Feedback Logs

 

Lesson Day

Feedback Provided

*Feedback for all lessons will be verbal.

How would or will you encourage students to use the feedback?

DAY 1

Math

I provided the students with verbal feedback on the spot. The students had multiple attempts to write these numbers. I would verbally prompt the students based on their performance and the results on the scoring guide. (Positive and negative).

Student # 1-  This child reacted well the the verbal feedback. The students took the verbal prompts from the teacher and wrote numbers better each time during this activity. I told him that the seven was backwards and he was able to self correct.

Student # 2-  This child is not a verbal learner. This child needed the teacher to show her was she was doing wrong. The student needed to see what she was doing wrong. I provided her with tracing dots to assist her number writing.

The students were encouraged on the spot to correct their work based on the feedback. Most students were able to respond to the verbal feedback and a few students needed, written feedback, directly on their whiteboards. The students will be encourage to use the strategies that they learned today, everyday or anytime when they are writing their numbers. 

Day 2

Science

I provided the students with verbal feedback over the course of this entire activity. The students recieved feedback when they were completing the living and nonliving picture sort. The students were each formatively assessed on their ability to state the picture on their picture card. (Ex: Bed). The students were also assessed on their ability to sort their picture as living or non living. It was important that the students were able to recognize their picture in order for them to be able to sort the picture.

Student #1

Student 1 thought the vacuum was living because it moves. The student did not understand that the vacuum cannot move on its own. (Unable to correctly sort picture). The teacher intervined and asked the student if he had a magic vacuum at home? "Does your vacuum move on its own, or does mom have to move the vacuum". (mom). The student was then able to put two and two together. "The vacuum can't move on its own, but it moves when mom pushed is". The vacuum is nonliving and mom is living. With some verbal guidance and feedback, the student was able to think out their problem and fix the problem on their own, on the spot.

Student #2

Student 2 was able to correctly identify the picture and sort the picture. (Baby, living). Since the student got both assessments correct, the teacher did not have redirect her learning, however the teacher extended her learning. The teacher asked why the baby was living. The student was able to explain that a baby is living becuase a baby eats and can crawl.

The teacher would encourage student one to think about how objects move before deciding if they are living or non living and sorting objects in the future. (Do they move on their own and does someone or something make them move)? Student two will be encouraged to think more about living and nonliving things. The teacher will encourage the student to think about why something is living or nonliving.

Day 3

Social Studies

I provided the student with written feedback during a formative assessment. The students had to circle one key detail about the community helper on their paper. For example, one paper was a fire fighter. The students either had to circle a fire hose, a mail truck or a shovel. This helped the teacher to understand the students understanding of community helpers. The teacher corrected the students paper if necessary prior to handing the papers back at the end of the week. By correcting the students paper for them, if need be, the student would be able to understand more about the community helper.

 

Student #1

Student one was able to circle the correct picture to describe a police officer. The teacher placed a smiley face on the students paper to let him know that he was right. When handing the paper back to the student, the teacher will point to another detail on the page to see if the student was able to identify the community helper. The teacher was trying to extend the students understanding by giving the student some verbal feedback as well.

Student #2

Student one was able to circle the correct picture to describe a police officer. The teacher placed a smiley face on the students paper to let him know that he was right. When handing the paper back to the student, the teacher will point to another detail on the page to see if the student was able to identify the community helper. The teacher was trying to extend the students understanding by giving the student some verbal feedback as well.

The teacher would encourage the students to use this feedback when they are talking about important people in the community. The students will now have more understanding of community helpers and why they are important and how they help us.

Day 4

Language Arts

I provided the students were verbal feedback during this lesson. The students recieved verbal feedback during the whole group lesson about community helpers and main ideas and key details. The students were to go up to the board and correctly draw a line from a community helper to a key detail. This was to help the teacher understand the students understanding of main ideas and key details. The students were to circle the mail idea, or community helper, and draw a line under one of the key details. During this activity, the students recieved verbal feedback.

 

Student #1

I personally believe the student understands both main idea and key details, however, the student did not follow directions. The student circle the main idea and also circle the key detail. Although the student correctly identified both, the student did not follow directions. The teacher asked the student "what is the main idea"? "What is the key detail"? "Were you suppose to circle or underline the key detail"? (underline). 

Student #2

This student was able to correctly identify the main idea by circling and the key detail by underlining. Similar to the social students feedback, the teacher also verbally provided feedback by pointing to another picture and asking what community helper was related to this picture. Since the student was able to correctly identify these two things, this verbal feedback was a great way to extend her learning.

Student one will be encouraged to listen to and follow directions. This will not only help the student to better understand language arts, but following directions will make all content areas easier to understand. Student two will be encouraged to always take her learning one step forward.