Feedback

Students should be given regular, timely feedback on the quality of their work, so they can address
mistakes and increase understanding.
How to use
For optimal learning, students should receive feedback at least once every 30 minutes. In addition to
grading student work, feedback may be in the form of:
1. Self-checking activities such as computer programs or answer key
2. Peer Review, discussion and sharing (for example, using partner talks and peer evaluation)
3. Teacher responses- These can take the form of student conferences directed to the whole class, to
small groups, or to individual students.
4. Published standards and scoring guides (checklists with criteria or scoring guides)
5. Staff, parent and community participation in classroom (for example: email to experts in the
community, or have volunteers discuss writing with students)
Multiple Intelligence Intrapersonal, Interpersonal, could be others-depends on activity
Student Grouping Individual
Feedback greatly increases connections in the brain. It gives the learner a chance to take in information
about his knowledge and make adjustments when necessary.
Suggestions for using feedback:
1. Should be "corrective" in nature. It should give students a clear idea of what they that are doing
well and an explanation of what is inaccurate and how it can be improved.
2. Feedback needs to be timely (right after a test or assignment).
3. Students can provide some of their own feedback by keeping track of their own performance and
self-evaluating.

Pause, Prompt and Praise
Students often need reinforcement when they are having difficulty with a task.
Function/Purpose Processing Content, Formative Assessment
How to you
When students are engaged in a demanding task and having difficulty, the teacher can ask students to
"pause". During that pause/break time, the teacher can provide a "prompt" which might involve some
specific suggestion for improving the student's performance. If the student performance increases after
working on the suggested changes, then the teacher should give "praise". It is sometimes appropriate
for the teacher to give a sticker, award or coupon to recognize the student's success.
Multiple Intelligence Intrapersonal, could be others-depends on activities
Student Grouping Individual
Reinforcing effort can teach one of the most valuable lessons--the harder one tries, the more successful
you can be. Reinforcement can motivate the student to work harder on the next task.

Reflections
Reflections are a beneficial tool to use after students have learned new content information.
How to you
A reflection might ask students to think about how they might use this information in their own setting
and write a response.
A reflection should be used after each big piece of content information.
Multiple Intelligence - Intrapersonal, Verbal/Linguistic
Student Grouping - Small Groups, Pairs, Individual
Reflections are useful to help reinforce learning. They are useful when you want students to think
about/write about what they have learned.