Individual Writing Guidance: Student_Feedback_Writing_Prompt.png

 
 
 
Student_Feedback_Writing_Prompt.png
Student Work Sample
 
 
Students receive teacher feedback on their writing prompts via this format.
  • Student_Feedback_Writing_Prompt.png
Student Work Sample
 
 
Students receive teacher feedback on their writing prompts via this format.
 
Individual Instruction

Individual Writing Guidance

Even in a 1:1 environment it is essential to provide students with teacher feedback. Students in my class are submitting work electronically and receive feedback in the same format. The challenge has been (as with written feedback on paper) getting students to incorporate the feedback. Conferencing with students gives me the opportunity to have more facetime with students and deconstruct the feedback they have received. Giving students indivudal guidance makes the personalized classroom a reality because students are having a unique exchange with their instructor.

Strategy Resources (2)
Student Work Sample
 
 
Students receive teacher feedback on their writing prompts via this format.
 
Student Work Sample
 
 
Students receive teacher feedback on their writing prompts via this format.
Tanesha Dixon
Wheatley Education Campus
Washington, DC


 

About this strategy

Prep Time:
Moderate
Subject:
Social Studies
Grade:
Eighth grade
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Instructional Planning
Tanesha's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Tanesha plans for instruction in her blended classroom.

 
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Opening Bell

Opening Bell is a strategy I use to start class every day. I start by asking students to "clamshell" their computers--closing their devices almost all the way--and then I give a whole-class greeting. We spend the next two minutes checking the review section of the class agenda and preparing for the whole-class mini-lesson, announcements, and/or administrative tasks. Given that my students spend a significant portion of each class working independently or in small groups, Opening Bell gives us the opportunity to come together as a whole-class community before students start working on their own.

 
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Synopsis

My colleagues and I have students write a Synopsis of their learning after every Independent Learning Zone period as well as after Live Investigations. The Synopsis acts as a reflective tool for both large and small concepts. I often tell my students to write what they actually learned or improved upon, not what they THINK I want them to write. I train my students to make a space for the Synopsis in their notebook headings. Occasionally, I will have my students read their Synopses out loud, but most often I walk around and do a quick check, as they are mostly a personal reflection for my students.

 
 
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