DynamicWaystoCheckAnswersandShareResponsesintheEFLClassroom

Withmanylanguagelearningac>vi>es,itisimportantforteacherstoconfirmthatstudentshavecorrectorappropriateanswers,andforstudentstosharetheirideasandthoughtprocesseswiththeirclassmates.

However,checkinganswerstoa10-ques>onexercisecanoJentakeupthemajorityoftheclassperiod,leavingliLle>meformorecommunica>veac>vi>es.

Thissessionreviewswaystocheckanswersandshareresponsesinavarietyofwaystokeepstudentsfocusedandengagedintheirlearning.

StephanieOwens

StephaniebeganhercareerasaFulbrightEnglishTeachingAssistantinTemuco,Chile,andhassincetaught(andlearned!)inTurkey,India,andtheUnitedStates.Herprofessionalinterestsincludemetacogni>on,studentmo>va>on,andteachertraininganddevelopment.OriginallyfromConnec>cut,StephanieholdsaCELTAandanMAinTESOLfromAdelphiUniversity.Inherfree>me,shelikesplayingcoopera>veboardgames,goingtostand-upcomedyshows,andreading.

DynamicWaysofCheckingAnswersandSharingResponses

STEPHANIE OWENS

© 2 0 1 8 B Y S T E P H A N I E O W E N S . D Y N A M I C W AY S O F C H E C K I N G A N S W E R S A N D S H A R I N G R E S P O N S E S . F O R T H E O F F I C E O F E N G L I S H L A N G U A G E P R O G R A M S . T H I S W O R K I S L I C E N S E D U N D E R T H E C R E AT I V E C O M M O N S AT T R I B U T I O N 4 . 0 L I C E N S E , E X C E P T W H E R E N O T E D . T O V I E W A C O P Y O F T H I S L I C E N S E , V I S I T H T T P : / / C R E AT I V E C O M M O N S . O R G / L I C E N S E S / B Y/ 4 . 0 /

Outlinev Definingtermsv Purposeofanswerchecksandshare-outsv Waystocheckanswersv Waystoshareresponses

Term1:IRFModel

 Ini>a>on Response Feedback

Whohastheanswerfornumber5?JohnMark?

Yes.

C.

Term1:IRFIllustra>ons

 Ini>a>on Response Feedback

Term2:CheckingAnswers

Reviewinganswerstoques>onsorexercisesthathaveacorrectorincorrectresponse Examples:v Mul>plechoicev  Fillintheblank(cloze)v  True/Falsev  Shortanswerswithonlyonecorrectanswer

Term3:SharingResponses

v  Sharingopen-endedanswerstodiscussionques>ons,orsummarizinggroupwork

v  Theresponsemightrequireafollow-upques>onoraddi>onalcomments

Whatdidyoudoover

theweekend?

Iwentshopping.

Wheredidyougo

shopping?

Drawbacks-IRFModelforAnswerChecksv Teachertalksthemost

v Teacheristheonlyonewhoknowsthe“rightanswers”

v Otherstudentscantuneout/stoppayingaLen>on

v StudentsgetveryliLleprac>ce

v Ifanswerswereincorrect,studentscanloseface

v Weakerstudentscangetlost

v Itcanbecomearoundof“But,teacher…Whatabout…”

Whyusealterna>vestoIRFanswerchecks?

v  Studentsknowthecorrectanswers…ANDhowtoarriveatthem

v  Studentswithwronganswersknowhowtoimprovefornext>me

v  Studentshaveachancetoexplaintheirthoughtprocessestoeachother

v  Studentscansharetheirthoughtsandexperienceswitheachother

v  Createanaudienceforstudentwork/ideas

 

WaystoCheckAnswers

1.Student(s)AsTeacher•  Selectastudenttoleadthereview•  Giveastudent(orstudents,inalargeclass)theanswerkey•  Student-teachercallsonpeersandleadsaclassorsmall-groupanswer-check

•  Thisworksbestwhenthestudent-teachercanhelpelicitWHYtheanswersarecorrect(orincorrect)

WhydoyouthinkBisthebestanswer,Marta? Studentasteacher

1.Student(s)AsTeacherBenefits

+Studentscantakealeadershiprole

+Studentleadingtheclassgetsmoreprac>ce

+Helpfulinlargeclasses:onestudent-teacherpergroup

+Earlyfinisherscanhelppeerschecktheirwork

+Usefulforend-of-unitreview

+Teachercanfocusonlisteningtostudents’explana>ons

2.CollectandCorrect•  Studentsturnintheirhomework,thenbeginarou>neac>vity

•  Whilestudentsareworking,theteachercorrectsthehomework

•  Op$on:Handitbackorkeepit

2.CollectandCorrectBenefits

+Teachercanseewhoneedsextrahelpormorechallengingmaterial

+Teachercandecidetospendmore>meonreviewingthematerialifneeded

+TeachercanlearnmoreaboutstudentsbasedonpaLernsofmistakes

+Doesnottakeupalotofclass>me(forstudents)

