Post on 15-Jul-2015
G A M E
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Game : An Anagram
Re-order the letters so that you can
get correct words. Put them in the
boxes. Then, use again the selected
ones to get the definition.
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D I A G N O S E
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T R I A L
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F O R M A T I V E
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S U M M AT I V E
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A G L S A E V S
L A S V EG A S
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Match each word with
its definition
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Summative
Diagnose
Mistake
ErrorFormative
Trial
• To determine exactly
what kind of mistake or error
the student is making and
what might be the cause of
the error.
diagnose?
• Learning by trying new or
different language, taking
risks, and learning from
errors or mistakes.
Trial?
• Language production that is not correct. In applied linguistics research, it refers to patterns in production that shows incomplete or incorrect learning.
Error?
• Feedback used to check on learner progress during the period of learning, to determine what has been learned so far and what still needs work.
Formative?
• Feedback that takes place
at the end of a learning
period to measure what has
been achieved by the
learners.
Summative
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• Language production that
is incorrect. It is the result
of inattention or
carelessness, rather than
incomplete learning
Mistake ?
Session 5LEARNER’S
FEEDBACKLearner
Feedback
• 1-"Giving feedback" means telling the person who did something how good or bad it is.
• 2- information about reactions to a product, a person’s performance of a task, etc. which is used as a basis for improvement.
Definition of feedback
Learner
feedback
1) What did the 1st teacher do to get
her students participate more in
class?
2) What did she do to create a
relaxed atmosphere?
Watch the video then answer
the following questions:
Learner
feedback
Videofile://localhost/Users/yaddaden/Desktop/Docs/Lexar/11 Teaching
trainers/Session 5 Learner feedback/5-learner feedback.avi
Learner
feedback
•
• The first teacher wanted more
participation from her students,
but wasn’t able to get it in class.
• In this case, she gave feedback
to the parents in parent
conferences. The parents then
told their children to participate.
This was a successful delayed
feedback techniqueLearner
feedback
Answer one
Learner’s
feedback
2. The teacher told her students directly thatmaking mistakes was part of the learningprocess. By saying this, she set up an atmosphere
of acceptance, so the children would feelcomfortable making mistakes. This relaxedatmosphere led to more and better practice. For this technique to be effective, the teacher’sbehaviour and the way she gives feedback must support the statement that mistakes are necessaryand natural. If she gives a lot of negative feedback, frequently correcting students, they will notfeel confident
Feedback gives to learners on
how well they are doing, either to help
the learner improve specific points, or to
help plan their learning.
Feedback can be immediate, during
an activity, or delayed, at the end of an
activity or part of a learning programme
and can take various forms.
“You’ve done the
pairwork activities
quite well this week,
but I heard too much
Arabic and not
enough English”« What an amazing story! »
You’ve used adjectives very
well this time, but there were
a few problems with past
tenses. Have a look at the
irregular verb list. »Learner’s
feedback
On the
spot Delayed
mistakesLearner’s
feedback
Match the classroom
situations in which students
make mistakes with the most
appropriate correction
strategies
a) Delayed correction
b) On the spot Learner’s
feedback
• 1) The learners do a role-play in groups of three and many of them make the same unimportantgrammar error but it doesn‘t stop themcommunicating.
Delayed
correction Learner’s
feedback
• 2) A learner without
knowing, uses an
expression incorrectly
and by mistake makes
everyone laugh. This
makes him embarrassed.
On the spot Learner’s
feedback
• 3) A shy learner gives
a short talk about his
favourite pet. He often
leaves out the verb ‘to
be’ in his sentence.
Delayed
correction Learner’s
feedback
• 4 )A group of learners
• take part in a class discussion.
One learner presents his
argument but makes several
lexical errors which result in
miscommunication. The other
learners in the class cannot
follow his argument.
On the spot Learner’s
feedback
• 5) The teacher noticed all the
learners were having problems
with some target vocabulary. She
noted the problems down and did
a revision exercise the next day.
Delayed
feedback Learner’s
feedback
Look at the classroom
situations and the three
ways of giving written
feedback. Two of the
ways are appropriate.
One is NOT
Learner’s
feedback
• The teacher wants to give
written feedback to an
individual student on his
behaviour. He writes a
comment on his sheet.
Your mark of 86% is very
good.
Learner’s
feedback
The teacher wants to
give a feedback to
young learner on the
ideas in a story he has
written.
You used all the
adjectives and adverbs in
the list. Well done.Learner’s
feedback
The teacher wants to give
feedback to her learners
on their written work. She
wants to encourage and
motivate them.
She reads out the marks
to the whole class
Learner’s
feedback
• The teacher wants to give
feedback to encourage
students to make better use
of a correction code for their
written work.
You should be able to do
this on your own so only
ask me if you have to.Learner’s
feedback
Choose the type of
feedback which matches
the classroom situation.
Learner’s
feedback
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.
Teacher feedback to
the class
Learner’s
feedback
A learner has just finished
talking to the class about his
hobby. The teacher said:
Thanks, Reda. You tried hard.
Well done.
Feedback on effort
Learner’s
feedback
The teacher wrote on the
first draft of learner’s
composition. Look at this
website for more ideas.
Help with finding
reference ressources
Learner’s
feedback
A teacher, talking to a group
of learners at the end of a
group work activity. said. You
talked a lot today and worked
well together.
Feedback on
behaviour
Learner’s
feedback
A group of students gave oral
presentations to the class.
Afterwards, the teacher said:
You didn’t mention your reasons
for choosing this topic. You need
to include that next time.
Feedback on content
Learner’s
feedback
• A learner has written a story
for homework. The teacher
has written: This is so much
better than last week’s
homework. Well done
Encouragement
Learner’s
feedback