G A M E

?

Game : An Anagram

Re-order the letters so that you can

get correct words. Put them in the

boxes. Then, use again the selected

ones to get the definition.

?

.

D I A G N O S E

?

T R I A L

?

F O R M A T I V E

?

S U M M AT I V E

?

A G L S A E V S

L A S V EG A S

?

Match each word with

its definition

?

Summative

Diagnose

Mistake

ErrorFormative

Trial

• To determine exactly

what kind of mistake or error

the student is making and

what might be the cause of

the error.

diagnose?

• Learning by trying new or

different language, taking

risks, and learning from

errors or mistakes.

Trial?

• Language production that is not correct. In applied linguistics research, it refers to patterns in production that shows incomplete or incorrect learning.

Error?

• Feedback used to check on learner progress during the period of learning, to determine what has been learned so far and what still needs work.

Formative?

• Feedback that takes place

at the end of a learning

period to measure what has

been achieved by the

learners.

Summative

?

• Language production that

is incorrect. It is the result

of inattention or

carelessness, rather than

incomplete learning

Mistake ?

Session 5LEARNER’S

FEEDBACKLearner

Feedback

• 1-"Giving feedback" means telling the person who did something how good or bad it is.

• 2- information about reactions to a product, a person’s performance of a task, etc. which is used as a basis for improvement.

Definition of feedback

Learner

feedback

1) What did the 1st teacher do to get

her students participate more in

class?

2) What did she do to create a

relaxed atmosphere?

Watch the video then answer

the following questions:

Learner

feedback

Videofile://localhost/Users/yaddaden/Desktop/Docs/Lexar/11 Teaching

trainers/Session 5 Learner feedback/5-learner feedback.avi

Learner

feedback

•

• The first teacher wanted more

participation from her students,

but wasn’t able to get it in class.

• In this case, she gave feedback

to the parents in parent

conferences. The parents then

told their children to participate.

This was a successful delayed

feedback techniqueLearner

feedback

Answer one

Learner’s

feedback

2. The teacher told her students directly thatmaking mistakes was part of the learningprocess. By saying this, she set up an atmosphere

of acceptance, so the children would feelcomfortable making mistakes. This relaxedatmosphere led to more and better practice. For this technique to be effective, the teacher’sbehaviour and the way she gives feedback must support the statement that mistakes are necessaryand natural. If she gives a lot of negative feedback, frequently correcting students, they will notfeel confident

Feedback gives to learners on

how well they are doing, either to help

the learner improve specific points, or to

help plan their learning.

Feedback can be immediate, during

an activity, or delayed, at the end of an

activity or part of a learning programme

and can take various forms.

“You’ve done the

pairwork activities

quite well this week,

but I heard too much

Arabic and not

enough English”« What an amazing story! »

You’ve used adjectives very

well this time, but there were

a few problems with past

tenses. Have a look at the

irregular verb list. »Learner’s

feedback

On the

spot Delayed

mistakesLearner’s

feedback

Match the classroom

situations in which students

make mistakes with the most

appropriate correction

strategies

a) Delayed correction

b) On the spot Learner’s

feedback

• 1) The learners do a role-play in groups of three and many of them make the same unimportantgrammar error but it doesn‘t stop themcommunicating.

Delayed

correction Learner’s

feedback

• 2) A learner without

knowing, uses an

expression incorrectly

and by mistake makes

everyone laugh. This

makes him embarrassed.

On the spot Learner’s

feedback

• 3) A shy learner gives

a short talk about his

favourite pet. He often

leaves out the verb ‘to

be’ in his sentence.

Delayed

correction Learner’s

feedback

• 4 )A group of learners

• take part in a class discussion.

One learner presents his

argument but makes several

lexical errors which result in

miscommunication. The other

learners in the class cannot

follow his argument.

On the spot Learner’s

feedback

• 5) The teacher noticed all the

learners were having problems

with some target vocabulary. She

noted the problems down and did

a revision exercise the next day.

Delayed

feedback Learner’s

feedback

Look at the classroom

situations and the three

ways of giving written

feedback. Two of the

ways are appropriate.

One is NOT

Learner’s

feedback

• The teacher wants to give

written feedback to an

individual student on his

behaviour. He writes a

comment on his sheet.

Your mark of 86% is very

good.

Learner’s

feedback

The teacher wants to

give a feedback to

young learner on the

ideas in a story he has

written.

You used all the

adjectives and adverbs in

the list. Well done.Learner’s

feedback

The teacher wants to give

feedback to her learners

on their written work. She

wants to encourage and

motivate them.

She reads out the marks

to the whole class

Learner’s

feedback

• The teacher wants to give

feedback to encourage

students to make better use

of a correction code for their

written work.

You should be able to do

this on your own so only

ask me if you have to.Learner’s

feedback

Choose the type of

feedback which matches

the classroom situation.

Learner’s

feedback

The teacher notices that all

the learners are having

problems with the new

language. She notes the

problem down and discusses

it later with the learners.

Teacher feedback to

the class

Learner’s

feedback

A learner has just finished

talking to the class about his

hobby. The teacher said:

Thanks, Reda. You tried hard.

Well done.

Feedback on effort

Learner’s

feedback

The teacher wrote on the

first draft of learner’s

composition. Look at this

website for more ideas.

Help with finding

reference ressources

Learner’s

feedback

A teacher, talking to a group

of learners at the end of a

group work activity. said. You

talked a lot today and worked

well together.

Feedback on

behaviour

Learner’s

feedback

A group of students gave oral

presentations to the class.

Afterwards, the teacher said:

You didn’t mention your reasons

for choosing this topic. You need

to include that next time.

Feedback on content

Learner’s

feedback

• A learner has written a story

for homework. The teacher

has written: This is so much

better than last week’s

homework. Well done

Encouragement

Learner’s

feedback