I am teaching 4th grade this year and I have the pleasure of serving a very diverse group of learners. To ensure instruction is intentional and productive, I must differentiate every learning objective and performance task. This is true for feedback as well.  Al-Ghamdi, A. (2017), reminds me that students are different in their learning, and accordingly, they need different types of feedback. In fact, beginners need corrective feedback that provides them with information about the accuracy of their performance while intermediate students have acquired the basics, but they still need to be guided to form alternative strategies and to relate ideas together. One way to help students clearly understand individualized tasks and learning goals is by using rubrics as a feedback strategy. Designing rubrics with clear performance indicators for each level along with next steps shows students that no matter what level you are, there is always room for improvement. The most important way to provide effective feedback is to accept and welcome the students' errors. Since praise has a clear influence on students, and sometimes serves as a motivator for educational success, teachers should use performance rubrics to guide their feedback; ensuring that it is clear & individualized for each student!


Furthermore, teachers can use rubrics as a strategy for being learner demonstrated! The LEAP Framework confirms this by explaining that one strategy educators can use to ensure content is learner demonstrated is by articulating short and long term learning expectations that are appropriate for learners' current academic levels.This is one way educators can support the social-emotional needs of all students; welcoming and valuing student differences of academic levels to meet them where they are!
                                                                                              References
Al-Ghamdi, A. (2017). Building a positive environment in classrooms through feedback and praise. English Language Teaching, 10 (6), 37-43. Retrieved from
https://eric.ed.gov/?id=EJ1143458   
                                                                                                                
Boynton, M., & Boynton, C. (2005). Educator's guide to preventing and solving discipline problems. Alexandris, VA: ASCD

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LEAP Innovation. (2017). LEAP learning framework. Retrieved from 
Http://leaplearningframework.org/#framework-download-form