Tag Archives: feedback

The Mindset of Lesson Planning

An effective curriculum provides not only an outcomes framework but, more importantly, a mindset to create learning opportunities that are responsive to student learning, integrate learning strategies throughout all subject areas, and ensure ongoing student progress. Here’s how: First thoughts: … Continue reading

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Re-framing Conversations About Disengaged Students

At a recent a professional learning session focused on re-engaging the disengaged learner, we greeted each participant and asked them to describe a disengaged student on a post-it note. After the completed post-it notes were attached to a white board, … Continue reading

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Assessing Student Writing Part 2: An in-depth look at the process

The Beyond the Apple video “Assessing Student Writing Through an Appreciative Lens” starts the conversation about assessing student writing with the idea of listening to a student’s writing before “seeing” a student’s writing. The writing of an elementary student is … Continue reading

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Exit Slips and Feedback Revisited

Let’s face it . . . when we rely on essays and tests to gather information about student learning, not only do students become essay and test weary, the process of assessment development, marking, and providing feedback can be the … Continue reading

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Using “old stuff” Part 2: Searching for information

This old phone (found in Nelson Ghost Town, Nevada) provides an opportunity for teachers and students to experience how examining old things (with some guiding questions) provides an opportunity to experience how thinking, analyzing, synthesizing, and sharing information leads to … Continue reading

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Meaningful Feedback in Minutes

With advance preparation and planning, meaningful feedback does not need to take exorbitant amounts of time. Here’s a road map that not only reduces the time needed to provide meaningful feedback in minutes, it increases the student’s understanding that a … Continue reading

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Appreciative Assessment of Student Writing: Part 1

Professional learning conversations about students who struggle with writing provide an opportunity to re-frame our assessment and feedback practices.  The start point to these conversations may require a total shift in how we view student writing: Stop looking at the … Continue reading

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