Practical templates and sentence stems

• Quick written feedback box (3 lines):
  • What worked: ______________________
  • What to improve (one concrete thing): ______________________
  • Next step to try (action): ______________________
• Longer written comment (for essays):
  • 1–2 sentences about strengths (linked to rubric).
  • 1–3 specific improvements with instructions.
  • A short metacognitive question: “Which part did you find hardest? How could you prepare differently?”
• Conversational micro‑feedback (30–90 sec):
  • Teacher: “This part is clear. Try this: next sentence, state the reason, then give an example. Can you try that now?”
• Peer review training (mini script):
  • Use rubric criteria 2 and 3 only.
  • Tell your partner: 1 specific strength, 1 specific suggestion phrased as “Try…”
  • Partner responds: “I’ll try that by…”
  • Teacher circulates and models for 2 pairs.
• Self‑assessment prompt:
  • “On a scale 1–5, how well did you plan? Evidence: ______. Goal for next time: ______.”

Short routines you can use this week

• 2‑minute traffic light (every lesson end)
  • Students hold up green/yellow/red about their understanding.
  • You collect the reds for a quick midweek small‑group review.
• Start lesson with diagnostic opener (5 minutes)
  • A single question that reveals prior knowledge. Use answers to group students and choose where to give intensive feedback.
• “One fix” return (homework)
  • Return each long assignment with one prioritized fix. Students get 48 hours to submit a corrected version and reflect in one line on what they changed.

Please take the quiz to proceed: