FEEDBACK LOG for Forma1ve Assessment
Lesson Day Feedback Provided
1. State if it is oral or written and if it is written
Provide the day and what you wrote it on (i.e. rubric, rating
content scale, post it)
2. What you actually said related to the content
Day 1: Science Oral feedback was provided to the entire class as
they answered questions about living things and
Tuesday their needs. While more varied feedback would
October 13, 2020 have been ideal, the restrictions of the learning
environment only allow for oral feedback to be
given during the lesson. I tried to use questioning
strategies and referred the students back to
content information when they were confused. I
also made sure to give specific positive feedback
when students answered correctly.
Student # 1- This child received solely oral
feedback. He would benefit from receiving
concrete feedback, but the restrictions of the
current learning environment only allow for oral
feedback to be given during the lesson. During
the lesson, I called on him during the Living v.
Nonliving things word sort. He wrote the symbol
to identify that a tree is a living thing. I asked
him, “Why do you think a tree is a living thing?”
He said, “Because it is alive and needs things.”
To encourage him to expand upon those points, I
responded by directing him to the four questions
that help us determine if something is living.
Once I asked him, “Well do tress grow over
time?” He responded, “Oh yeah! They also need
the sun and water and air.” I responded by saying,
“That is correct! I like how you referenced the
other questions. Thank you for sharing.”
Student # 2- This child received oral feedback.
This is a mode of feedback that is effective for
him. He was the last student that I asked to help
with the picture sort, so he was able to listen to
the responses from and feedback given to his
peers prior to taking his turn. He identified on his
board that an airplane is a nonliving thing. I asked
him, “Why do you think that an airplane is a
nonliving thing?” He said, “Airplanes do not
grow and they don’t need food. They also don’t
need water.” In response, I said, “You are
completely correct. I like how you thought about
the questions that we ask as scientists when
deciding if something is a living or nonliving
thing.”
How will you encourage students
to use the feedback?
Include:
1. Type of concrete reminder
2. What the follow-up lesson would
be
At the end of this lesson, the
students were asked to draw a
picture of a living thing on their
white boards. All of the living things
that they drew were added to a
collage of living things. This was
placed in the science section of the
student’s Bitmoji Classroom. The
students’ can refer to this image that
they all contributed to so that they
can view examples of living things.
In the actual classroom, this would
have been a tangible collage that
they all would have physically
contributed to using either drawings
or images from magazines.
The other YSU student in the
classroom continued from my lesson
by going more deeply into the needs
of living and nonliving things. At
the end of my lesson I said, “Now
remember all of the different living
and nonliving things that we
discussed today, because on Friday
we will talk more about their needs
with Ms. Scott.”
 Lesson Day Feedback Provided
1. State if it is oral or written and if it is written
Provide the day and what you wrote it on (i.e. rubric, rating
content scale, post it)
2. What you actually said related to the content
Day 2: Social Studies/ The students were able to correctly answer most
Language Arts of the questions about the story and sort the
pictures of teamwork. Verbal feedback was given
Thursday to the students as they shared aloud.
October 15, 2020
Student #1- The students were asked, “What does
a team look like?” This student was called on to
share what he drew or wrote in response. He
showed his picture and said, “The people are
working together to beat someone up.” I
responded, “I like that you included those words
‘working together’ because that is what teams do,
but it is kind to beat someone up?” The student
responded, “No. I don’t think they should do
that.” I said, “I do not think so either. So think of
something kind that people can do together as a
team. Thank you for sharing.”
Student #2- He was absent during this lesson.
Additional Student- During the picture sort, the
students had to say whether the image showed the about following rules, which the
characters working as a team or not working as a other YSU teacher will begin in her
team. This student was called on to explain his
answer. The picture showed the characters
arguing with each other. I asked, “So do you
think they are working as a team in this picture or
no?” He said, “Yes. They are working as a team.”
I asked him why he thought that. He said, “Well
they are all in the boat together.” I said, “Yes,
they are in the boat together, but they are arguing
with each other.” He said, “Oh oh, teams do not
fight, so never mind it’s no.” I said, “That is
right! They are not acting as a team. Thank you
for thinking so hard about this one.”
How will you encourage students
to use the feedback?
Include:
1. Type of concrete reminder
2. What the follow-up lesson would
be
If we were in the classroom, I would
have had all of the students
contribute to a giant word splash
that all of the students could have
contributed drawings and words
depicting the key details of teams.
This could have been hung on the
wall to remind everyone what a
team looks like and the words
associated with teams.
However, for this virtual setting,
easy-to-read audio/e-books and a
video about teams were added to the
Bitmoji classroom in both the
library and social studies sections.
This was the final lesson for
teamwork and collaboration for this
first nine weeks. The following
lessons in social studies will be
lesson.
 Lesson Day Feedback Provided
1. State if it is oral or written and if it is written
Provide the day and what you wrote it on (i.e. rubric, rating
content scale, post it)
2. What you actually said related to the content
Day 3: Math The students in the classroom have been
struggling with addition the entire school year, so
Monday the students that were called on required many
October 19, 2020 redirections. Verbal corrective feedback was
given by all five of the adults present in the
classroom, including both YSU teacher
candidates in the classroom, throughout the
lesson. One area where I needed to help the
whole class the most was during the word
problems at the end of the lesson. The students
had a hard time finding the words that signaled
that we were completing an addition problem. I
tried to isolate parts of the word problem on the
powerpoint to help them find it, but when none of
the students could find the words I said, “That is
okay. The words we were looking for were in all.
We will keep working on finding these important
words." We made the decision to continue
working on word problems after lunch, focusing
on the addition signal words.
Student #1- He was not on the screen during the
lesson. He was laying on the couch in the
background with his mom. His mom sent a
private message to me in the chat that said, “He is
too stressed out right now and needs a break.” I
forwarded the message privately to the other
teachers and I wrote back in the chat, “Thank you
for letting us know.”
Student #2- He was not on task during the fourth
problem using two-colored counters and was
instead pushing his brother. I said, “[Student 2],
you need to be looking at your screen and leave
your brother alone.” He remained on task after
this.
How will you encourage students
to use the feedback?
Include:
1. Type of concrete reminder
2. What the follow-up lesson would
be
If we were in the classroom, I would
make an addition anchor chart that
includes what addition looks like
horizontally and vertically, as well
as some of the key words that signal
addition in story problems. A poster
showing these words will be added
to the Bitmoji Classroom for the
students to reference in this virtual
setting, since they need the most
help with these addition words.
My lesson about making 9 with
addition was followed by a lesson
about making 10 with addition. At
the end of this lesson I said, “So
today we learned how to make 9 by
adding so many different numbers
together. Next time, we will be
learning how to make 10 with Ms.
Scott.”