One way to help students and to help ourselves is to create “I Can” sheets which also list the formative feedback strategies so that we do not have to list them each time. We can use a student’s “I can” sheet and circle which formative feedback we feel will be most appropriate or have the student select. We have to verify that each activity will lead to improved learning.
For example, this partial “I can” list can be expanded to include formative feedback
___I can identify items in a topic/situation.
–I can make statements about a topic/situation.
___I can ask questions about a topic/situation
For a Spanish student who has trouble with talking and particularly talking about a topic with a visual, the “I can” statement can be expanded:
–I can make statements about a topic/situation from a visual
each person by clothing (shirt, shoes) and/or by personal description (tall, thin…),
each object by its description (color- red, shape-round) and what it is used for (There is water in the glass).
what actions are in the picture (shop, buy, sell, walk)
the nature (tree, bird) and the weather (sunny)
by saying as much as I can about any object or person before I go to the next person or object.
by listening to other students as they describe a visual and them imitating them or listening to sample speaking podcast.
by watching the “Spanish speaking” YouTube video where the instructor shows how to speak about a visual as you “read” it
By creating formative assessment “I can” sheets, we already have numerous possible formative feedback from which to select.
Do you do “I can” sheets with formative assessments so your students “Can”?