Pecha Kucha based on Alicia Carranza’s and Leonardo Mercado’s ABS presentations.

Ma. Eugenia Silva

ALIANZA CULTURAL URUGUAY- ESTADOS UNIDOSFEBRUARY 2010

Albert Einstein

You do not correct a mistake,you correct a PERSON!

Even though mistakes do not sound good, we have to face the fact that they are:

necessarynecessary

acceptableacceptable

95% of teachers did not correct students!

Types of instructions(Ellis, 2001, pp 16-23)

TypeType CharacteristicsCharacteristics

Instruction Type 1 (I1) -Focus- on- forms

-The new language is being presented to the students explicitly.

CONTINUED…

Instruction Type 2 (I2) -Planned focus-on-forms

-Focus on meaning and intensive treatment of a pre-selected form.

-Using a structure in an unconscious way.

Instruction Type 3 (I3) -Focus on meaning

-Use of wide range of forms that have not been pre-determined.

Instruction Type 4 (I4) -Focus on meaning

-Neither the teacher nor the students are supposed to worry about correctness.

Type 1

Type 2

Type 3

Type 4

Application of the ICPNA policy

Strategy A is applicable to I1/I2 activities.

-Step 1: self correction

-Repeating-Echoing-Statement and question-Expression-Hinting

-Step 2: student feedback

This technique is initiated by the teacher.

-Student-to-student feedback.

-Whole class assisting feedback.

-Step 3: Implicit correction

-The teacher reformulates the statement providing the correct form without indicating the fact that the student’s utterance was incorrect.

-Step 4: Direct correction

-The error/s receive a direct or explicit correction by the

teacher. It is adequately corrected.

NOTE: for closure, the student mustmust produce the target language correctly.

Strategy BStrategy B is applicable to is applicable to I3 activities.I3 activities.

Step 1:Step 1: active individual feedback

-Students are addressed individually.

-Direct correction of global errors only.

Step 2: proactive group observation

-Students are addressed as a group.

-Note-taking by the teacher on high-frequency local errors.

Step 3: direct whole class feedback

-Students are addressed as a group.

-Direct correction of high-frequency local errors to the

whole class.

Step 4: reuse the language

-Reinforcement of the language being used.

-Students have the possibility to use the language correctly after the activity is reinitiated.

Strategy CStrategy C is applicable to is applicable to I4 activities.I4 activities.

-Neither the teacher, nor the -Neither the teacher, nor the students are worried about form.students are worried about form.

-No correction for local or global -No correction for local or global mistakes is needed.mistakes is needed.

Students make mistakes and we have to learn how to deal with them. Not all the mistakes are the same therefore they do not have to be corrected the same way.

I find this policy not only useful but also easy to put into practice.

Conrad Hilton