FEAP 3i.
-Support, encourage and provide immediate feedback and specific feedback to
students to promote students’ achievement
UNSATISFACTORY DEVELOPING ACCOMPLISHED EXCEPTIONAL
Teacher says, “nice Teacher asks: The teacher circulates The teacher
job” to students when “Doesanyone have a during small group remindsstudents of
circulating. question?”as she orindependent work, the characteristics of
circulates the room. offering suggestions high-quality work (the
Teacher simply puts togroups of students. assessment
an A on a student’s Teacher writes, (D) criteria),suggesting
weeklong writing “Improved paper!” that thestudents
assignment. on a student’s Teacher writes, themselveshelped
weeklong writing “Improved details develop them.(D)
The teacher assignment. throughout the
forgesahead with a paper.” on a student’s While students are
presentation without The teacher, after weeklong writing working, the
checking for receiving a correct assignment. teachercirculates,
understanding. (D) response from one providingsubstantive
student, continues Teacher gives students feedbackto individual
The teacher says: withoutascertaining a rubric with specific students.(D)
“Good job, whetherall students detailing expectations
everyone.” (D) understand the for their “Biography” The teacher uses
concept. (D) assignment. exittickets to elicit
Teacher scans class evidence of individual
from her desk to be Teacher says, “You The teacher uses a student
sure all students are guys all got this right, specifically-formulated understanding. (D)
on task. I guess I need to try question to elicit
harder questions!” evidence of student Students evaluate
understanding. (D) apiece of their
Teacher uses guided writingagainst the
practice if students After conferring with a writingrubric and
cannot perform the student while confer with the
skill, strategy, or circulating the room, teacher about how it
process the teacher says, “I’ll can be improved. (D)
independently. (M) be back by in a few
minutes to check in Teacher tells students
Teacher uses “wait with you and see how to have a peer edit
time” effectively. things are going!” their paper before
(M) turning it in
Teacher does a grading.(M)
Teacher provides “whoop whoop” after
manipulatives to a struggling student Teacher volunteers
student struggling gave a correct books and web sites
with fractions. response. as resources at the
back table as needed
Teacher is heard by the entire class,
saying, “I love the use groups of
of a question as a hook students, or individual
for your story!” students.(M)
University of Florida 1
FEAP 3i.-Support, encourage and provide immediate feedback and specific feedback to
students to promote students’ achievement
Teacher uses Teacher assigns a
technology to monitor student the next level
student progress. (M) of difficulty after
reviewing the
student’s scores via
Teacher winks at a website records. (M)
student after they
displayed their Teacher asks students
response on a white to offer feedback to
board. their classmates on
their work.(M)
Teacher asks students
to use their “Think Teacher asks students
Log” to reflect on their to share their “Think
understanding of how Log” entries where
dialogue can propel they were asked to
the action, reveal reflect on their
aspects of a character understanding of how
or provoke a decision. dialogue can propel
(M) the action, reveal
aspects of a character
After a lesson on or provoke a decision.
insects, the teacher (M)
asks her first graders
to stand and share one After a lesson on
thing they learned insects, the teacher
about insects. (M) asks her first graders
to stand and share
one thing they
learned and ask one
question they have
about insects. (M)
Where noted, examples based on:
“(D)” – Danielson C. (1996). Enhancing professional practice: A framework for teaching.
Alexandria, Va: Association for Supervision and Curriculum Development.
“(M)” – Marzano, R. J. (2007). The art and science of teaching: A comprehensive
frameworkfor effective instruction. Alexandria, Va: Association for
Supervision and Curriculum Development.
University of Florida 2
FEAP 3i.-Support, encourage and provide immediate feedback and specific feedback to
students to promote students’ achievement
Possible examples:
Types of Feedback
[Link]
[Link]
[Link]
[Link]
[Link]
20students&source=web&cd=3&ved=0CDoQFjAC&url=http%3A%2F%[Link]
[Link]%2Fuploads%2F3%2F3%2F1%2F2%2F3312041%2F3_feedback_powerpoint.pptx
&ei=a1cRUrCtEOWw2wXv7oH4Cw&usg=AFQjCNG8MPzyr8mcreW345rNVvpTDcVXLg&b
vm=bv.50768961,[Link]
A lot of strategies and formative assessment ideas
[Link]
Websites with activities that provide immediate feedback:
[Link]
University of Florida 3
