Feedback Systems

Peer Feedback

There are two feedback practices within this strategy video. The first half shows us setting up the expectations and granting randomly assigned roles for the feedback session. Prior to dismissing I try to have students point where they are going to clear up any confusion. The second half shows students using our teamwork rubric sentence stems to write down comments. Students know they are going to use different color markers to write on team posters and give a glow and or a grow for the other team. 

Strategy Resources (3)
Students In Action
 
 
Students In Action
 
 
Each lesson students know what their randomly selected number is from 1-5 after drawing numbers from a cup. Using this number students know what color marker they are expected to use for that session. Each student has a different color marker so they know and I know who contributed or provided feedback.
Poster
 
 
The teamwork rubric is a tool used to develop my pupils' ability to acquire and develop their efficiency when speaking in a group, and to seek out support. Each day during our mini lessons, students use the rubric to ask for help, give feedback, compliment, reflect and empathize with their peers. The main purpose of the teamwork is to hold teammates accountable, encourage improvement, increase participation by all students no matter their level of speaking capability.
Students In Action
 
 
Students In Action
 
 
Each lesson students know what their randomly selected number is from 1-5 after drawing numbers from a cup. Using this number students know what color marker they are expected to use for that session. Each student has a different color marker so they know and I know who contributed or provided feedback.
Poster
 
 
The teamwork rubric is a tool used to develop my pupils' ability to acquire and develop their efficiency when speaking in a group, and to seek out support. Each day during our mini lessons, students use the rubric to ask for help, give feedback, compliment, reflect and empathize with their peers. The main purpose of the teamwork is to hold teammates accountable, encourage improvement, increase participation by all students no matter their level of speaking capability.
Freddy Esparza
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Long
Subject:
Math
Grade:
Third grade
Similar Strategies
Stakeholder Collaboration
Data Teams and Blended Instruction

At our blended school, we value data in all forms, whereby we seek to meet both the academic and behavioral needs of our students. In the elementary school setting, where we assess reading levels every six weeks, we also assess student growth and mastery in each student’s blended learning every quarter and assess behavioral trends on a monthly basis.  

 
Blended Learning Model Overviews
Rotational Model with Two Groups

We began to pilot blended learning three years ago starting with K-2. So our 3rd grade students have had three years of blended learning and we have a solidified understanding of what works. At Aspire Titan Academy, we use a rotational model in both math and ELA, which provides students 90 to 120 minutes of individual computer time daily. In both math and ELA, students are divided into two group, each spending half their time in teacher-led instruction and the remainder of working on the computers. While they’re on the computers, students use either DreamBox Learning (math), i-Ready or myON (reading), or an enrichment program, such as a typing software program.

Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 120 minutes (Reading and Writing Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: MyOn; i-Ready

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency

 
Academic Culture
Council for Character Development

Every Friday we meet to discuss a topic around character development and 21st century skills. This is a vital classroom practice in my class. Because blended learning is so high paced and intense, students need support as not only learners but people as well. Students transition from their seats to prepare to watch videos or form a circle around the perimeter of our carpet. Our council pieces are brought out. Council pieces are small items that both the students and I have brought which hold major meaning to us. Once we meet, the only person who can speak is the one holding the council piece. We begin by making a dedication to someone in our life or someone we have beeng thinking about. At the end of the dedications, we begin our council. The talking piece is passed around and all students share their thoughts or may pass. Sometimes we will bring an on-demand journal to share, or students may respond to a posed question.  


 
 
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