module 5 planning of the english language teaching-learning process

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UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career able to give very detailed peer feedback because they are not yet able to think about their classmates' work very carefully. Peer feedback can have a positive effect on classroom dynamics and can help to train learners in skills they need to become autonomous. Learners can also give teachers feedback about the lessons, activities and materials. They can tell us when they like what they are doing and when they are not so interested in the materials or activities, or when they are having problems with the language. They can also make suggestions for materials and activities to use. Key concepts and the language teaching classroom Feedback should be positive. We should tell learners what is good, what they are doing well, what they need to do to improve and how. This is particularly important for weaker or less confident learners. We can give feedback in the classroom during an activity, while we are monitoring learners doing pairwork or group work or at the end of or after the lesson. During feedback we can revisit or recycle language that learners are having problems with. Learners will need training in how to give feedback to each other. We can organise small-group feedback sessions, where the teacher and the learners can give and receive feedback on the classes and on their learning. Feedback which is particularly personal or sensitive should be given to learners in individual meetings and not in front of the whole class. It is useful to give learners written or oral feedback after assessment in addition to giving them a score - to provide encouragement and guidance for how to improve. FOLLOW-UP ACTIVITIES Here are some examples of feedback. For each one identify its focus and purpose. Feedback Focus Purpose. 1. You have sat nicely for the whole lesson. Well done! 2. I´m not sure that´s right. Can anyone help? 3. That was very thoughtful of you to help the order group. 4. This is great, but not all your work has been so good this month. Some of it was rather careless. REFLECTION Do you agree which these teachers´ comments giving feedback? Why? Why not? 1. My learners are only interested in the marks they get for their work. They are not interested in my comments. They don´t even read them. [Escribir texto] Página 112
UNIVERSIDAD NACIONAL DE LOJA Área de la Educación el Arte y la Comunicación English Language Career 2. My group of adult learns are always asking me for feedback on their levels and want to know how they doing in every lesson. I think it´s very difficult for the learners who are making slower progress. They don´t like it when I tell them they are doing as well as the others. 3. When I get my learners to give feedback to each other, they just say ´That´s fine’ and don´t say any more. PRACTICE TASK For questions 1-5, match the situations with the kinds of feedback listed A-C. 1. The teacher notices that all the learners are having problems with the new language. She notes the problem down and discusses it later with the learners. A. Peer feedback B. Teacher feedback to the class C. Teacher feedback to an individual 2. A young learner has just finished talking to the class about his hobby. The teacher says: ‘Thank you very much. That was very interesting.’ A. Feedback on language B. Feedback on attitude C. Feedback on ideas. 3. A teenage learner has written a story for homework. The teacher has written: This is so much better than last week’s homework. Well done.’ A. Specific instructions on what to do B. Identifying problems C. Encouragement 4. The teacher writes on the first draft of a learner’s composition: ‘Look at this website for more ideas.’ A. Feedback on grammatical mistakes B. Instructions on planning. C. Help with using reference resources. 5. The teacher is talking to a group of primary –school children at the end of a group work activity. She says: ‘You talked a lot today and I was pleased to see everyone working so well together.’ A. Feedback on pronunciation B. Feedback on behavior C. Feedback on progress FLANNEL BOARD MAGNET BOARD AND ADHESIVE PLASTIC Ah three media enable pictures or texts on paper or card to be displayed to the class. [Escribir texto] Página 113
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module 5 planning of the english language teaching-learning process

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