mistakes and feedback

Mistakes and Mistakes and FeedbackFeedback

Yessenia PerezDayana CoboJovana DíazAdriana OliverosLuis Silva

Students Make MistakesStudents Make Mistakes

According to Julian Edge (1989) we can divide Mistakes into three categories:

Slips. Errors. Attempts.

L1 “interferences”. Developmental errors.

Assessing Students Assessing Students PerformancePerformance

Teachers assessing students:

Explicit – Implicit

Praise – Blame

Praise – Junkies

Comments

Mark and Grades

Reports

Students Assessing Themselves:

Do you think that’s right?

Feedback During Oral Feedback During Oral WorkWork

Accuracy and Fluency: “The immediate and constant correction of all errors is not necessarily

an effective way of helping course participants improve their English” “The best answer to the question of when to intervene in learner talk is:

as late as possible” (Lynch 1997: 324) “Correction is a highly personal business and draws, more than many

other classroom interactions, on the rapport between teacher and students” “Different students have different preferences” (Philip Harmer)

Expression Hinting Reformulating

Feedback during accuracy work: Repeating Echoing Statement and question

Feedback during fluency work: The way in which we respond to

students when they speak in a fluency activity will have a significant.

Getting it right

Gentle Correction

Recording Mistakes

After the Event

Written FeedbackWritten Feedback What students want: Students wanted their teachers • Not use red pen because students felt that it ruined their work. • To write legibly so that comments could be read. • “To write statements that could be understood.” (Paul Black et al. 2003, p. 44.)

Feedback SandwichFeedback Sandwich People seem to cope better with the Good News first, then the Bad News and finally ending

with more

Good News. One way to do this is to use the “feedback sandwich [that] has three features:

• First strengths are identified (praise).

• Weaknesses (development needs) are identified.

• Options for improvement are explored. End on a positive note.” (Haines, 2004, p. 20)

Consider These Facets Of Consider These Facets Of FeedbackFeedback

• Legibility - can your students read - and understand - your written annotations?

• Importance - are you giving feedback on the highest priority aspects of the work?

• Quality - the format, tone and mode

e.g. it is better if marks and grades are absent if you want the comments to be read and acted

upon

• Quantity - a manageable amount for students to take in (no more than 3 criticisms?) - try

using the sandwich.

• Timing - frequency: how often? and timeliness of response: how long after the task is

completed is

feedback just too late?

• Style - types of comments that are helpful and unhelpful.

CORRECTING: (Correction symbols) Many teachers use correction codes to indicate that students have made mistakes in their written work.

• I live in a house in Izmit. It isn't old or modern; it is a normal Turkish house. It is near the sea; it takes about ten minutes to go to the seaside. In the house, there are two bedrooms, one living room and two other rooms that we use as dining rooms. Naturally, we have a kitchen, a bathroom, a toilet, and a little garden. My parents spend their time growing vegetables and fruit there.