II: Feedback Log:

Lesson Day: Feedback Provided: How would or will you encourage

1. Oral or written students to use the feedback?

2. What you shared 1. Concrete way to remind them of

their feedback

2. A learning experience that would

build on their learning

Day one: Math Whole Class: I provided the whole class with oral Student A- A concrete way I have been

feedback as they completed their assignments. getting students to remember to carry

While circulating if I saw any students struggling I and regroup is by drawing a line in

provided them with manipulatives to help them.The between her tens and ones, I also have

rubric was projected on the board and students were the student draw a box above the tens

reminded to self assess their progress. I took notes and ones. This makes it so that the

of students' achievement in relation to the rubric student can clearly see each number in

requirements in the form of anecdotal student the equation, and visually see her

records. Students received written feedback based carrying process when she fills an empty

on their rubric score on the final project. box.

Student A: This child recieved the differentiated Learning Experience: A learning

version of the activity. I checked in with this student experience that would be helpful for

often during the activity, I would check over students' Student A would be creating an

work at different stages of the activity and we interactive notebook page that they can

discussed if she believed she was meeting the rubric use to refer back to. This notebook page

requirements. This student struggles with regrouping could include strategies they use in class

and carrying when adding two digit numbers, I asked as well as the steps of adding two digit

student questions about her ability to complete that numbers. An example of this would be
area of the activity. For example “On our rubric having a page that has information such

showing or regrouping is worth 2 points. Do you as “When adding 2 digit numbers, first

think you have scored 2 points with your work? we make sure they are lined up! Next we

Where on your page did you show proof of start with the ones place. If we add and it

regrouping?” I also provided the student with verbal is 10 or more we have to carry the

feedback related to their equation writing, “I love that number above the tens. After the ones

you showed your work, but remember to write your we move on to adding the tens.”

equations neatly so that you don’t get confused. It

may be helpful to leave a finger space in between Student B- A concrete way the student

your numbers like you do when writing sentences.” has been learning to remember the

The student showed her work where she had value of coins is by using touch points. A

completed the step. quarter has 5 touch points, a dime has 2,

a nickel has 1.
Student B: Student B was also provided with the
Learning Experience: A learning
differentiated version of activity. When conferencing
experience that would be helpful for
with student B it was clear they were struggling
Student B would be doing a money
counting their money. I gave them verbal feedback
review game. The students do rapid
and had them count the money to me, while
review with their dry erase boards during
discussing the student noticed the mistake.
math. For a money rapid review the
Example: “Can you tell me how much money is
teacher could say “Show me 94 cents on
shown here?” Student counted and then said “I
your dry erase board” The student would
mixed my nickels and my dimes, I get those
draw coins and label their amounts, they
confused a lot.”
then show their answer to their seat

partner. Then the teacher would say

“Show me the touch points of 94 cents”

 and the student would repeat the

process.

Day two: Science Whole Class: I provided the class with verbal Student A & B- Both students were

feedback during their boom cards activity. The boom giiven positive feedback and completed

cards also provide the students with visuals to know the task successfully, however the these

when they have answered something correctly or students often struggle with maintaining

incorrectly, this gives the students the benefit of their attention.The students may benefit

immediate feedback. from being provided with clear

Student A: Student was provided with verbal instructions in steps. The students may

feedback when discussing rubric. Student was benefit from a concrete visual such as a

asked to identify information from the boom cards, sticky note during lessons that reminds

Student circled which requirement they met. For them what they are focusing on, an

example “You told me that water, food and shelter example if this would be writing “basic

are the basic needs of an animal. Do you think that needs of animals” and placing it on the

met all 3 points, where should we circle?” corner of the students desk when

Student B: Student B was provided with verbal learning is taking place as a visual

feedback when discussing rubric. The student did reminder.

very well with the assignment and was given

feedback on how proud I was of his participation. Learning experience: The student can be

Student received a written “wow card” which detailed engaging in a whole brain learning

his participation, focus and success at activity, a activity when being given instructions.

wow card is a form of written feedback and written For example if teacher is teaching a

praise that students can bring home with them. science lesson similar to this the teacher

may hold up one finger and say

 something like “1st we are going to view

a powerpoint on our information” and

students would repeat, “2nd we are

going to learn the basic needs of an

animal” and student would repeat again.

