tag:blogger.com,1999:blog-1211010296423657139.post4947245526587804572..comments2023-06-11T14:57:36.704+02:00Comments on l_missbossy's ELT playground: Alternatives to whole class feedbacklittle_miss_bossyhttp://www.blogger.com/profile/09423142937875532976noreply@blogger.comBlogger4125tag:blogger.com,1999:blog-1211010296423657139.post-70766896250823003152009-11-30T19:48:36.164+01:002009-11-30T19:48:36.164+01:00Marisa,
Thanks for the comment and the idea about...Marisa,<br /><br />Thanks for the comment and the idea about the sheet with errors :)<br /><br />Feedback is such a neglected issue and I'm glad DELTA is making me work on that.<br /><br />Best,<br /><br />Anitalittle_miss_bossyhttps://www.blogger.com/profile/09423142937875532976noreply@blogger.comtag:blogger.com,1999:blog-1211010296423657139.post-79971518433908744912009-11-28T16:06:30.517+01:002009-11-28T16:06:30.517+01:00Nice post, Anita. I don't think all students g...Nice post, Anita. I don't think all students get bored with feedback on errors, I think Nick may be thinking of younger learners or teenagers but there are ways of motivating them, too, and make this part of the lesson more fun, like a contest with prizes, etc. Adult learners are usually very keen to learn how they can "fix" errors. <br /><br />One, very small, addition I could make, is the use of individual notes, one for each student. <br /><br />In a DELTA observation, it's best to show you can deal with error correction at the end (so you can get your Oscar!!! :-) ) <br /><br />But if not doing one of those, I have found that typing a sheet of really important errors and giving it out next time also works really well. <br /><br />Thanks for a great post Anita.Marisa Constantinideshttp://marisaconstantinides.edublogs.org/noreply@blogger.comtag:blogger.com,1999:blog-1211010296423657139.post-68936433448588968112009-11-01T18:20:21.972+01:002009-11-01T18:20:21.972+01:00Thanks for sharing your ideas Nick!Thanks for sharing your ideas Nick!little_miss_bossyhttps://www.blogger.com/profile/09423142937875532976noreply@blogger.comtag:blogger.com,1999:blog-1211010296423657139.post-74658787625011158232009-10-31T18:37:07.787+01:002009-10-31T18:37:07.787+01:00I generally feel that the teacher should be walkin...I generally feel that the teacher should be walking around and checking on students as they work. You can then stop and help students with problem areas. If you notice consistent problems, you can highlight it on the board and cover it more in-depth. Going over the answers is a rather tedious part of the lesson and so I try to do it in under a minute or the students get bored. Any students with problems understanding should have been noted before the answer session if the class isn't too big. You have some nice alternatives for doing this, though.<br /><br />The other way I do answers is to have the students go over it as a class or in small groups. Not only do that have to provide their answer, they have to explain their reasoning, and reach a consensus. This is an excellent use of language and it helps them practice usefull language that they need to explain things to each other in English during regular activities as many students tend to rely on L1 to explain reasoning. I simply listen and then when students finish, I point out any that they agreed on wrong and as a group or class they have to go back and find the correct answer and explain it. I find this to be a much more productive way of going over answers. The only danger is that students may get bored as most students want the teacher to give the answers and don't see a reason why they should do it. Generally, explaining your reasoning quiets most dissenters.Nick Jaworskihttp://turklishtefl.comnoreply@blogger.com