Giving Effective Feedback - PowerPoint PPT Presentation

1 / 24
About This Presentation
Title:

Giving Effective Feedback

Description:

To learn some useful feedback phrases in English ... Fabulous! Terrific! Excellent! Amazing! Fantastic! Marvelous! Good, well done. Good boy/girl! ... – PowerPoint PPT presentation

Number of Views:2012
Avg rating:3.0/5.0
Slides: 25
Provided by: nse4
Category:

less

Transcript and Presenter's Notes

Title: Giving Effective Feedback


1
Giving Effective Feedback
  • Wang Qiang and Keith OHare
  • IATEFL YL, Beijing 2008

2
Presentation aims
  • To understand what feedback means in teaching
  • To understand how feedback to students can affect
    their learning
  • To learn some effective ways of giving feedback
    so students become better learners
  • To learn some useful feedback phrases in English

3
Presentation of ideas
  • What roles does feedback play for students
    learning?
  • How does feedback affect learning?
  • What, why and how should we praise and encourage
    children?
  • Why, what, when, how and who to correct errors?
    - some practical techniques for providing oral
    and written feedback.

4
What roles does feedback play for students
learning?
  • The kind of feedback we give to our
    students and the way we give our feedback often
    not only contain messages or advice about
    learning but also carry a very strong emotional
    effect.
  • Our students receive feedback in
    different ways according to their maturity. For
    example, young learners need vast quantities of
    praise and may find it difficult to accept
    criticism.

5
How does feedback affect learning?
  • Look at the following classroom interaction
  • T What food does your mother like? Lily?
  • S She like chicken
  • T No, not she like, she likes, say she
    likes chicken
  • S She likes chicken
  • T Good

6
How does feedback affect learning?
  • How could the teacher send a different message?
  • T What food does your mother like? Lily?
  • S She like chicken
  • T Does she? (surprised) She likes chicken. So do
    I. Good. Thank you.
  • S (smiles)

7
How does feedback affect learning?
  • Now look at the following dialogue
  • T What food does your mother like? Lily?
  • S She like chicken
  • T Really? Me too. And Tingting, what about your
    mother?
  • S She like chicken too.
  • T Good

8
How does feedback affect learning?
  • All feedback affects students
  • Students listen to feedback to decide how to
    continue (do I have a go or do I stop trying?)
  • The feedback we give sends a clear message to the
    student.
  • Some feedback can help learning
  • Some feedback may block learning

9
Issues regarding praise - What, why and how do we
praise?
  • Do you give a lot of praise to your students?
  • When do you praise them?
  • Why do you praise them?
  • How do you praise them?
  • Is there any problems that you find with your
    praise?
  • Is there a difference between praise and
    encouragement?

10
Issues regarding praise
  • We all agree that children need a
    positive and supportive environment for
    successful learning of a foreign language. Most
    teachers have showed such awareness in their
    teaching to try to use a lot of praise to
    encourage learning.
  • However, recent research shows that some
    teachers over-praise without clear purposes and
    such praise may be counterproductive rather than
    encouraging.
  • Therefore, we would like to give teachers
    some new insights into ways to make their
    statements of praise more effective and
    consistent with the goals we have for children,
    namely, to foster self-esteem, autonomy,
    self-reliance, achievement, and motivation for
    learning.

11
Main Problems of Praise in the classroom
  • Over-use of praise lead to the fact that children
    learn to please the teacher.
  • Over-use of material rewards make children
    dependent on rewards.
  • Monotonous use of single word praise makes not
    much difference.
  • Focusing on form not content.
  • Overlooking individual differences.
  • .

12
In what ways Are the two kinds of feedback
different?
  • T. I like chicken. What do you like?
  • S1. I like chicken.
  • T. Good. And you? (pointing at the next student)
  • S2. I like chicken.
  • T. Very good. What about you?
  • S3. I like pizza.
  • T. Super. Next.
  • S4

T. I like chicken. What do you like? S1. I like
chicken. T. Em, you like chicken, too. Good.
Jinjin, What do you like? Do you like chicken,
too? S2. Yes. I like chicken. T. Interesting! We
all like chicken. Very good. What about you,
Nancy? S3. I like pizza. T. Well, OK. You like
pizza! S4
13
Our suggestions
  • Develop a variety of phrases of praise and
    techniques for praise
  • Make sure that you praise or give rewards for a
    clear purpose
  • Focus more on content once children can
    understand more language
  • Do not overuse praise as a classroom management
    tool. Focus on achieving smooth maintenance of
    the momentum of classroom instruction and
    activities. These are found to be the most
    powerful variable in controlling deviant behavior
    and maintaining student attention.
  • Use less praise but more encouragement,
    especially when children grow older.

14
Praise vs. encouragement
  • Praise is usually given to a child when a task or
    deed is completed or is well done. Statements
    such as "You draw beautifully, Marc," or
    "Terrific job, Stephanie," are examples of
    praise. . They often place a judgment on the
    student, and give some indication of the
    student's status in the group. (Dreikurs and
    others,1982).
  • Encouragement, on the other hand, refers to a
    positive acknowledgment response that focuses on
    student efforts. They offer specific feedback
    rather than general comments. For example,
    instead of saying, Terrific job, teachers can
    comment on specific behaviors that they wish to
    acknowledge. it focuses on improvement and
    efforts rather than evaluation of a finished
    product. And it uses sincere, direct comments
    delivered with a natural voice. It helps students
    develop an appreciation of their behaviors and
    achievements.
  • Encouragement avoids competition or comparisons
    with others and it works toward self-satisfaction
    from a task or product.

