Lesson Day Feedback Provided How would or will you

Provide the day and content
Day 1- Science
State the following: encourage students to use
1. Oral or written the feedback?
2. What you shared 1. Name a Concrete Way to
Remind them of their
feedback
2. A Learning experience that
would build on their learning
Whole class- I provided
verbal authentic feedback I would provide the students
back to the whole class with on Day 2 to get in small
during the lessons, as well as groups and discuss what they
after when I handed back remembered about the videos
their worksheets and and information being taught.
activities they completed. I This will help them bring
made handwritten comments back their memory to what
and feedback on their papers they learned, and they will
and when I handed them back hear the content in a different
out, I discussed with each way I taught it coming from
student one-on-one about their peers.
their feedback.
Student #1- This student
loses motivation rather
quickly and tends to act bored
during lessons, therefore I
gave him a lot of praise and
attention throughout the
lessons to keep him feeling
good about himself. Once he
gave some input on what he
knows about nocturnal
animals and that he once had
a bat in his house, I had the
students “raise the roof”
(pushing up in the air to
celebrate something instead
of clapping” because he
connected a personal
experience to the content
being taught.
Student #2- This student was
having a hard time thinking
about why animals would be
nocturnal or diurnal. I
explained to her that animals
eat other animals or insects
 that only come out during a
certain part of the day
therefore, they need to be
awake for that time period.
She started to draw
conclusions and then
watching the video and
reading the book I provided
helped her completely
understand.
Day 2- LA and SS Whole class- I gave positive
reinforcement and praise When bringing up this topic
during this activity. I walked the next day or even later on
around the classroom as the that day of the lesson, I could
students were doing the bring up “Remember when
assignments I modeled for (student name) told us that
them, but I did not want to firefighters can do more than
correct them too much just put out fires?” and then
because I wanted to see how continue the information.
much they understood from This will show the students
the lesson. I wrote on the that that information was
back of their papers and then correct and accurate to what
handed them back out one- we will be learning next.
by-one and talked with them
one-on-one about their
performance and completion
of the activities.
Student #1- This student
interrupted a lot during the
whole group discussions
about firefighters. However,
the information he was giving
me about his knowledge was
all correct about the topic. I
gave him verbal feedback and
redirection on raising a quiet
hand to share but praised his
information for being right.
Student #2- This student was
adding great conversation to
the whole group discussion.
She only spoke twice but the
second time she answered a
question I asked which was
“Do firefighters only put out
fires? Or do they do more
 than just that?”. She replied
with “They also can help cats
out of trees and rescue other
animals in need”. I followed
up with praise.
Day 3- Math Whole class- I provided
verbal authentic feedback as I would have the students
well as written feedback as a refer back to their number
score of what they got right poems that distinguish how to
on the exit slip. create the numbers. This
Student #1- This student was helps them identify the
correctly making the greater numbers as well as helps
than less than symbols for the them write the numbers
right numbers but was because they have the poems
spending too much time memorized. I used one of the
making the symbols into “poems” to describe the 6 and
alligators, as I compared the the 9 for student #2 and it
symbols to hungry alligators helped her a lot.
that wanted to eat the bigger
number. I told the student to
save the illustration of
making the symbols alligators
for last but to do the actual
assignment first, so he knew
he could still do it and I could
tell if he knew how to use the
symbols.
Student #2- This student did
the assignment very well,
however, she messed up a
couple of the numbers 6 and
9 so I gave her verbal
authentic feedback and told
her that “six has the hair and
nine has the tail” to give her a
better idea of how to
distinguish between the two
numbers.