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Module 17: Giving Feedback - Coggle Diagram
Module 17: Giving Feedback
Unit 3: Correcting mistakes in oral work
Correction techniques in the classroom
Report on teacher's feedback with students points of view regarding the comments made by the teacher.
How the correction is expressed
Observation and inquiry.
Unit 5: Clarifying Personal Attitudes
Agree or disagree?
In here students can open up about how their teacher's feedback makes them feel.
Unit 4: Written feedback
Correcting written work
Reading
You have to read the assignment first.
Giving feedback
Then you write your corrections and feedback.
Reflection
Compare responses.
Conclusions
Unit 1: Different approaches to the nature
and function of feedback
Preliminary definition: what is feedback?
Assessment:
The learner receives only general information about his/her production by knowing if he or she did well or wrong.
Correction:
The information is more specific and the learner gets input about some aspects of his/her production through explanations, better or different alternatives, and elicitation.
Approaches to the giving of feedback
Stage 1:
Study
Neccesary for the two types of feedback
BOX 17.2: THE CORRECTION OF MISTAKES: DIFFERENT OPINIONS
Audio-lingualism
Working little by little in order to not make mistakes is not useful for the learning process since students need to do things right from the very beginning and then reinforce them.
Cognitive code-learning
Mistakes cannot be avoided, but they can be corrected and it should happen immediately.
Interlanguage
Mistakes are not a bad thing since they are necessary for students to actually learn, and they are a good opportunity to bring interlanguage to target language.
Communicative approach
Mistakes do not have to be corrected every time, just when the convention of meaning is affected.
Monitor theory
Mistakes only make students to be constantly aware of monitoring speech and writing, with does not contribute to language acquisition.
BOX 17.1: THE PROVISION OF ASSESSMENT: DIFFERENT
OPINIONS
Audio-lingualism
Positive assessment promotes learning and is well-received from students. Negative assessment discourages students as they see it as a way of "punishment".
Humanistic methodologies
Assessment should be positive and non-judgemental as it impacts in students' self-esteem.
Skill theory
Students need to know how well they are doing in order to acquire skills during their learning processes.
Stage 2:
Discussion
Unit 2: Assessment
Gathering Information
Tests
This is the most common way to gather information. The criteria usually measures what the student is supposed to reach and the results are through percentages.
Other sources
Teacher’s assessment
Continuous assessment
Self-assessment
Portfolio
Criteria
This is a way of evidence on the students' proficiency.
Criterion-referenced
Norm-referenced
Individual-referenced