Please watch "Shaping the Way we Teach English" Module 05, Learner Feedback, and answer the following:
Video Segment #1 - General Dos and Don'ts
1. Who did the teacher give feedback to in order to increase student participation? What techniques do you use to get learners to participate actively?
2. How could you use peer feedback in your own situation?
Video Segment #2 - On-the-Spot Vs. Delayed Feedback
1. What student task(s) did you observe? Was the teacher’s feedback appropriate? Did it match the situation? Did it meet the students’ needs?
Video Segment #3 - Feedback on Written Production
1. After each activity, write one or two techniques that might be effective ways of giving feedback on the activity. These may be feedback techniques that you observed on the video, or they may
come from your own experiences or reading.
Remember that opinions cannot be exactly the same.
Deadline: Thursday, Nov. 17th, at 11:59pm.
There are two ways to give feedback to students, one is formative and the other is summative. Formative gives students feedback along the way answering to questions like how am I doing? And how can I improve? Summative, sumarise the whole evaluation for example a final grade.
ResponderBorrarVideo segment #1
1_ The teacher tells the student how to pronounce the word correctly and allows the self-correction Use positive feedback students are more likely to engaged the language when they feel motivated, confident and successful. I like the technique that make students help, correct and design activities for each other.
2_ You always need peer support, and we use feedback to correct mistakes and to make sure we are all in the same page of knowledge of a topic.
Video segment # 2
1_ The two students standing in the front were doing mimics and rest of the students were giving sentences based on the mimics of their peers. The teacher´s feedback was good, she was always encouraging her students and gave them what they needed to complete the task.
Video segment # 3
1_ a) With the kids, the feedback technique can be offer a quick correction, this with the capital letter.
b) With the teenagers can be the reformulation and asking for clarification.
c) With the adults the teacher was using the technique of clarification and the students where doing formative and peer feedback.
d) Back with kids again the teacher was reminding them of a previous topic and she was provide them a model.
ideo Segment #1 - General Dos and Don'ts
ResponderBorrar1. Who did the teacher give feedback to in order to increase student participation? What techniques do you use to get learners to participate actively?
Teacher gives feedback first to the students, and then to their parents. From what I see they used self-correction, peers, and group techniques that way students can correct themselves, help each other and feel confidence, is important to mention that the teacher creates an atmosphere that allows students to make mistakes, which means that we learn by mistakes. It is also important to give compliments to the students. Give advices in a nice way: encourage rather than discourage. Students will engage in an environment that they feel secure.
2. How could you use peer feedback in your own situation?
What I understood peers feedback can be useful for students, that way they will feel confidence to answer or participate, also will develop listening and speaking skills. For example in a reading class I could assign a short story to a peer, and give them some comprehension questions, that way, they can discuss, and listen the partner point of view.
Video Segment #2 - On-the-Spot Vs. Delayed Feedback
1. What student task(s) did you observe? Was the teacher’s feedback appropriate? Did it match the situation? Did it meet the students’ needs?
On -the -spot feedbacks: students or teacher uses gestures, silent mouthing while another student is performing, offering quick correction, reformulate, and repetition or clarification.
Delayed feedback: avoid interruption, observers note errors feedback, allows the students to write fluency or with cohesion, the feedback is given after all in an oral or written way, teacher can also record or video type students.
Students retell something, they use gestures and the other students build sentences, or tell what they understood of gestures, I believe that the teacher feedbacks was good and according to the activities, I believe that the situation was complete match, and probably did not meet all the student’s needs.
Video Segment #3 - Feedback on Written Production
1. After each activity, write one or two techniques that might be effective ways of giving feedback on the activity. These may be feedback techniques that you observed on the video, or they may come from your own experiences or reading.
Before give feedback to my students there was three questions that really catch my attention while I was watching the video, the first one was is this mistake or error really wrong? Ask for clarification. Sometimes we misunderstanding from our students when they share an idea, this could happen because they did not understand the instructions complete, probably the students can express themselves, or just an intonation or pronunciation problem. If this happen the video suggests that the teacher can request a clarification from students, that way the teacher can give feedback. But what about if this happens to all the students at the classroom? So the teacher have to stop and analyze what is going on and give a new and clear explanation to everybody in the class. And that last question is that if this mistake is affecting the communication in the classroom? As teacher observation is very important in order to differentiate our student’s needs. In order to select the technique activities or material that I will use in my teaching. Two techniques that I consider important are first to give students models of writing, that can help visually, and second is the free writing for example to write a letter, or a diary, because students will be comfortable to write what they feel at the moment, and will be not pressure for them thinking about, if I make a mistake my teacher will say something to me, and I might be bad, or this can be wrong, the idea is as I mentioned before to encourage our students no to discourage.
