Allie Gumont

FEEDBACK LOG for Formative Assessment

Lesson Day Feedback Provided How would or will you encourage

students to use the feedback?

Day 1 – ELA/SS Whole Class: The whole class received 1- A way to remind students
verbal and written feedback. When students to stay on task would be
did a talk and turn, I observed the students the 3-finger rule. The
by listening to each group. I shared with the students would hold up
class prior to the talk and turn to stay on three fingers and for each
topic and share things related to biographies. time they contribute to the
When students were completing a guided discussion in small groups
notes worksheet, we went through all or share details they can
questions together to ensure students were put a finger down. After
on track while taking anecdotal notes. they get all three fingers
down, they can then
Student 1: This student must be reminded choose to talk about
to stay with the class and stay on task. The something else if time
student is easily distracted. I would clean off allows. OR Students can
the student’s desk to help eliminate refer to the graphic
distractions. Also, every couple of minutes I organizer we completed
would ask the student “How are we together to remember the
doing?” and “we are on number 3”. I topic we are on and to stay
would also give praise such as “I love how on task.
you remembered to capitalize the first
letter in your sentences” and “I like how 2- The next activity will be
you’re writing is neat and you have good an opinion writing piece
spacing!” about the topic.

Student 2: Student needs constant verbal

praise to stay motivated during the lesson to
keep working without a behavioral outburst.
I also encouraged his behavior plan of
timing himself to earn a break. This student
sets a 10-minute timer to work, after the
timer goes off the student gets a sticker. If
the student collects 5 stickers, he earns a 5-
minute break. The student also does well
when participating in group settings, so I
made sure to call on him. I said to him
“Nice job (student name), now can you do
the next question on your own?” and
“Nice work, only three more stickers until
your next break, keep working hard”.
 Allie Gumont

Lesson Day Feedback Provided How would or will you encourage

students to use the feedback?

Day 2 - Science Whole Class: The students did a graphic 1- Students can refer to the
organizer while I walked around to make cut and paste activity we
sure the students were using the student did in class to help answer
friendly checklist that I provided at the other questions relating to
beginning of the lesson. We reviewed the the topic rather than
checklist and made the expectations clear. I talking to a classmate and
also walked around and provided verbal interrupting others. OR
feedback based off the checklist. Students can keep this
paper on their desk for
Student 1: This student must be reminded easy access to look back.
to stay with the class and stay on task. The
student is easily distracted. I provide verbal 2- The next activity will be
feedback to this student by saying “Nice job exploring and researching
completing this box, now let’s try and different living and
complete this box with the timer set at 2 nonliving things.
minutes”. I also highlighted spaces on her
paper that needed done first and highlighted
areas the student needs to go back to.

Student 2: Student needs constant verbal

praise to stay motivated during the lesson to
keep working without a behavioral outburst.
I said to the student “After completing this
worksheet, you can add a sticker on your
behavior chart” and “Wow! You really
know what you’re doing! Can you help
me walk around and see if your friends
need any help?”
 Allie Gumont

Lesson Day Feedback Provided How would or will you encourage

students to use the feedback?

Day 3 – Math Whole Class: The whole class received 1- Students can reflect from
verbal feedback along with positive praise the verbal feedback I gave
throughout the activity. Student were aware during the group
that I was walking around the classroom to discussions. OR students
observe their conversations and to check can look at the review
answers. I also walked around during the chart we made on the dry
scavenger hunt to make sure students were erase board that
on task, completing the answers correctly, summarizes the content
and understood the assignment. being taught.

Student 1: This student must be reminded 2- The next lesson will be

to stay with the class and stay on task. The doing extra practice on
student is easily distracted. I made sure to paper, dry erase boards,
keep the student motivated by giving her and the Cleaver Touch
verbal praise such as “Great job working when we partition
hard”, “I like that you’re giving your best fractions by halves, thirds,
effort”, “Nice job working really hard”, and fourths.
“I love ho you remembered to label your
measurements”, and “I am very proud of
you for staying on task”.

Student 2: Student needs constant verbal

praise to stay motivated during the lesson to
keep working without a behavioral outburst.
During the scavenger hunt, the student was
told “Nice job, now can you find the next
card?” and “How many cards have you
found? Nice job working on task and
helping your classmates!”