3.DistributetheAnswerKey•  Distributeanswerkeystogroupsofstudents•  Eitherwalkaroundtheroomtoaddressques>onsorallot>meforstudentsto

askques>ons

•  Op$on:Postcopiesofthekeyaroundtheroomsostudentsmustgetuptocheckanswers

•  AJerstudentscheckanswers,askforvolunteerstoshareWHYtheychangedtheiranswers

3.DistributetheAnswerKeyBenefits

+CanbefasterthancheckingallanswersinIRF-mode

+Givesstudentsresponsibilityformonitoringtheirlearning

+Discussingeditedanswerspromotesagrowthmindset

4.MiniWhiteBoards•  Teachercallsouttheques>onorthenumber

•  Studentswritetheanswer(s)onaminiwhiteboardandholditup

•  Teacher(oraStudentasTeacher)holdsupthecorrectanswer•  Op$on:Beforerevealingthecorrectanswer,askastudenttoexplaintheirchoice

4.MiniWhiteBoardsBenefits

+Teachercanseehowstudentsaredoingataglance

+Canhelpstudentsfocusbecauseeveryonehastoanswer

+Addsavisualandtac>lecomponent

1.went2.ate3.slept

5.Kahoot•  Afreewebsiteforcrea>ngquizzesandpollstouseinclass•  Integratestechnology–projectorsandmobiledevices

•  TeachercreatesaKahootbeforeclass

•  Studentsloginviamobilephoneasindividualsorinateam

•  Studentsanswertheques>onsinagame-showformat

•  Resultsaredisplayedonthescreen

5.Kahoot

5.KahootBenefits

+Getvisualdataonhowwellstudentsunderstandthematerial(canevendownloadareport)

+Compe>>veelementcanbeenergizing

+Usesstudents’mobilephonesinaproduc>veway

+Cansave>mebycrea>ngatemplateforcheckingmul>plechoiceanswers(orfindaready-madeone)

Review1.  StudentAsTeacher2.  CollectandCorrect3.  DistributetheAnswerKey4.  MiniWhiteBoards5.  KahootDiscussionQues>on:Whichareyoumostexcitedtotry?Why?

WaystoShareResponses

1.Ambassadors•  Studentscompletegroupwork,likeadiscussion

•  Onegroupmember,theAmbassador,visitsanothergrouptosummarizethediscussion

•  Op$on:StudentsingroupfilloutaworksheetorgraphicorganizerbasedontheAmbassador’sreport

ThankyoutoDannyStoneforsharingthistechnique.

Inourgroup…

AmbassadorsExample

 Ac1vity:Problem-SolvingGame

 Insmallgroups,studentsdiscussthe10thingstheywouldbringwiththemtoadesertedisland.Theyneedtotalkaboutwhattheywouldbring,howeachitemwould

help,andhowtoincreasetheirchanceofsurvivalbycombiningitems.

 Instruc1onsforSharingResponses: Anambassadorwillvisityourgrouptosharewhattheirgroupdiscussed.YouwillbeabletopickONEitemfromtheirlisttoaddtoyours.Listencarefullytohelpyoudecide.

ThankyoutoDannyStoneforsharingthistechnique.

AmbassadorsExample–Round1 GroupWork  AmbassadorsRound1

11

11

1

11

1

AmbassadorsExample–Round2 GroupWork  AmbassadorsRound2

2

22 2 2

2 22

AmbassadorsExample–Round3 GroupWork  AmbassadorsRound3

3

3 3

3

33

3 3

1.AmbassadorsBenefits

+Opportunityforauthen>clistening

+Studentsprac>cesummarizing

+Studentshaveanaudiencebesidestheteacher

ThankyoutoDannyStoneforsharingthistechnique.

2.Superla>veSummary•  Studentscompletegroupwork,suchasadiscussion

•  Teacherasks“superla>ve”responseques>onsthatrequirestudentstosynthesizeinforma>onfromtheirgroup’sdiscussion

•  Op$on:Studentsrespondinwri>nginstead

Superla>veSummaryExample

 Insteadof:

 

 Trythis:

Ac>vity:Studentstalkedabouttheirfavoritemoviesinsmallgroups.

Teacher:So,JohnMark,whatisyourfavorite

movie?

Student:Titanic.

Teacher:Okay.San,whataboutyou?

Teacher:JohnMark,inyourgroup,whohadthemostsurprisingfavorite

movie?

Student:Li.HerfavoritemovieisFastandFurious.Idon’tthinkhe,Imean,she

likeac>onmovies.

