The feedback you provide to students on your scoring guides or verbally is important and critical in helping

students progress in their learning. Feedback should ALWAYS provide them with information about their
strengths and their weaknesses. How you help them use it is also critical and includes concrete reminders,
PLUS the learning experience to use the feedback.

Students do not automatically use the feedback of what you write or tell them. You will need to have
conversations with them each day to help them reflect on what you shared with them from the day before
(meta-cognition). You can also think of concrete support that may help them to reflect on the feedback.
(index card with a reminder, poster, a string on their finger).

What you are doing in this clinical practice, is what you will be doing the rest of your career. It should
become part of your daily practice and be included in your unit week, though not recorded.

Lesson Day Feedback Provided How would or will you

encourage students to use
Provide the ​day​ and State the following: the feedback?
content 1. Name a Concrete
1.​ ​ Oral or written
Way to Remind them of
2.​ W
​ hat you shared their feedback
2. A Learning
experience that would
build on their learning
 Whole Class​- At the
beginning of the lesson
today, I showed the students
the scoring guide that I
would be using along with
the materials for the lesson
that day. I explained that I
was looking for use of
writing skills (how they
choose to write their
prompt), if they use the
vocabulary words we
Day 1: Language discussed in the lesson and
Arts/Social Studies how they compare and
contrast the characters that
they see in the book. At the
end of the lesson, I will go
over my notes for the
scoring guide and talk about
things that I found in
common with most of the
students’ strengths and
weaknesses and talk about
ways to correct them and
encourage more of the
behavior. The scoring guide
will be a yes or no checklist
and each student will get a
yes or no under the columns
with the desired outcomes.
Student # 1-​ This student
needs face to face feedback
to be able to understand
what is expected, so I will
take anecdotal notes and
then have a one-on-one
meeting him after the lesson
I will write down all of the
things that the students did
well so that in future lessons
they can look back at all of
their accomplishments and
remind themselves to keep
doing whatever it is that is
working for them. At the
beginning of each lesson we
will talk about the previous
days’ feedback and I will ask
them what they think they
should be doing to set the
tone for their work and
performance to help keep
them engaged and
accountable for their actions.
When they see al of their
hard work being recognized
and their errors being
brought to attention in a way
where they can learn form
them and add them to the
accomplishment list, I think
it will encourage the students
in future lessons.
to talk about things that he
did well and I want to see
more of and then things that
he need to work on and give
examples. He needs to work
on using the identified
vocabulary words in his
writing, so this will be
something that we work
through together and I will
go back through his writing
and have him pick places
where the vocabulary words
should have been placed.

Student # 2-​ This student

needs to see things written
down on paper at his desk
to be able to refer back to
the information given. I
would still have a meeting
with this student about
things that I had seen during
the lesson, but I would give
him a written copy in bullet
form of how to work on
things with clear examples
so that he can follow along
accordingly. He needs to
work on reading the
questions and directions
carefully because he did not
compare and contrast the
characters of the book. We
will write out the questions
in larger font so that he can
see them more clearly and
refer back to them during an
assignment.
 Whole Class: ​The lesson With a lesson that is brand
that was taught this day was new, I was expecting there to
a lot of oral conversations be a lot of verbal feedback
and teaching so most of the and not a lot of written
feedback was orally during feedback. The scoring guide
the lesson. The students are that was used to keep track
working on place value and of their progress will be
being able to identify the shared with them at the end
different place values in of the day when they receive
numbers so the teacher a copy of their results to look
candidate was giving a lot at. It is important that they
of direction and feedback as see written feedback to learn
they were participating. about how they performed.
When the students were There will be more lessons
Day 2: Math identifying the place values to come with this topic so
on their whiteboards, the they will have a chance to
teacher candidate would call receive more feedback and
out their names and give learn from any mistakes that
them immediate feedback they might make along the
by stating correct or double way.
check when she saw their
answers on the boards. The
answers were then charted
down in a scoring guide to
use for future planning of
math lessons. As the lesson
was coming to a close, the
teacher candidate did a
review and gave feedback
on the common mistakes
that she was seeing so that
they could work on them
the next day with their
classroom teacher.

Student #1:​ This student

needs verbal, face to face
feedback so the teacher
candidate would walk over
to his desk and either say
correct or double check
what was written on his
board. We would talk about
what needed changed and
he would then reattempt the
problem and get immediate
feedback.

Student #2:​ During this

lesson, he was very engaged
and was getting most if not
all of the questions correct.
The teacher candidate
would come over and check
his work and give him a star
on his whiteboard for every
problem he got correct so
that he could see that he
was doing what he should
have been doing.
 Whole Class:​ During this With the group feedback, I
lesson, the students were was hoping that the students
working together to sort could see how they worked
items into bins or push or together and if they had any
pull depending on their issues, they could think of
movement. They worked at how to resolve them for the
their table groups and next time. They responded
before the lesson began, the well to the feedback that was
teacher candidate had them given and the goal was for
sitting on the carpet and the students to be able to
talked to them about what give themselves feedback
was expected to be seen about their performance and
during the lesson. They had how they acted during the
to correctly sort the items lesson.
and work together as a team
to get all of the items sorted
to the best of their ability.
Teamwork is something that
can get out of hand at times
Day 3: Science so that is why the teacher
candidate made this a point
on the scoring guide and for
the students to know. The
teacher candidate was
walking around the room
and scoring the students on
the observations being made
of their performance during
the lesson. Once the lesson
was completed, each group
got to hear their feedback
on things that they not only
did well on but things that
needed to be worked on.
This was given orally to the
students and written on their
worksheets so that they
have a reference to look
back on for their other
group assignments.

Student #1:​ He did not do

well with this lesson so the
teacher candidate pulled
him aside and had a
conversation about what
was happening and why he
was acting the way he was.
They resolved the issue and
sorted an object together
which was calming for him
and he received verbal
feedback which he used to
finish the lesson with no
troubles.

Student #2:​ He was

observed to have been
working well with his group
members and even helping
them when they were
struggling with trying to
sort an object. He was
attentive and seemed to be
enjoying the lesson. At the
end of the lesson once the
whole class received their
feedback, the teacher
candidate pulled him aside
and had a converdation
about his behavior and how
well he did with the
activity. He then received a
written feedback form tat
showed how well he had
done and to keep up the
good work by keeping the
feedback at his desk for the
rest of the day.