Feedback Systems

Activity Reflection

At the end of each activity, the class comes together, evaluates, and gives a percentage for how we performed during the activity. We keep in mind several factors - how we did in progressing towards mastering the objective at hand, our participation as a group, and the extent which we meet behavioral expectations overall. At the end of the class, we average our percentages, and reflect on our performance in the day. This ensures that the students understand their performance as well as work as a team to push their percentage higher.

Strategy Resources (3)
Students In Action
 
 
Poster
 
 
This tracker, designed to match our "Around the World" theme, gives students weekly feedback on how their class is doing. We track our expectations percentages, our formative assessment averages, and our benchmark assessment averages.
Strategy Explanation
 
 
This class agenda shows the activities we go through in a single class period. Next to each activity, we write our evaluations for our class performance, based on mastery and on task behavior. At the bottom of the board, we record averages for each class period throughout the week.
Students In Action
 
 
Poster
 
 
This tracker, designed to match our "Around the World" theme, gives students weekly feedback on how their class is doing. We track our expectations percentages, our formative assessment averages, and our benchmark assessment averages.
Strategy Explanation
 
 
This class agenda shows the activities we go through in a single class period. Next to each activity, we write our evaluations for our class performance, based on mastery and on task behavior. At the bottom of the board, we record averages for each class period throughout the week.
Stephen Pham
Rocketship Si Se Puede Academy
San Jose, CA


 

About this strategy

Prep Time:
Quick
Subject:
Math
Grade:
Fifth grade
Similar Strategies
Collaborative Student Groups
Student-Led Homework Review

Student-Led Homework Review is a form of differentiation, where students with the same level of homework collaborate and review their homework assignment from the prior night. Since it would take too long to have teacher-led reviews for each group, we have students share their answers and help each other figure out the correct answers with their peers. Though I sometimes give them answer keys, I push students to discuss problems and figure out the correct solutions through their reasoning skills. This process encourages collaboration and accuracy in students' homework practice.

 
Instructional Closings
Closing Shout-Outs

At the end of each class period, we spend time celebrating the soft skills students exhibited throughout class. Rather than focusing on academic achievements such as tests, we shout out students who show our core values, such as persistence, responsibility, or empathy. This way students get a chance to recognize one another for their support throught class. This ritual also positively reinforces these values, as students feel successful when they get a shout out.

 
Academic Culture
Stamina Captains

Stamina captains track stamina among students at their table throughout independent work. Especially while working on differentiated or individualized practice, students may feel "alone" in their work and thus easily get distracted (whereas they might feel more pressure if all students are working on the same exact practice). Thus, through emphasizing the skill of stamina, students constantly think about their level of focus and ability to avoid distractions. When students begin discussing something that is off-topic, the stamina captain will write down their name on a post-it. After that, those students get a chance to "fix" their behavior by getting back on task. If their stamina is not fixed, they then get a phone call home as a consequence for their lack of focus. Through this closed loop, parents and students understand their focus and work at school.

 
 
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