GIVING FEEDBACK

Escuela Normal Superior“Moises Saenz Garza”

Lengua Extranjera 4° semestreEnglish 2

A course in language teaching , Penny Ur

What is feedback: In teaching is information that given to

the learner about his or her perfomance of a learning task, usually with the objectiveof improving this performnace.

feedback indicated that we were successful, or unsuccessful. (Geoffrey Broughton,Christopher Brumfit,Roger Flavell, Peter Hill & Anita Pincas, 1980, p 35)

Different approaches to the nature and function of feedback

….positive feedback for teachers who diligently correct homework. Certain types of assignments must be checked with an eagle eye, while others may need only to be scanned to verify that the work was completed.

(Christine Canning Wilson,2010,p.67)

Well said . . .`Self-esteem grows from the beliefs of others. When

teachers believe in students, students believe in themselves. When those you respect think you can, you think you can.'

(James Raffini, 1993,p.147)

FEEDBACKHave two

components

CorrectionsIs provided on aspects of the learner´s performance : through explanation , or provision of better or ther alternatives

AssessmentThe learner is simply informed how well or badly he or she has

performed.

Are the two components of assessment and correction completely separable?

Can you have assessment without correction or correction without assessment?

QUESTION

Audio-lingualism*Negative assessment is to be avoided as far as possible since it functions as ‘punishment’ and may inhibit or discourage learning. *Positive assessment provides reinforcement of correct responses, and promotes learning.

Humanistic methodologiesA crucial function of the giving of

assessment is to preserve and

promote a positive self-image of the

learner as a person and language

learner. Assessment

therefore should be positive or non-

judgemental.

Skill theoryFor successful acquisition of a skill, the learner

needs feedback on how well he or she is doing; hence the importance of the

provision of constant and

honest assessment.

Different approaches to the natureand function of feedbackTHE PROVISION OF ASSESSMENT DIFFERENT

VISIONS

Audio-lingualism

• Learner mistakes are, in principle, avoided by the limiting of progress to very small, controlled steps: hence there should be little need for correction.

Cognitive code-

learning

• Mistakes are regrettable, but an unavoidable part of learning: they should be corrected whenever they occur to prevent them occurring again.

Interlanguage

• Mistakes are not regrettable, but an integral and important part of language learning; correcting them is a way of bringing the learner’s ‘interlanguage’ closer to the target language.

THE CORRECTION OF MISTAKES: DIFFERENT OPINIONS

Communicative

approach

• Not all mistakes need to be corrected: the main aim of language learning is to receive and convey meaningful messages, and correction should be focused on mistakes that interfere with this aim, not on inaccuracies of usage.

Monitor theory

• Correction does not contribute to real acquisition of the language, but only to the learner’s conscious ‘monitoring’ of speech or writing. Hence the main activity of the teacher should be to provide comprehensible input from which the learner can acquire language, not to correct.

Most of the feedback we give our learners is ongoing correction and assessment, directed a specific bits of learners produced language with the aim of bringing about improvement; the type of evaluation involved here is sometimes called formative, since its main purpose is to form.

Distinct from this is the evaluation usually termed summative, where the teacher evaluates an overall aspects of the learner´s knowledge in order to summarize the situation.

ASSESSMENT

1. Teacher’s assessment. The

teacher gives a subjective estimate of the learner’s

overall performance.

2. Continuous assessment. The final grade is some kind of combination of the grades

the learner received for various assignments during

the course.

3. Self-assessment. The learners themselves evaluate their own performance, using clear criteria and weighting

systems agreed on beforehand.

4. Portfolio. The learner gathers a collection of

assignments and projects done over a long period into a file; and this portfolio provides the

basis for evaluation.

Assessment

1. Criterion-referenced: how well

the learner is performing relative to

a fixed criterion, where this is based on on an estimation of what it is

reasonable or desirable to demand from learners at the

relevant point in their development (age,

career, level, stage of a course).

2. Norm-referenced: how well the learner is

performing relative to the group. In this

case, a group of slow learners would

be assessed according to

different, easier, norms than a group

of faster ones.

3. Individual-referenced: how well the learner is

performing relative to his or her own

previous performance, or

relative to an estimate of his or

her individual ability.

Criteria

On the whole, we give feedback on oral work though speech on written work through writing ; and although there are occasional situations where we might do it the other way round ( for example; discuss an essay with a students in a one tutorial, or write a letter providing feedback on speech)

There are some situations where we might prefer not to correct a learner's mistakes: in fluency work, example, when the learner is in mid speech, and to correct world disturb and discourage more that help.

Correcting mistakes in oral work

Oral corrections are usually provided directly by the teacher; but they may also be elicited from the learner who made the mistake in the first place, or by another member of he class.

Corrections may or may not include a clarification of why the mistake was made , and may or may not require reproduduction of the acceptable form by the learner.

Techniques of oral correction

Learners written works includes not only written compositions, also assignments on grammar or vocabulary, answer to comprehension questions, test and so on.

How can this feedback be made optimally effective?

Written feedback

To define your own attitudes to various aspects of the topic of feedback ; It focusses particularly on the feelings and relationships which may be affected by the giving and getting of feedback.

Clarifying personal attitudes

Some teachers have a kind of natural authority, as suggested at the end of the previous unit, is not very helpful to the rest of us: what may be helpful is a study of he kind of teacher behavior's that are likely to produce a state of discipline in the classroom.

The teachers choice of an appropriate methodology, for example: is likely to ensure that students feel they are learning in a way that is right and useful for them, and they will therefore be more willing to cooperate

What teacher action is conducive to a disciplined classroom?

The idea that some teachers have a kind of natural “authority”, as suggested at the end of the previos unit, is not very helpful to the rest of us.

What may be helpful is a study of the kind f teacher behaviours that are available to anyone and that are likely o produce a state of disciline in the clssroom.

What teacher action is conducive to a disciplined classroom?

class

room

man

agem

ent

methodologyinterpersonal

relationshipslesson planning

student motivation.

What teacher action is conduciveto a disciplined classroom?

1. Start by being firm with students: you can relax later.

2. Get silence before you start speaking to the class.

3. Know and use the students’ names.

4. Prepare lessons thoroughly and structure them firmly.

5. Be mobile: walk around the class.

PRACTICAL HINTS FOR TEACHERS ON CLASSROOMDISCIPLINE

6. Start the lesson with a ‘bang’ and sustain interest and curiosity.

7. Speak clearly.

8. Make sure your instructions are clear.

9. Have extra material prepared (e.g. to cope with slower/faster-working

students).

10. Look at the class when speaking, and learn how to ‘scan’.

11. Make work appropriate (to pupils’ age, ability, cultural background).

12. Develop an effective questioning technique.

13. Develop the art of timing your lesson to fit the available period.

14. Vary your teaching techniques.

15. Anticipate discipline problems and act quickly.

16. Avoid confrontations.

17. Clarify fixed rules and standards, and be consistent in applying them.

18. Show yourself as supporter and helper to the students.

19. Don’t patronize students, treat them with respect.

20. Use humour constructively.

21. Choose topics and tasks that will activate students.

22. Be warm and friendly to the students.

ADVICE ON DEALING WITH DISCIPLINE PROBLEMS

Dealing with discipline problems