Embedded Files
Critical content should be reviewed to shape understanding and deepen learning. Brief, repeated exposure of previously taught content helps students identify basic relationships between ideas and consciously analyze how one idea relates to another. Providing students with opportunities to quickly review previously taught processes will increase fluency, accuracy, and automatically.
A Or Nothing (Jedi Tests) - "The teacher grades the work and the student either gets an A or the work is returned because it is not ready for evaluation. Teacher gives specific feedback and emphasizes quality over quantity of work."
A Or Nothing (Jedi Tests) - "The teacher grades the work and the student either gets an A or the work is returned because it is not ready for evaluation. Teacher gives specific feedback and emphasizes quality over quantity of work."
When to use it: Use this at the "hinge point" to make sure all students are with you. Most classes build over time and there is a place where you get to a "hinge point." This is the point where you move or shift from one key idea/activity/chunk to another. If students don't possess the pre-requisite skill or knowledge they will not be successful in the next chunk of learning. Use this technique to check that every student is proficient before moving on.
What it encourages: It encourages students to perceive what they are learning is important, so important that it must be done perfectly and that the teacher will be checking.
How to use it: The teacher grades the work and the student either gets an A or the work is returned because it is not ready for evaluation.
Find the Errors and Fix Them - The teacher tells the student to locate the problems that are wrong on the paper (they have not been identified by the teacher). The student then must check all of their work and correct the problem that is answered incorrectly.
Find the Errors and Fix Them - The teacher tells the student to locate the problems that are wrong on the paper (they have not been identified by the teacher). The student then must check all of their work and correct the problem that is answered incorrectly.
When to use it: This technique must be used with care to prevent "learned helplessness" (Dweck 1975) from manifesting in students and have them decided that something is forever beyond their ability. This technique should be used with students who are capable of finding errors in their own work. This could be used as a quick check or with students who rush through their work and do not pay attention to detail.
What it encourages: It encourages students to perceive what the quality of their work and what they are learning is important. It also conveys to students that more effort is needed and that there is still plenty of work left for the student to do.
How to use it: The teacher evaluates work without marking on it. If errors are found, the teacher returns the work to the student without markings and asks the student to check all of their work or problems answered incorrectly.
Format Matters - "It’s not just what students say that matters but how they communicate it. To succeed, students must take their knowledge and express it in the language of opportunity." Video (TLCXX)
Format Matters - "It’s not just what students say that matters but how they communicate it. To succeed, students must take their knowledge and express it in the language of opportunity." Video (TLCXX)
I Used to Think … But Now I Know - "This strategy asks students to compare verbally and in writing their ideas at the beginning of a lesson or instructional sequence to the ideas they have after completing the lesson. It differs from K-W-L because both parts of the reflection occur after instruction. "
I Used to Think … But Now I Know - "This strategy asks students to compare verbally and in writing their ideas at the beginning of a lesson or instructional sequence to the ideas they have after completing the lesson. It differs from K-W-L because both parts of the reflection occur after instruction. "
When to use it:
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Resources: Article, Video
Match the Comments to the Essays - The teacher writes comments about student work on strips of paper, then returns the comments and student work to a group of students and they must match the work with the comments.
Match the Comments to the Essays - The teacher writes comments about student work on strips of paper, then returns the comments and student work to a group of students and they must match the work with the comments.
When to use it: Providing anecdotal feedback on student work accomplishes nothing if the student does not use the information to improve performance. “Match the Comments to the Essays” is a technique that requires students to think carefully about how the teacher’s comments apply to their work.
What it encourages: It encourages students to review and process comments rather than just looking at the grade on an assignment.
How to use it: Instead of writing on student work, the teacher jots her comments on strips of paper. The unmarked assignments are returned to each group of four students along with the correlated comments on four strips of paper. As a group the students decide which comments go with each student’s work.
Plus - Minus - Equals Grading
Plus - Minus - Equals Grading
Quiz Quiz Trade
Quiz Quiz Trade
When to use it: Can be used K-12 t any point in a lesson. It could be used as a bell-ringer, after a unit of instruction, as a review, before students begin an assignment, to practice newly learned skills.
What it encourages: Positive student interdependence, Student engagement with content. Students answering, coaching, and teaching. Increases background knowledge and fills gaps in learning. Review or content or tapping into prior knowledge before new material.
How to use it: 1. Teacher makes QQT cards or creates the front of the cards and students create the backs, 2. Cards are distributed to students and students find a partner using "Stand-Up Hand-Up Pair-Up", 3. Partner 1 quizzes partner 2, 4. Partner 2 answers, 5. Partner 1 offers praises or coaches, 6. Partners Switch Roles. 7. Partners switch cards and repeat with new partner (by using Hand-Up Pair-Up)
Resources: Article, Elementary Example, High School Example
Real-time Test - Before moving onto the next topic or another lesson, the teacher poses questions and allows them to respond with ABCD cards, mini whiteboards, or page protectors. The teacher can quickly identify gaps in knowledge and opportunities to discuss, re-teach, and clarify.
Real-time Test - Before moving onto the next topic or another lesson, the teacher poses questions and allows them to respond with ABCD cards, mini whiteboards, or page protectors. The teacher can quickly identify gaps in knowledge and opportunities to discuss, re-teach, and clarify.
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Resources: Article, Video
Two Stars and a Wish - After examining the work of peers, students provide feedback by listing 2 things that were good (the two stars), and one suggestion for improvement (the wish).
Two Stars and a Wish - After examining the work of peers, students provide feedback by listing 2 things that were good (the two stars), and one suggestion for improvement (the wish).
When to use it: After students complete work, projects, and/or assignments.
What it encourages: Safe peer feedback, Student collaboration, peer review, connection to learning targets and rubrics.
How to use it: After examining the work of peers, students provide feedback by listing 2 things that were good (the two stars), and one suggestion for improvement (the wish). These comments are written on sticky note so it is non-destructive to students original work. If students receiving feedback don't find it helpful the sticky notes can be removed from the work. To extend, the class can discuss the feedback and notes and discuss the features of the best rated feedback or extend it with a think-pair share, ABCD corners, or the fishbowl.
Resources: Article, Video, Examples
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