Tracking data, student feedback, & informational texts

Station 1: Tracking student data

There are many different ways that students and teachers can track data- both on IB rubrics and for individual essentials or Common Core standards. Within our staff there are many different ways of tracking how students are doing as a class and individually. On the table, browse through the examples. The example with the light brown border is what has been working for me so far this year. There are also some examples there that did not work for me. That does not mean that they could not work for someone else. I wrote my own personal deltas on sticky notes (green writing) for how it worked out for me and my students.

Note: Data tracking does not have to involve a bar chart. Check out the student goal setting portion at the bottom of the rubric at this station.

Discuss: What barriers do you find with tracking student data? Help each other brainstorm ways around these obstacles. What are the most important aspects to tracking student data? Share out methods or routines that you have developed to help you know exactly how students are doing with each essential/standard or with each IB criterion. What are some strategies that have gotten the students really excited about their progress and reaching class or personal goals? How do you keep track of and encourage IB rubric growth?

Product: Reflect on what is currently working with how you track data. Feel good about these successes! Next, what can you do to improve the process for you? For the students? If students do not have buy-in for tracking their own progress and growth, how will you encourage that in your classroom? Write down one new thing you can incorporate into your data-tracking process in one of the boxes on the bottom of your "Final Countdown" sheet.

Station 2: Giving feedback to students

We have so many students! Writing meaningful feedback takes forever! What are some other ways to give descriptive feedback to students?

Peer feedback can also be meaningful if the time is well-structured. During our peer critiques in art, I tell my students to give a "Compliment sandwich." They start with a compliment about the artwork, then give an opportunity for improvement, and then another compliment.

I rarely sit down in my classroom; I try to constantly circulate to monitor student progress and to give feedback to students as they work independently. Don't underestimate the influence you have as you circulate through the classroom and give suggestions and feedback/direction to students. This seemingly small thing you do in your classroom can have a big impact on student success!

Discuss: Other than time, are there other barriers that prevent you from being able to give students meaningful feedback? What are some time-saving strategies you have had success with in providing descriptive feedback to students? For example: students can draw a t-chart on the bottom of the assignment before they turn it in for you to write on to give plus/deltas as you grade their work. Remember that feedback does not have to be written down, although some students will certainly benefit from that. For more on effective feedback, click here.

Product: Write down one new way that you can provide students with formative (or summative) descriptive feedback in an upcoming lesson. Write this in the box on the bottom of your "Final Countdown" sheet.

Station 3: Using informational texts & Summarizing/Note-taking

The picture above shows a powerpoint I used with a lesson on South American art. I gave students a handout with 3 questions to answer, and they were to highlight information that helped them answer one of the 3 questions. To the right, they wrote words that were unfamiliar.

Websites can be used as informational texts. Below are some links that have helped me teach art content.


Shibori history

Short books that relate to your content area


For a lot of content areas, check out this Smithsonian website for primary sources. There is also a pamphlet at this table with a list of some primary sources.

Discuss: some ways that you find relevant texts and how you use them in your classroom. How can informational texts be used at a blended learning station?

When you incorporate informational texts into your content area, it is also a great time to do some summarizing/ note-taking high-yield instructional strategies. For more examples of summarizing and note-taking activities designed for student success, browse through the binder at the table.

Discuss: what summarizing/note-taking strategies you have used in your content area and specifically which ones have helped your students be successful with content/concepts in your class

Product: On your "Final Countdown" handout, write down at least one upcoming lesson into which you could incorporate an informational text and a summarizing or note-taking high-yield instructional strategy.