General Dos and Don'ts
ResponderBorrar1. Who did the teacher give feedback to in order to increase student participation? What techniques do you use to get learners to participate actively?
First she gives feedback in the classroom then he asks for parents conferences to report and require help from parents to increase students participation in class after the conferences the teacher says that students participation increases in a 75% .
The technique used is peer correction and sel- correction , the classroom environment is nice students feel confortable and mistakes are not remarked in a bad way .
How could you use peer feedback in your own situation?
It is really useful for students and for us as teachers because this creates a natural interaction in the class besides students learn from one another .
Segment #2
What student taks(s) did you observe ? Was the teacher's feedback appropriate ? Did it match the situation? Did it meet the students'needs ?
The tasks was to retell a story using two volunteers to make gestures infront of the class to help other students to answer to the teacher's questions about the story , the feedback was really appropriate because the teacher made them feel confident but probably didn't fullfill all the students' needs.
Segment #3
The first technique probably will be providing a good model to the students in that way you let them know exactly what you want and the other could be to create a task based on the errors found at the end of a class
VIDEO SEGMENT NO. 1
ResponderBorrar1) Students are willing to participate more when they work in groups. In the video, the teacher is giving feedback to a boy because his classmates did not understand, so the teacher clarifies this to him and kindly asks him to repeat the word. The boy correct himself: he edits and repeats the word. Once the idea is clear, the other students participate. Using positive feedback students feel secure, confident and motivated to say what they think.
Communicative approach is a technique very useful for me to get students participate actively because they feel more comfortable when they work or discuss with people that have “the same level” in learning: they feel free to express their own ideas, to discuss. As teacher I monitor each group and clarify some doubts also the feedback used is positive and learners participate more.
2) I make activities to work in groups, motivating students to participate explaining that is good to make mistakes and practice because only in this way they learn.
VIDEO SEGMENT NO. 2
Description of the task: Two students are in front of the classroom and perform some words written on the board while the other students construct sentences with those words. Teacher’s feedback is very helpful for students and it is appropriate for the situation; she makes questions, makes gestures, corrects when necessary, encourages students with positive attitude and all enjoy the activity. It is clear to see that teacher’s feedback is accurate to students’ needs.
VIDEO SEGMENT NO. 3
Questions to ask ourselves. What aspects should I improve to give an appropriate feedback to my students.
Ask for clarification or repetition.
Take into account the feelings and the emotions of the students, be very careful to correct them in a softly way, with kind and respect.
Video #1
ResponderBorrar1. Who did the teacher give feedback to in order to increase student participation? What techniques do you use to get learners to participate actively?
The teacher gives the feedback to the learners, in my case I use videos in the platform, questions and answers about topic of student´s interest. Because each students want to share their opinions, they want to act and with the videos they make a competitions to answer correctly, because the platform gives point to correct answer.
2. How could you use peer feedback in your own situation?
Peer feedback is a tool that helps the learner to reach their participation in class without feel shy.
I think that the peer feedback is an important tool that help the students to feel more confident and eliminate the barriers of participate in the class, or share their ideas. Because their classmates will assistance them.
If he or she makes a mistake, their classmates will feel comfortable to support them or vice versa.
Video Segment #2 - On-the-Spot Vs. Delayed Feedback
1. What student task(s) did you observe? Was the teacher’s feedback appropriate? Did it match the situation? Did it meet the students’ needs?
Role play, read information that happened to the pilgrims, questions and answers about the play and in that way the students feel familiarize with the questions. In relation with the role play that talk about a trip they continue with a writing activity to plan a trip, following an example that is in front of the class. Teachers’ feedback occurs only in writing activity, but during the role play the learner has the opportunity to correct her or his self. Every activity are matches to the first activity.
Video Segment #3 - Feedback on Written Production
1. After each activity, write one or two techniques that might be effective ways of giving feedback on the activity. These may be feedback techniques that you observed on the video, or they may come from your own experiences or reading.
The first activity is to write a free composition about a picture that the students choose. Then one volunteer pass in front to read it. The students correct themselves and in my opinion they can receive feedback during the oral presentation about their pronunciation and during their writing, the teacher gives feedback during the learner is writing.
In the second example the activity is an oral presentations of a free topic. Each students share their experiences during they research about the topic that they choose. In a computer lab, the teacher called that they have a teddy bear project the students speak freely about what the uncle Sam do, this activity help the students to feel comfortable to share their ideas and opinions about their country.
