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Giving feedback
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Mon, 03/30/2009 - 08:32
Obviously, giving feedback both orally and in writing is part and parcel of creating an autonomous learner. However, most of us teach groups and we as teachers find it difficult to cater to individual needs within a large group. What do you do? Let's share practical tips about how to deal with the individual in our classes.
Let me begin by explaining how I use learner diaries in order to connect with my students on an individual level. All my students are asked to keep a diary in which they are asked to write a line or two daily. What I ask them to write about is reflections about their learning process: how they learn, if they are learning, or difficulties they face. At the end of the week and before I collect their diaries to read them, I have them put in a suggestion or a request about what they would like to see or do in class that we have not been doing. I must add that I only respnd to and comment on the content. I do not correct grammar, spelling, or punctuation. Rania
Mon, 04/06/2009 - 10:00
#2
Hi!
Well, one of the ways i give feedback to my students is by writing a list of all the mistakes they do during oral presentations or written Works. The following class I present to all my students the mistakes they made more frequently. As they deal with the mistakes by correcting them, students will be more conscious about the use of the target language and become more autonomous in their learning process.
Mon, 04/06/2009 - 10:03
#3
I do the same, and I even encourage them to compile their own list of errors to review later on. Rania
Mon, 04/06/2009 - 22:22
#4
Hi All
Fully agree with you on the role of feedback for developing students' autonomy, but disagree with the idea that students share their diaries with teachers. I believe that diary is a very helpful tool for students themseves, but it is for students, not for teachers! It helps learners much to see their progress in learning English by themselves, to self-evaluate themselves. Besides, they can use it while writing a feedback on the course/module/etc. for a teacher.
By the end of each module/term/course I always ask my students to write a feedback on it. The forms of feedback can be different: a letter to a friend or teacher, a report, an article to students' newsletter etc. The only musts is to reflect on their learning experience: whats and whys of their successes and failures, their likes and dislikes through the course. At the end, as a rule, they should give recommendations for me as a teacher for the coming module. It is very helpful for me and for them as learners. I use their feedback to make changes in the course. To help students to learn I often give feedback on their feedbacks in oral or in writing each of them personally.
Very often I propose my students to make an action plan at the beginning of the course and then at the beginning of the modules. Later they check what they managed to do and/or failed and analyse the reasons.
During classes I also use peer feedback. It contributes the development of active listening skills of students, friendly crticism and motivation.
'Dear Me' is also a good idea. Sometimes I use it too.
To sum up the form of feedback greatly depends on learners' types and their learning styles. All of them are different.
Highly interested in other forms of feedback if there are any.
Tue, 04/07/2009 - 12:22
#5
Hi Zira,
"Dear Me" letters go well with writing lessons. I say,
Write a letter to yourself starting with "Dear Me,". In this letter, write what you have learned this week, your feelings, your progress, motivation, thoughts, ideas and offers by answering the following questions:
1. What has been most successful?
2. What has not worked well?
3. What would you like more of?
4. What would you prefer to have less of?
5. What would you like to repeat because you didn't understand?
6. What suggestions can you make for improvements?
Sirin
Fri, 04/10/2009 - 19:51
#6
Dear Zira
Excellent point of you, and use of diaries. Besides correcting them can be exhausting if we have large groups. Of course, we have to make sure that students are doing their job; that's why I propose personal sessions to discuss their degree of autonomous learning, and give them feedback so the can improve. I also recommend a brief presentation at the end of the course explaining the source of their success or failure. During the presentation they must analyze the reasons behind their success or lack of it.
By the way it is the first time I hear about ‘Dear Me' letters, and I loved the idea. I will apply this technique in my classes for sure.
I appreciate Sirin giving suggestions for developing them.
Tue, 04/07/2009 - 12:18
#7
Hi,
Another activity I use is "Our Brain". The aim is self awareness and getting to know each other but it can also be adapted for giving feedback and motivation . First I give a piece of paper to each student and ask them to draw their brain. They have to think of the things that occupy their brain and write them. For example if I am in love with X and this is the thing that I've been thinking about all day. I will probably use half or more of my brain for my lover. Students write this information in the paper, they can write more things according to what they are thinking of. They must not write their name on the paper. When the students finish this, collect all the pieces of papers and give them back again. Their purpose is to discover who wrote the piece of paper they are holding by asking direct and indirect questions.
Note: Don't tell the students that you are going to collect their papers because they might not write what they are thinking of.
Sirin
Fri, 04/10/2009 - 19:49
#8
Hi Sirin!
Very nice activity for breaking the ice or for warming up. I found it very interesting, It is also the very first time I hear about it.
Thanks for shearing it.
Fri, 04/17/2009 - 20:20
#9
Hello
Feedback, I think, depends on your teaching situation. Are your students learning English to become proficient in English and on a voluntary (even paying) basis - or is it a requirement in a largely content based course?
What will your students take on board? Can you give them coded feedback with an editing codes checklist that they will understand and act upon? Is it better for them if you actually make the corrections? What follow-up do you expect to feedback - a re-subission, a final version ...?
How much correction should we do? Does correction encourage laziness and slapdash efforts from students?
What do you think?
Heather
Hi Rania,
Learner diaries is a great idea! We used to write "Dear Me" letters for a similar purpose, personal expectations and reflections at the beginning; throghout the learning process and at the end of the term.
We have recently had a training session about giving feedback with my colleagues and discussed the difference between giving advice and giving feedback. This is something we could remember for our teaching contexts.
I think feedback to students should be prompt and clear. Also, unrealistic feedback would be unhelpful in return.
Sirin