Giving Feedback Moving Towards Meaningful Productive Classroom Communication

pp.153

Who am I?

•Certified Teacher – U.S.A

•10yrs teaching experience5yrs U.S. 5yrs South Korea

•MRes- Educational and Social Research

•Assistant Professor of English at Gimcheon University

•EPIK/ TaLK Teacher Trainer

•KOTESOL Presenter

•Corporate English Teacher

Daniel Moonasar

Who are you?

•Graduates (4yrs with degree)?

•Undergraduates (2yrs and or no degree)?

•Education majors?

•Teaching experience?

•6 month contract?•1 year contract?

•Lived or visited South Korea before?

Group Discussion Activity

Directions:

1. Make a group of 4-5 people.

2. Discuss the questions.

3. Be ready to share.

Think back…

1. What was some positive feedback you received?

2. What was some negative feedback you received?

3. What made it impactful to you?

What is feedback?

-Any response you make to students' efforts.• Verbal

• Written

• Body language

• Tone of voice

• Sighs, breathing

• Doing something

• Doing nothing!

What does feedback mean to you?

Typically in Korea:

- Synonymous with error correction

- Mechanical & technical

- Academic in nature

- Expected from NETs

- It is changing

Why is feedback important in the classroom?

• Define learning goals & expected behaviors • Provide assessment on learning goals & behaviors• Engage students

Wanting/ Need

Doing

Digesting/ Making Sense

Feedback/ Assessment

Comprehension

(Race: 2012) Model of Learning

What does feedback look like in the classroom?

• Classroom management

• Assessment strategies

• Involves co-teacher

• Professional development

• Continuous

• Personal

• Positive & encouraging

SummativeAssessment

FormativeAssessment

Self Assessment

Provides feedback to achieve goals. Results in grades or points.

Check understanding & plan learning. Guides Ss to next goal.

Gives critical understanding (knowledge awareness. )

Given after a task has been done

Given while a task is being done

Given throughout class

Exams, unit/national tests, quizzes, final projects, report cards

Observations, questioning, informal/formal conversations, learning logs, checklists

Discussions, peer feedback, journals, portfolios, projects, student created assessment

Types of Feedback

Verbal

Written

Visual/ Body

Types of Feedback

•specific vs. non-specific

•eliciting vs. telling

•positive vs. constructive

Types of Feedback

•behavior charts

•progress reports

•peer feedback

Types of Feedback

Types of Feedback

•consistent & meaningful body language

Hot Error Corrections

Noting errors Write errors on the board and verbally correct

them.

Mouthing Show the mouth shape of a sound of word

correctly.

Gesturing Show or gesture the correct answer. This also

includes pointing and forming with the

fingers and body language.

Modeling The refers to another person who is modeling

correctly.

Hot Error Corrections

Echoing Echo the students error, i.e. “You speak with your rips or

your lips?”

Highlight

the problem

Specifically highlight the error. i.e. “Open your mouth

more.” “That is a “p” sound, not a “f” sound

Meaning vs.

intention

Point out the difference in the student’s meaning vs.

intention. i.e.

S: I go home.

T: Are you going home now or later?

CCQs

(Comprehension/

Concept Check

Questions)

“How many vocabulary words do you need?”

“Which one can you use at school?” (points to a pictures or

scissors and shears”

“How many blue pencils are there?”

Cold Error Corrections

Feedback/

Progress

reports

These can be detailed or visual feedback reports.

ex.

Cold Error Corrections

Recording/

Listening

Either record students or use recordings to

highlight or correct errors.

Grammar

Auction

Have students choose correct answer for points

Receiving Feedback

Social Culture

Personal

Communication

Receiving Feedback

“Maybe you should do page 25 next time.”

“Our last native teacher did it another way.”

“Our students seem tired.”

“You look sick.”

“Let’s have lunch together.”

“I might be late to class.”

-You need to do page 25 next time.

-You should do it like our last native teacher. The students are used to what the last native teacher did.

-The students don’t like/understand what you are doing.

-You look bad/awful. Is there something wrong?

-There is something we need to talk about and it’s probably not good.

- I won’t be coming to class.

Receiving Feedback

“I need this right now.”

“That would never happen in the _____.”

“You look tired.”

“I understand.”

“How bout we compromise.”

“Maybe you should try….”

-Drop what ever you are doing and get this done now!

-My country is better than yours.

-You look awful. Something must be wrong with you.

-I will do it even if I don’t know why you want me to do it.

-I refuse to do what you have told me. I do not respect your position.

- You’re doing it wrong. Do it this way.

Tips and Advice

• Be conscious

• Develop a style, try different methods

• Plan with your co-teacher

• Ask your school

• Record or document

• Find out their style

• Plan together

• Seek out critical feedback

• Respect their understanding

Tips and Advice

“The most common type of feedback I give is verbal, to be honest. I

tell the students specifically what I like and what I don't like about

their work and their effort, such as "oh, I really like the way you

colored this boat" or "you are confident when you speak" and the co-

teacher is really helpful in translating as well. Feedback also helps with

behavior. "I appreciate it when you say please..." etc. With the co-

teacher, it's great to be specific about giving feedback on teaching

styles because then the co-teacher can feel more open to be specific

with you. (Do this with tact, however) Communication is king though,

and in an ESL classroom it can be difficult.”

- Sean Robert Fleming, 11th – 13th Gen TaLK Scholar

Tips and Advice

“From training, I felt like I would be giving the students more

formal feedback. After arriving at my school, I realized the

students don't understand any English, so the feedback I give is

extremely basic. Mostly exclamations like great! Wow!

Awesome! I really rely on body language to convey most of my

feedback.” - Katy Straily, 12th Gen TaLK Scholar

Tips and Advice

“"Good job", high fives, "very good", thumbs up. They all work

quite well.- Jimmy Tsui, 13th Gen TaLK Scholar

Feedback Activity Part 1

Directions:

1. Each group is assigned a type of feedback

2. Watch for your type of feedback (count, make notes)

3. If you can, write the time stamp

4. Be ready to share (advantages, disadvantages, changes you’d

make

Groups 1+2: Verbal

Groups 3+4: Written

Groups 5+6: Visual

Feedback Activity Part 2

Directions:

1. In your group discuss and plan a feedback strategy based on the scenario given to you.

2. You need to give a reason, advantages, and disadvantages to your strategy.

3. Keep your answers specific and focused as possible with the time that you have.

Feedback Activity Part 2

Directions:

1. Discuss your group’s plan with another group.

2. Focus on giving specific constructive feedback. Refrain from giving negative or unconstructive feedback.

My email address: moonasard@gmail.com

http://danielmoonasar.wordpress.com

Closing and Questions

Sources

Bibliography and Links

Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner strategies. Applied Language Learning, 7(1–2), 5–24.

Pally, Marcia. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach. Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764, 2000.

Oxford, Rebecca L., Mary Evelyn Holloway, and Diana Horton-Murillo. "Language learning styles: Research and practical considerations for teaching in the multicultural tertiary ESL/EFL classroom." System 20.4 (1992): 439-456.

Reid, Joy M. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle Publishers, International Thomson Publishing Book Distribution Center, 7625 Empire Drive, Florence, KY 41042. 1995.

Saito, Hidetoshi. "EFL classroom peer assessment: Training effects on rating and commenting." Language Testing 25.4 (2008): 553-581.