Video Segment #1 - General Dos and Don'ts
ResponderBorrar1. How did the teacher give feedback to in order to increase student participation? What techniques do you use to get learners to participate actively?
The teacher gives first feedback to students, and then she gives it to students parents; this is because whenever you give these two kinds of feedback, if students do not do anything about correcting their own errors, their parents will try to help them to correct them, and in this way they have that motivation to improve and keep on participating during the class. us as teachers have to be very creative with our activities; we have to think in activities which involve every student in the classroom, if they are not willing to collaborate in the activities we have to motivate them to do it, always ask for students opinion, and show interest in what they have to say.
2. How could you use peer feedback in your own situation?
we can use it for students correcting errors from others, they can feel more comfortable if the one that corrects them is a peer, and not a teacher. low affective filter is very important to get a higher language acquisition from students, if they feel relaxed, they will learn. we can use it in conversations, dialogues, story telling, and many other group activities.
Video Segment #2 - On-the-Spot Vs. Delayed Feedback
1. What student task(s) did you observe? Was the teacher’s feedback appropriate? Did it match the situation? Did it meet the students’ needs?
the task was retelling a story through mimics, the teacher used on the spot feedback, in this case is appropriate because there was no a long activity without interruptions, it would be different if this was an oral presentation, that would be a delayed feedback activity. I think it filled students needs, because the teacher was aware of what they wanted to say, but he also helped them to say it in a proper way.
Video Segment #3 - Feedback on Written Production
1. After each activity, write one or two techniques that might be effective ways of giving feedback on the activity. These may be feedback techniques that you observed on the video, or they may
come from your own experiences or reading.
the most important thing to take into account whenever we give feedback, is our voice tone; we have to stay calm when we give feedback, otherwise students might feel bad because of the way we correct them. after that we have to be aware of which feedback we will use, if it is on-the-spot or delayed, according to the activity developed. and at last we have to make a habit in them correcting their own mistakes, in order to improve their language skills.
Video segment 1 General Dos and dont s. The teacher first give the students feedback and then give their parent s feedback. This techniques increases in 75% the participation when the teacher involved the students parents. Because the parents motivate students to improve and take advance.
Borrar2.Students help each other in a collaborative way. Is ok to make mistakes in order to learn from them. Using a trial-and-error-process for learning. Counts as a positive behavior. Students help each other and even design activities for each others.
Video 2 On the Spot Vs Delayed Feedback
The girls were retelling the story throu mimics. They used grstures and their body language. The teacher encourages the students participation and give posite feedback.
Video # 3 Feefback on written production
Giving an appropriate feedback avoid interruptions and allow students to speak or write. These increaae the students particiption and improve their selfconfidence and their oral and written production.
MARÍA ANDINO
ResponderBorrarVideo Segment #1 - General Dos and Don'ts
1. Who did the teacher give feedback to in order to increase student participation? What techniques do you use to get learners to participate actively?
The teacher gives feedback to the parents to encourage the students to participate more in class. The teacher said that this made a huge difference. The teacher need to create a classroom atmosphere where it is okay to make mistakes, students help and correct each other and even design activities for each other. Use positive feedback over negative.
2. How could you use peer feedback in your own situation?
This feedback can help me to improve my abilities as a student and as a future English teacher.
Video Segment #2 - On-the-Spot Vs. Delayed Feedback
1. What student task(s) did you observe? Was the teacher’s feedback appropriate? Did it match the situation? Did it meet the students’ needs?
Greeting others, Asking directions, Shopping, or telling or retelling a story, stating a point of view, synthesizing information, reporting on it, Debating, Performing in a play, and so on.
The feedback for the teacher was appropriate. She used a blend of correction, reformulation, asking for clarification techniques, while the students are retelling the story, and encourage them to produce complete ideas not only segments. The students used gestures to help their peers.
Video Segment #3 - Feedback on Written Production
1. After each activity, write one or two techniques that might be effective ways of giving feedback on the activity. These may be feedback techniques that you observed on the video, or they may
come from your own experiences or reading.
Activity 1: Writing about plan a trip.
Feedback Technique: Focusing first on fluency and overall comprehension instead of mechanical mistakes.
Activity 2: Reporting on something.
Feedback Technique: Allowing time and making resources available for students to self-correct and to receive formative feedback and peer feedback along the way.
Activity 3: Writing a letter.
Feedback Technique: Providing models and Student self-edit checklist and Resources.
Activity 4: synthesizing information.
Feedback Technique: Providing models.