Whole-group instruction -- Yep. Just stand up face to face in front of a group of human students. Tell them what you need to tell them. Show them what you need to show them. This may be the fastest, most low-prep way to do this. It does have some drawbacks from the items below (i.e. you can't rewatch or re-read what was said unless it was recorded), but you can decide if it's worth it.

Recorded instructional videos -- Record a video to give the whole-group feedback. Sometimes, a recorded video is a more efficient/effective way of demonstrating something because you can edit out dead space. Also, sometimes, the demo is clearer the way you create the video than it would be in person.

You can record these videos through a screen recording tool like Screencastify or Loom. You can use Flip (formerly Flipgrid) to record with your camera and/or show your screen (plus, with Flip, you can add images and do split screen).

To deliver them to students, you could put them in your learning management system (LMS) or wherever you share links with students. Or it could make sense to show the video in class. If the video 

Use data from a review game -- Games like Kahoot! aren't just there for repetitions and because we like the funny gameplay music. They give us data that can drive meaningful feedback to students. If you play Kahoot!, it delivers instant data right after each question. That way, you can provide the most immediate whole-class feedback possible. With Quizizz, Gimkit, and other games where students answer questions at their own speed, you won't get that data until after the game. That's still very timely for providing targeted whole-class feedback. Learn more Powerful analytics in new, free Kahoot! reports take formative assessment to the next level.

Next-level whole class feedback: The Fast and the Curious EduProtocol -- This is one of my favorites for getting students repetitions and feedback for low critical thinking items you just reps to memorize. (i.e. vocabulary terms, states and capitals, periodic table of elements abbreviations, etc.) Give students several new terms you haven't taught them yet and let them do a Quizizz game or a Socrative quiz with them. Give them feedback on the ones they miss. Then let them take the game/quiz again. On subsequent days, if they get to a 95 percent class score, give them an A in the grade book for that activity and move on.  Get more details in this blog post, or check out the video below.

Scan, choose, and write -- This is the simple, low-prep, low-tech option. The concept is really basic. Scan the student's work. Find the couple things you want the student to focus on. Write some feedback -- including an action point on what the student can do differently next time.

Revise student work with screencasts -- Sometimes, we can explain what we mean to say better and faster through talking ... rather than writing. Instead of writing feedback on a student's digital work with digital comments, use a screen recording tool like Screencastify or Loom. Share your screen and hit record. Then tell the student what you need to tell them. End the recording and provide a link to the student. It might just save you time, and the student can hear it in your voice -- with your own intonation.

Simple checklists -- These are less evaluative and more "yes/no." What are the basics that students need to have on a certain task? Make a checklist of the things you'd look for. Then give it to the student. They might not catch everything you would, but it's a good first line of defense before it gets to you.

Self assessment rubrics -- This is the more evaluative cousin of the simple checklist. Instead of just "do you have it?", a self-assessment rubric gives students some criteria for judging how well they've done their work. Instead of using it to provide a grade after the fact, students can use the rubric to evaluate their work after they've done it -- or evaluate it while they're doing the work in the first place.

Top 3 review -- As a teacher, you start to see common struggles that students have with your content and your tasks. They're those "pain points" ... the things that everyone seems to struggle with. Pick a few of those pain points. (Maybe three of them? That's where this "top 3" idea comes from.) Front-load students with some of these pain points. Provide some instruction, explanation, re-teaching, etc. through a written document, a video, a set of screenshots, etc. Once you've done this for one class, you have a set of assets you can provide students year after year that you don't have to re-create. 

3-2-1 self reflection -- We often use 3-2-1 as an exit ticket for class and it works well to reflect on a lesson, day or even an entire unit. We can use that same protocol to encourage student self reflection too. Using this idea students will identify (three things they did well, two concepts they need to practice more,  and ask 1 question of their teacher. You can modify this 3-2-1 reflection template to fit your class or use it as it.

Two stars and a wish -- A protocol like “two stars and a wish” can be an effective tool for supporting students as they work on giving constructive feedback to their classmates. It works like this. As they are reviewing their classmates work they find two things they like about it (stars) and one thing they want them to fix/change (wish). It's simple but can be used with any grade level. You can make a copy of this Two Stars and a Wish form along with sentence frames here.

TAG Method -- In the TAG method students will "Tell something good", "Ask a question" then "Give a suggestion". It's similar to "two stars and a wish" but with the addition of asking a question. It scaffolded enough to provide some guidelines but provides the student with ample opportunity to give constructive and personalized feedback. Check out this TAG Feedback template which can be printed or used digitally.

Sentence starters & shout outs -- Sometimes you want students to give each other feedback quickly on something they just finished working on or are in the middle of working on. An easy way to do this is to have some sentence starters accessible and ready along with some simple shout out notes printed and ready to use.