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Getting More out of Oral Feedback John Rogers rogers@qu.edu.qa Qatar University Foundation Program Department of Engli

Getting More out of Oral Feedback John Rogers rogers@qu.edu.qa Qatar University Foundation Program Department of English. What comes to mind when you think of “feedback?” How did your teachers give you feedback when you were a language learner? Why do we give (oral) feedback to our students?.

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Getting More out of Oral Feedback John Rogers rogers@qu.edu.qa Qatar University Foundation Program Department of Engli

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  1. Getting More out of Oral FeedbackJohn Rogersrogers@qu.edu.qaQatar University Foundation Program Department of English

  2. What comes to mind when you think of “feedback?” • How did your teachers give you feedback when you were a language learner? • Why do we give (oral) feedback to our students?

  3. Effective Feedback?

  4. Why do we give feedback? • Identify both successful and unsuccessful language • Integral part inlanguage acquisition • Identify what it is that I want you to learn and what it is that I want you to do better • “Keep the punters happy”

  5. Keys to making feedback effective

  6. Keys to making feedback effective Stern, L.A. & Solomon, A (2006). Effective Faculty Feedback: the road less traveled. Assessing Writing 11. Pg. 22-41 • Selective Feedback • Comments that identify patterns • Positive Comments in addition to corrections

  7. A positive learning environment?

  8. Keys to making feedback effective Stern, L.A. & Solomon, A (2006). Effective Faculty Feedback: the road less traveled. Assessing Writing 11. Pg. 22-41 • Selective Feedback • Comments that identify patterns • Positive Comments in addition to corrections

  9. Feedback • What do you think about how she gave feedback to the students? • How does she identify and use examples of good language? • What patterns does she identify? How does she use them?

  10. Comments & Selective Feedback • Monitor, take notes, and put language up on the board. • Can analyze language as a class or in groups • Turn it into a game (e.g. which two sentences are incorrect?) • Pre-select feedback • In other words, “make it up”

  11. Story time • Circumlocution • “It’s the opposite of ____” / “It’s similar to ______” / “It’s the same as ______” • Relative clauses: “It’s a thing which / It’s a place where / • It looks / feels / sounds like _______ • Etc.

  12. Problematic areas • Getting students to use a variety of reporting verbs (insist, deny, refuse, etc) • Getting students to use the present perfect tense • Conditionals • And on and on…

  13. Recycling Target Language • Plan ahead • Ask students questions to elicit target language • Reporting Verbs: “Did anyone insist on anything?” • Present Perfect: “How many text messages have you written in class today?”

  14. How to get more out of feedback • Positive comments as well as corrections • Selective feedback • Comments that identify patterns • Get students to produce and recycle and reinforce target language

  15. Questions or comments?

  16. Feedback? Email me: rogers@qu.edu.qa

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