This ensures student is clearly listening

to instructions and has step by step

expectations to follow

Day three:ELA Whole Class: Each student was provided a score Student A: A concrete way Student A

out of 8 points. Students' worksheets were marked if can remember their writing skills would

there were problems incorrect or mispelled words. be having a laminated checklist. The

Students received feedback written on paper. checklist can have boxes for “I started

Student A: Student received a differentiated version my sentence with a capital letter, I wrote

of worksheet. This student struggles with writing with neat handwriting, my letters are not

complete sentences when answering questions. The jumbled together, I added a space

student received verbal feedback when completing between my words, I ended my sentence

the assignment as well as written feedback on their with a period.” The checklist can be

paper. Although the student was provided with accessed and used by students

sentence starters their writing was still hard to read whenever it may be needed, students

so they received feedback similar to “The answers can make checks on it with dry erase

you have are correct, great work! But don’t forget to marker and reuse it. This gives the

use neat handwriting and finger space words!” student the ability to self assess

Student B: Student received a non-differentiated themselves as well as clear guidelines

version of activity. Students had to write in complete for their writing.

sentences without the help of a sentence starter Learning Experience: A learning

which is accurate for students ability level. The experience the student could benefit

student answered questions correctly but spelled from would be having them edit an

words that were on the paper incorrectly. Student incorrect sentence. The student could be

was provided with verbal feedback during provided with a sentence that does not

assignment and was given “Look for spelling clues follow any of their checklist items. The

on paper!” as written feedback. student would identify the errors and

then write the sentence correctly. This

would help the student strengthen their

writing skills as well as continue to

strengthen their understanding of what is

needed for a proper sentence.

Student B- A concrete way Student B

could use this feedback would be to

have the student look for and highlight

words that they use in their sentence on

the paper. An example of this would be

the word astronaut, if they were using it

in the sentence they would find where it

is written on the paper and then highlight

it so they know they can use it for

spelling help.

Learning experience: A learning

experience for the student would be

providing them with a specific “clue” tool

(for example if students are often

 required to use yellow or orange to

highlight the student could be given a

blue highlighter, if they are using a

resource they can’t write on such as a

book they can be provided with

highlighter tape) the student would be

asked to answer a question related to

the passage or text, student would

verbally discuss answer and then look

for the words they will need for sentence

in their text. The student would highlight

word to refer back to when writing.

Day four: SS Whole Class: I provided the whole class with verbal Student A: The student received

feedback when conferencing about “red, yellow, positive feedback for their successful

green” scoring guide. I asked them questions to completion of work. A concrete way

prompt them on how well they thought they student was reminded of their feedback

completed their assignment. They were also was by providing them with a “wow

provided with written feedback on the timeline they card”. The wow card was a written

handed in. reminder of their good work and gave

Student A: Student A received verbal feedback, them the ability to bring their feedback

written feedback and a “wow card”. During home to show their adult.

conferencing with the student, they said they

Learning experience: The learning
believed their work was green. When describing why
experience I gave the student was
they believed so they used sequencing language
having them tell the class what they told
such as “First he was born, then…, next…, last” I
gave student positive feedback to ensure they knew me in the conference. They stood in front

how impressed I was by their work, and gave them a of the class and told them “A helpful tip

written “wow card”. for putting the cards in order is by

Student B: Student B initially turned in a handout reading it as “First he was born, then

that had every fill in wrong. I asked student to review he…..,next…,last…If it makes sense

the information they highlighted from their biography when you read it then it is probably in the

passage and then asked “After rereading what color right order.” This gave the student the

do you think you are on?” Student realized they were opportunity to teach their peers which

on red and fixed their answers. created a memorable learning and

teaching experience that they will most

likely remember, positive learning

experiences help students remember

and build knowledge.

Student B: The student could receive a

paper that has numbers for each step,

for the timeline this would be 1-5. The

student could use this paper when

reading/highlighting the key events in the

passage. While going through passage

the student would place the events next

to the number in the order they were

read. This could serve as another visual

for remembering that timelines show

events in order, as well as how to put the

events in order.
Learning Experience: Student B may

benefit from creating a timeline of their

own life. The idea of a timeline of

someone else's life might not connect for

the student, so giving them the learning

experience of creating a timeline of their

own life might serve as a better example

for the student to relate information to.

The classroom does a weekly star

student activity, each week if a different

star student and each day of the week is

a special activity centered around them.

A good activity during this could be

having the students create timelines of

their lives, it helps them make

connections to a content standard in a

way that is personal to them.