understand key concepts and apply specific strategies, processes, or skills. Formative Assessment Strategies There are different categories of formative assessment, including observational assessments, checks for understanding, and formative feedback.
Now, I get to experience how Google Classroom makes it easier to communicate with students, manage student work and provide meaningful feedback. I decided to read their book during our family reading night routine. Keeler and Libbi cover everything from going paperless to organizing assignments to collecting data.
I believed that team teaching and sharing the same population of students in a shared space would allow us to make important cross-curricular connections, delve into more meaningful project-based learning, and provide more individualized support and feedback. Marika and I use Google Classroom to assign and manage our students’ work.
This includes on-demand tutoring along with AI tools that offer feedback on written work. These AI tools help students fine-tune their essays before they connect with a live tutor or before they submit their assignments to teachers. AI Writing Review enables students to submit their drafts for lightning-fast feedback.
This summer I read Starr Stackstein’s book Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School. Their first task was to read through and rewrite the standards in a way that made sense to them. Another column is dedicated to teacher feedback.
They rate the texts in the order they would like to read them. Then as a group, they must agree on a reading schedule, design standard-aligned performance tasks and decide how they want to use their class time. The groups read through the target standards and discuss how they want to show mastery of these skills.
Benefits of using Classkick in special education Classkick’s real-time feedback feature is particularly valuable for special education. The platform’s customization options enable me to design assignments that cater to each student’s unique learning needs, promoting a more inclusive and effective educational experience.
I want students to complete assignments because they are meaningful, interesting, and rewarding, not because they are worth points. I want students to know that their teachers are there to support them as they work because learning is a process and everyone needs feedback and help to improve. It did not always go smoothly.
In a previous post, I described how blended learning models could make this challenging teaching assignment more manageable ; however, that post assumes that teachers are familiar with blended learning. Begin class with a review activity, writing prompt, feedback form, quick quiz, or formative assessment. Welcome Task or Bell Ringer.
instruction, scaffolds, practice, assignments). For more detail on this three-part approach to designing a flipped lesson, you can read this blog. Teachers can create a playlist around a unit of study, a formal writing assignment, or a project. Pulls feedback and assessment into the classroom or synchronous virtual sessions.
Instead of spending hours grading assignments designed to help students develop these skills, I limit my energy to providing feedback in class as they work and grading the actual assessments–exam, essay, performance task. They can look at the rubric, read the description of what a 1, 2, 3, and 4 look like for each skill.
It actually requires some unlearning, and some changes in approach, to create an environment that better encourages students to complete assigned activities. First of all, there are approaches that can help reduce grading time while still giving useful feedback to students.
Every test score, attendance log, learning app, or digital assignment generates data. Students, too, interact with data daily, whether analyzing graphs in math class or using feedback from educational platforms to guide their learning. Data literacy in a school context means more than reading charts or calculating averages.
Maybe you were curled up by the fire, reading a good book, and perhaps considering how you were going to integrate feedback, change up your courses, and add some jazz, flavor, and maybe a little bit of spice to your courses. I would like to take you on a bit of a journey – back to mid-December when we were on winter break.
Last week it dawned on me that I can assign homework to be completed in pairs and groups virtually. Not only did students complete the assignments, but they were excited about it. Third, I would assign partners or groups during our synchronous sessions or post them in Google Classroom. The results? A smashing success!
As students read and write independently with tools like OneNote or Microsoft Word, they can use Immersive Reader to hear text read aloud or translated, see pictures related to words, change the spacing between words and plenty more. They want to know you can read their writing. They want you to read and rate them.
After reading Catlin Tucker’s blog post, 5 Strategies to Engage Learners Around Flipped Instruction , I was inspired to reflect on and revise a mini-unit I designed focusing on the short film Alike by Daniel Martinez Lara and Rafa Cano Méndez. I love reimagining a unit or lesson after I have taught it a few times.
I point to each station’s location and review the assigned seating chart. Note: I don’t usually assign seats at the independent teacher-led station because that is where I will be.) Because students do not need to get out any materials when they transition, I set the transition timer to 20 seconds. I check for understanding.
Within HMH’s connected literacy solution, Writable ’s new GenAI capabilities increase the impact teachers can have by engaging more students with targeted feedback and motivating better writing in the moment. This approach to AI is teacher-guided, allowing teachers to incorporate AI-suggested feedback and scores into their instruction.
Just in time for summer reading! I’ve recommended that my students use Grammarly ( www.grammarly.com/grammar- check ), a free Chrome extension, to help them catch their errors as they compose emails, engage on social media, and write assignments online. Interested in more technology tips to help you teach the Common Core?
” I know a lot of teachers who spend the summer reading, reflecting, and refocusing, but it is hard to take those resolutions we make in summer and put them into practice during the chaos of first few weeks of school. What are you assigning and why? What is the learning objective or value of each assignment?
Key points: ChatGPT is here to stay, and it’s wise to now consider it a part of learning In fact, every assignment moving forward must be graded with ChatGPT in mind See related article: How educators can navigate AI-driven plagiarism You may have heard of ChatGPT. ChatGPT involvement was limited to feedback and suggestions.
It has been sobering to see, through their eyes, how unclear our assignments can sometimes be. Maybe the student skipped class or doesn’t have all the material handed out with the assignment. The assignment becomes a one-dimensional chore underpinned by a constant anxiety of “I don’t know if this is what my teacher wants.”
MONTREAL – Paper , the leading Educational Support System (ESS), today announced that it has acquired Readlee, an innovative learning tool that uses artificial intelligence (AI) and speech recognition technology to help students improve their reading skills. A lifetime of opportunity is lost when a person can’t read.
What is challenging about their teaching assignments? Members of the PLC will need to collect artifacts of student learning and student feedback to evaluate the effectiveness of the strategy, technique, or model. This feedback can help the PLC to continue improving this particular strategy, technique, or model.
I have colleagues who have used AI tools to create rubrics and to offer feedback on rubrics they’d already created. Wikipedia may be a poor academic source itself because anyone can edit it, but it’s a great place for a student to go learn the basics about a subject, complete with a list of sources for further reading.
When students evaluations are viewed by instructors as a type of formative assessment to be used as a tool for instructional improvement, mid-semester feedback surveys allow instructors to immediately respond to their students needs (Chapman & Joines, 2017; Diamond, 2004). 2002; Spencer & Schmelkin, 2002). What should I stop doing?
On Edia’s platform, an AI coach reads students’ work and gives them personalized feedback based on their mistakes so they can think about their answers, try again, and master concepts. Some FDR classes use Edia several days a week for specific math supports, while others use it for homework assignments.
Paymo provides a centralized workspace where teacher teams clarify roles within their group, assign tasks to individuals, and track progress over time. Tricider is a free online tool that simplifies the decision-making process and makes it more equitable by allowing users to leave plenty of feedback.
Others reflected on how important having a cheerleader and receiving positive feedback was for them. Some letters were tough to read, with students writing, “I hate this class,” or “your homework caused a lot of fights in my home.” I wondered what that meant, but as I read further I understood.
It has been sobering to see, through their eyes, how unclear our assignments can sometimes be. Maybe the student skipped class or doesn’t have all the material handed out with the assignment. The assignment becomes a one-dimensional chore underpinned by a constant anxiety of “I don’t know if this is what my teacher wants.”
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