Descriptive Feedback TLLP

Author: apink

  • Key Learning From our Project

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    Descriptive Feedback Presentation 1. Model and chunk each part of the Success Criteria ○        Show students what each part means, what each part looks like ○        Go over students work samples to show them what each part could look like ○        Model and have students highlight each part of the success criteria in their work,…

  • What’s Next?

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    Next Steps: Choose your 3 Level C- to  B- students. 1.  Initial check-in with students, to ensure understanding of the task. 2.  Chunk the Success Criteria for these students.  Ask them to check in with you after each section, depending on the complexity (chunkability) of the task.  Provide students with feedback during the initial stages…

  • Learning Reflection

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    1.  Breaking down the success criteria into individual parts and teaching to that individual part allowed students to master each success criteria and then build on to each one. For Example: I will include a headline for a newspaper article. This was broken down into the purpose of the headline and different kinds of headlines that…

  • Feedback Gr. 7/8 B. Roy & A.Pink

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    Since last meeting, we created a graphic organizer that would help students progress through the success criteria and make sure that they had included all the parts. Graphic Organizer This was helpful to students, but the Level 1, 2 and low 3 students still struggled to understand some of the success criteria–Point, Proof, Explanation and…

  • Breaking down Success Criteria, P. Kirkelos

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      After creating success criteria for writing Newspaper Articles, I found that the students did not understand how to apply each criteria to their own work.  So then, I decided to break down the criteria into smaller chunks through mini-lessons.  The first mini-lesson was to better understand how to write headlines.  I used the 3…

  • Math Anchor Charts, P.Kirkelos

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    After completing a diagnostic problem with a partner, students were asked to describe and name the strategy they used to multiply 2 digit by 2 digit numbers.  Then Peter gave students the actual mathematical name for each strategy.  Peter then also did a mini-lesson on the strategies for multiplication that were not used by the…

  • Math Resources We have found useful

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    This was shared with us by our instructional coaches, and was taken from “Guidelines for Whole-Class Math-Talk” by Dr. Catherine D. Bruce. Peter has been using the questions on the bookmark to talk to the students while they are working on math problems, to provide immediate feedback, but also to get the students to discuss…

  • Meeting Notes from January 31

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    We shared what we are doing with feedback and how our students are responding. Christine had her students give each other feedback on what they had done well during a presentation.  Each student in the class wrote the number of the criteria done well onto a post-it for each presenter.  Students then collated their feedback…

  • Math Feedback, Gr. 6 (MReynolds)

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  • Success Criteria & Learning Goals, Gr. 5/6 PK

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