15
Some questions to consider regarding Error
correction
  • As a teacher, do you correct students errors?
  • When do you correct immediately after you
    notice an error?
  • How do you correct speaking errors?
  • How do you correct writing errors?

16
Issues in Error correction
  • Attitudes towards errors
  • Categorising errors
  • When, how, and who to correct
  • Practical techniques for correcting
  • speaking and writing errors

17
Attitudes towards errors
  • Are errors bad signs of learning?
  • Why students make errors?

18
Categorising errors
  • What are errors and what are mistakes?
  • What kind of errors are most common among young
    learners in your context? Pronunciation, verb
    tense, word order, vocabulary, spelling,
    pragmatic ?

19
When, how and who to correct?
  • When to correct Fluency-focused vs.
    accuracy-focused activities global vs. local
  • How to correct direct vs indirect individual
    differences
  • Who to correct self-correction, peer-correction,
    whole class-correction, and teacher-correction

20
practical techniques for correcting speaking
errors
  • On-the-spot correction
  • Using body language
  • Using a rising tone to repeat the wrong utterance
  • Mouthing (Useful with pronunciation errors).
  • ReformulationStudent I went in
    ScotlandTeacher Oh really, you went to
    Scotland, did you?
  • Recasting using an emphasis on the error
  • Delayed Correction- e.g. after a communication
    activity.
  • Noting down errors and draw sts attention for
    correction
  • Recording play the recording to invite whole
    class correction

Adapted from Rolf Donald, Error
Correction 2 http//www.teachingenglish.org.uk/th
ink/methodology/error_correct.shtml
21
Practical techniques for correcting Writing
  • Students receive a number of sentences taken
    from their written work. Some are correct, some
    wrong. Students in groups have to identify the
    correct ones and correct the wrong ones. They
    have a limited amount of time. The team with the
    most correct sentences wins.
  • Underline inappropriate language in a piece of
    writing using a specific colour. Or use a
    different colour to underline examples of
    appropriate language.
  • Use codes in the margin to identify the type of
    error(s), for example, VOC a lexical error.
    Students have to identify the error(s) and if
    possible make a correction.
  • Alternatively put crosses in the margin for the
    number of errors in each line. Students then try
    to identify the errors and make corrections.
  • Put students into pairs / groups. They correct
    each others work using one or more of the
    techniques above.

Adapted from Rolf Donald, Error Correction
1 http//www.teachingenglish.org.uk/think/methodo
logy/error_correct.shtml
22
Useful feedback phrases
  • Yes, you did it !
  • Yes, you made it!
  • You got it!
  • Good/Nice job
  • You did very well.
  • Good work/try.
  • Thats perfect!
  • Thats lovely.
  • Thats nice.
  • Thats neat!
  • Lets give him a big hand!
  • Clap your hands!
  •  
  • Youve done it much better this time.
  • Youve made a lot of progress!
  • Youve improved a lot!
  • Great!
  • Wonderful!
  • Super!
  • Brilliant!
  • Fabulous!
  • Terrific!
  • Excellent!
  • Amazing!
  • Fantastic!
  • Marvelous!
  • Good, well done.
  • Good boy/girl!
  • You are wonderful today.
  • You are smart.
  • Very good!
  • Not bad!
  • Good idea!
  • Very good, indeed.
  • Thats fine.
  • I hope you will do better next time.
  • Take it easy.
  • Dont worry. It doesnt matter.
  • Dont be shy.
  • Dont be afraid of making mistakes.
  • Dont worry. Everyone makes mistakes.
  • Thats OK. No one is perfect.
  • Youve done your best. Good!
  • Ill help you if you get stuck.
  • Take a guess if you dont know.
  • You can do it.
  • Come on! Have a try.
  • Take your time. Try it one more time.

Ministry of Education, China (Forthcoming) The
National English Curriculum for Nine-Year
Compulsory Education (Revised Version). Beijing
Beijing Normal University Press.
23
Summary
  • We understand what feedback means in teaching
  • We understand how feedback to students can affect
    their learning
  • We have learnt some effective ways of giving
    feedback so students become better learners
  • We have learnt some useful feedback phrases in
    English

24
References
  • Dreikurs, R., Greenwald, B., and Pepper, F. 1982.
    Maintanining Sanity in the Classroom CLASSROOM
    MANAGEMENT TECHNIQUES. New York Harper Row,
    1982.
  • Hitz, Randy and Driscoll, Amy 1989. Praise in the
    Classroom. ERIC Clearinghouse on Elementary and
    Early Childhood Education Urbana IL. ED313108.
  • Donald, Rolf Error Correction
    http//www.teachingenglish.org.uk/think/methodolog
    y/error_correct.shtml
  • Ministry of Education, China (Forthcoming) The
    National English Curriculum for Nine-Year
    Compulsory Education (Revised Version). Beijing
    Beijing Normal University Press.
Write a Comment
User Comments (0)
About PowerShow.com