2.Superla>veSummaryBenefits

+Studentsrespond/reacttowhattheyheardinsteadofjustrepea>ngit

+Buildsrapportbetweenstudentsandstudents/teacherbysharingpersonalresponses

+RequiresstudentstopayaLen>ontotheirpeers

+Moreopportunityforricherlanguageoutput(anderrorcorrec>on)

3.GalleryWalk•  Studentscompletework(productfromadiscussionac>vity,responsetoawri>ngprompt,productfromproject,etc.)

•  Studentshangtheirresponse(s)onthewallorboard

•  Allstudentswalkaround,read,andrespond

GalleryWalkExample

 Insteadof:

 

Ac>vity:Studentswroteaparagraphabouttheirfavoriteplacetospend>me.

Teacher:So,Amit,whatdidyouwriteabout?

Student:PhoenixMall.

Teacher:Okay.Dekyi,whataboutyou?

 Trythis:

GalleryWalkExampleAc>vity:Studentswroteaparagraphabouttheirfavoriteplacetospend>me.

Teacher:Youallwroteabout

yourfavoriteplace.

ImaginewehavetheaJernoonfree–noEnglishclass.Iwantyoutoreadyourclassmates’

responses.IfyouwanttospendourfreeaJernoonatthatplace,

markastaronthepaper.

 Theclassroomwallslookslike:

3.GalleryWalkBenefits

+Getsstudentsmoving

+Buildsrapportbetweenstudentsandstudents/teacherbysharingpersonalresponses

+Studentshaveanaudiencebesidestheteacher

+Teachercangetmoreinforma>ononstudentperformance

4.BuLons•  Duringgroupwork,theteacherwalksaroundtolistentoresponses.•  Whentheyhearsomethingworthsharingwiththeclass,theygivea“buLon”tothatstudent

•  Studentsharestheresponsewiththewholeclass

4.BuLonsBenefits

+BuLonhelpsstudentsrememberwhattheteacherhighlighted

+Awaytorecognizestudentswhoareontrackandtosetexpecta>onsforothers

5.LastOneStanding•  Teacherasksaques>on/setsatask•  Studentswriteatleastthreeresponsesonapieceofpaper•  Allstudentsstandupandtheteachercallsonastudenttosharearesponse•  Anystudentwhohasthesameresponsechecksitoff

•  Repeatcallonstudent/response/checkmarkprocess

•  Whenallthreeresponseshaveacheckmark,studentssitdown

•  Con>nueun>lonlyonestudentisleJstanding

ThankstoMackenzieKerbyforsharingthistechnique.

LastOneStandingExample

ThankstoMackenzieKerbyforsharingthistechnique.

Ac>vity:Reflec>ngonanewgrammarconcept.

Writethreethingsyouneedtoremember

whenusingthepresentperfectversusthe

simplepast

1.Iftalkingaboutanexperience,usepresentperfect:

IhavebeentoChina.

2.Ifyouknowexactlywhenanac>onisover,usesimplepast:

Iwenttothemallyesterday.

3.Usepresentperfectwithfor/since:IhavelivedinSevillasinceSeptember.

1.Iftalkingaboutanexperience,usepresentperfect:

IhavebeentoChina.

2.Ifyouknowexactlywhenanac>onisover,usesimplepast:

Iwenttothemallyesterday.

3.Usepresentperfectwithfor/since:IhavelivedinSevillasinceSeptember.

LastOneStandingExample

ThankstoMackenzieKerbyforsharingthistechnique.

Ac>vity:Reflec>ngonanewgrammarconcept.

Usethesimplepastifyouknowexactlywhensomethinghappenedandit’sfinished.

5.LastOneStandingExamplesv  Conceptchecking:Whatare3thingsyouneedtorememberaboutusingthe

passivevoice?

v  Pre-reading/listeningPredic1on:Whatare3thingsyoumighthearabout/readaboutinthistext?

v  Usingtargetlanguage:Write3piecesofadviceforanewstudentatourschool.Use“should”,“haveto”and“don’thaveto.”

v  Brainstorming:Whatare3benefitsofvolunteering?

v  CommunityBuilding:Whatare3superpowersyou’dliketohave?

ThankstoMackenzieKerbyforsharingthistechnique.

5.LastOneStandingBenefits

+Allvoices/ideasareheard

+Canencouragecrea>vethinking

+Helpsstudentshearandrespondtoparaphrases

ThankstoMackenzieKerbyforsharingthistechnique.

SummaryWAYSTOCHECKANSWERS

1.  StudentasTeacher2.  CollectandMark3.  DistributeAnswerKey4.  MiniWhiteBoards5.  Kahoot

WAYSTOSHARERESPONSES

1.  Ambassadors2.  Superla>veSummary3.  GalleryWalk4.  BuLons5.  LastOneStanding

DiscussionQues>on:WhichSharingResponsestechniqueareyoumostexcitedtotry?Why?

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