How to provide students with feedback? 45′ – BT SJC SIG (April, 27th, 18)

“Feedback is the breakfast of champions” Ken Blanchard.

This was the first time I have presented a session on a BRAZ-TESOL event (right after becoming a board member  – BT SP chapter). Needless to say, I am truly thankful for the opportunity that has been presented to me by Natália Guerreiro, the SJC board members, ICBEU SJC and Cultura Inglesa Jundiaí. I would also like to thank Daphne Walder, Rodolfo Mattiello, Camila Ferrari, Carla Finati, Carolina Alberice for having supported me and also the teachers who were present for making it all come true. 

Objectives: 1) Show the teachers that more important than giving feedback is how it is done.   2) To raise the teachers’ awareness towards their own feedback practices and link it to theory.

It was a great experience for me and I hope it has been as profitable for them as it has been for me. 

Material used:

rough agenda BT SJC

 

 

[Slides 1 -3]

  1. Introduction 

I briefly showed the rough agenda (above) and introduced myself and Cultura Inglesa Jundiaí. I have also mentioned I have a post on Richmond share Blog about this topic (it can be found here: http://www.richmondshare.com.br/how-to-provide-students-with-feedback/ 

  • Timing: 2′
  • Interaction:  T-Ss
  • Monitoring: –
  • Feedback: – 

 

 

[Slide 4]

 

room-for-improvemnt

2. Development

  • Timing: 5′
  • Interaction:  T-Ss / S-Ss / S-S
  • Monitoring: Walk around the room to gather information.
  • Feedback: repeat what was said (what teachers already do) and connect it to the next step. To take notes I used padlet.
  • Steps: Ask the teachers – How important is feedback (professionally and personally wise)?

[Slide 5]

2. Development

  • Timing: 5′
  • Interaction:  T-Ss / S-Ss / S-S
  • Monitoring: Walk around the room to gather information.
  • Feedback: Connect everything that was mentioned so far, to their practices, examples and also to the next step of the session.  PADLET.
  • Steps: Ask the teachers –“Feedback helps us to learn by increasing both the awareness of what we are doing and how we are doing it”. (Parsloe & Leedham 2009)

[Slides 6 & 7]

2. Development 

  • Timing: 10′
  • Interaction:  T-Ss / S-Ss / S-S
  • Monitoring: Walk around the room to gather information.
  • Feedback: Connect everything that was mentioned so far, to their practices, examples and also to the next step of the session.  PADLET.
  • Steps: Ask the teachers – Revisit the agenda to show the first step was covered. Move on to ->What tasks, techniques or approaches do you use?   /    And most importantly WHEN (in the lesson)?

Ask teachers to focus on: 

(Accuracy)

  • Specific classroom errors or slips
  • Frequent errors

(Fluency)

  • Connected Speech
  • Intonation
  • More natural exchanges

[Slide 8]

2. Development 

  • Timing: 5′
  • Interaction:  T-Ss / S-Ss / S-S
  • Monitoring: Walk around the room to gather information.
  • Feedback: Connect everything that was mentioned so far, to their practices, examples and also to the next step of the session.  PADLET.
  • Steps: Ask the teachers –  Show teachers the following sentence and ask them “How does this apply to what you have just mentioned?”

“… the success of coaching and mentoring depends
largely on the quality of communication between the people involved… Effective communication still depends on the correct choice of words and methods…plus the manner, tone and pace of delivery…” (Parsloe & Leedham 2009)

[Slides 9, 10]

2. Development 

  • Timing: 10′
  • Interaction:  T-Ss / S-Ss / S-S
  • Monitoring: Walk around the room to gather information.
  • Feedback: Connect everything that was said before. PADLET.
  • Steps: Go over the rough agenda again, now there is only one point to cover (below). Jeremy Harmer presents the following ways to provide students with feedback and I have included “zoom-in” and “record student”.

feedback 2

[Slide 11]

3. Wrap-up 

  • Timing: 2′
  • Interaction:  T-Ss / S-Ss / S-S
  • Monitoring: –
  • Feedback: – 
  • Steps: I decided to show my feedback board and how I divide it and other ideas such as using post-its, slips of paper, making notes, etc. If you want more information on it, please contact me at beatrizfrancisco@gmail.com.

 

[Slides 12-14]

They include:

12 – Revisit the agenda

13 – References

14 – Websites used

EXTRA

 

Food for thought:

 

 

  • How do you decide whether the st has made an error or a mistake? Are errors always bad?
  • How can you anticipate and avoid errors? How do you correct?
  • Who corrects? (self-correction, peer, teacher-student)
  • How much do you correct? When do you correct?
  • How do you correct writing? and Homework?

Video summarising everything that was said so far:

Watch here:  1’45”

 

 

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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