Comment on Sandy Millin’s blog about Guided Discovery Language Clarification

Clarifying Language

Hi Sandy,
It’s not completely clear from your post if you have embraced guided discovery worksheets or not? If not, then I definitely recommend them as a way of getting the students to work alone and then in pairs / groups to discover the language for themselves. The worksheet will have your CCQs on it for the students to answer and then they can finish off a guided form themselves as well. You might even get them trying to drill each other before you provide models to make it even more student-centred, though that can lead to problems and does need learner training.

Using Dale’s SS WBs can be a big part of feeding back on this stage (I just use laminated blank A4 paper – can you actually buy them, Dale?), or you could get groups to create their own posters of the grammar point as they understand it. Or if you’ve monitored everything to your and the students’ satisfaction and they seem to be going good you could just praise their work so far and head straight into using the language to see if they can cope with it.

For examples of what I mean with conditions and results see:http://wp.me/p15rqq-bX (though this does include a whiteboard-based feedback session  ).

Comment on Katy Davies’ blog about Feedback Fiesta

http://lessonsfrommystudents.wordpress.com/2012/08/25/that-one-webinar-has-revolutionised-the-role-of-feedback-in-my-classes/#comment-15

Hi Katy,
Many thanks for featuring my seminar on your blog, I’m really glad you found it so helpful and it’s great to hear the things you say here about feedback resonating so succinctly with my own beliefs. Personally I believe feedback is the crucial part of the lesson and it’s borne out by the research quoted in the seminar.

But, as Chris recognises, when we talk about feedback we mean so much more than error correction. As you say and have experienced with your CAE students, the process of reflecting on what they’ve done, comparing findings, discussing answers, having correct answers verified and sharing information are all vital and motivating aspects of feedback that we need to give space to in the lesson.

Please keep continuing to give me feedback, I really appreciate it! Are you coming along on Wednesday? http://ihworld.com/ih/next_online_workshop

Ways of Varying Feedback

Ways of Varying Feedback

This is a handout that I originally used as part of my Feedback Fiesta talks, which then got distilled into the fourteen ways of varying feedback which are in the new version of Feedback Fiesta for 2011:

1.T reads out passage and stops before answers for SS to give answer.

2.SS nominate each other to answer.

3.T reads text with answers, SS listen with books closed. SS then open books and check answers with P, asking T about ones can’t remember or not sure of.

4.T only checks answers to ‘difficult’ questions.

5.SS check answers in pairs and if have different answers ask T/SS check with answers on board.

6.T gives SS answers with the homework. Ss do homework, check it themselves and bring questions to class.

7.T gives each SS one correct answer and SS mill to check all.

8.T chooses SS to write answer on board.

9.T calls out Q numbers randomly and SS race to board to write correct answers.

10.T gives half answers to one half of class and half to other, SS swap answers across class in shouting dictation.

11.T gives answers to one SS who corrects homework and then passes on to next SS. If someone hasn’t seen answers by end of class they have to ask another SS for homework.

12.T nominates SS to play T and get feedback from rest of class in any way they like.

13.T emails answers to SS between classes for them to self correct. SS email T with Qs before next class.

14.SS have laminated A4 sheet on which to write answer. T calls out Q and each group holds up answer on sheet.

These all come in useful when giving feedback on language or receptive skills tasks.  Do you have any other variations you use that you can add to the list?

Feedback Fiesta

Ways of Varying Feedback Handout that goes with the session

One of my favourite subjects and favourite workshops, I have recently revamped and improved this session for talks I have recently done for Macmillan Argentina, at the APIZALS conference in Bariloche, Rio Negro on Friday 30/9/11 and at KEL in Martinez, Buenos Aires on Saturday 15/10/11.

I intend to explore different aspects of this talk in more detail when time permits, adding posts on why feedback is so important and others giving more details and activities for personalising, etxending, revising and motivating – stay tuned!

Reworking

I presented the latest version of this workshop at the inaugural IHWO Teachers Online Conference (IH TOC) on November 15th 2011.  And will be repeating it on February 10th and 13th as a Live Online Workshop (IH LOW) for International House teachers around the world.  After these workshops I will add the latest edition of the slides and hopefully a video of the session.