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Here are some options to provide instant written or verbal feedback to your students!
Here are some options to provide instant written or verbal feedback to your students!
For Year 11-12 students, both verbal and written feedback are effective.
For Year 11-12 students, both verbal and written feedback are effective.
Keep these in mind when providing instant feedback:
Keep these in mind when providing instant feedback:
- Try to identify patterns in the type of feedback you are providing
- Patterns can be for individuals, groups, or whole classes
- If possible differentiate the level of feedback you are providing to meet the student at their need level
- Quick written or verbal feedback can be differentiated into three levels of support, and using each may indicate particular strategies to help a student or class move forward with their learning.
There are three levels of quick feedback:
There are three levels of quick feedback:
- Example (most support)
- Scaffold (medium support)
- Reminder (least support)
Example Prompts
Example Prompts
Example Prompts are effective for all students, but they are designed to help support students who may be struggling with a topic or idea. The goal is to provide direct examples for the student to refocus and get them on track.
These prompts are the most detailed and provide direct information a student can insert into their work.
If you find yourself needing to use example prompts widely with a particular student or with a class, this could be an excellent opportunity to circle back and reteach.
Examples:
"You should use the following format structure for your paper: _____________"
"When writing for this task, you should use the first-person perspective"
"When creating a table for this data, the correct chart type would be _______"
"You can use Pythagorean Theorem here because this is a right triangle"
"Instead of adding the number 6 four times, try multiplying 6 x 4"
"Here is an excellent shortcut to reducing fractions ______________"
Scaffold Prompts
Scaffold Prompts
Scaffold Prompts are designed to get students to focus on very specific items in order to extend their understanding and make improvements if need be. It can be considered a stepping process, which connects the student from where they are to where they could be with some specific changes.
Scaffold prompts can help students get to higher levels of understanding so think of these as a step toward Reminder Prompts instead of a total understanding of an idea or lesson.
Examples:
"What would be your next step after dividing these numbers?"
"Right here would be an excellent place to differentiate between static and dynamic characters"
"Write a few of your ideas down on what to write about next"
"Here you say __________ but be careful about your word choice. Is there a better option?"
"Right here is a great place to tell us more about your experimental method"
Reminder Prompts
Reminder Prompts
Reminder Prompts are effective at redirecting students toward learning intentions. They are short comments which drive the student toward a very specific idea or process. It is often a way to help students provide more detail about their work.
If a student or class is operating mainly in the area of needing only reminder prompts, it is a good signal to move ahead or teach a common reminder to the class.
Examples:
"You have included several key terms here, but you missed a few. Look at your notes and include all the vocabulary we covered"
"This is not a right triangle, so what type is it?"
"Remember when we talk about eating healthy we need to focus on _________"
"You can include an example here to help prove your point"
"Try explaining this in more simplified terms"
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