Regional CEFR Collaborative Inquiry: Effective Feedback

1. Regional CEFR Collaborative Inquiry: Effective Feedback How will the effective use of feedback move students forward as autonomous language learners?

2. Theory of Action: If teachers model strategies and tools for effective use of feedback and self-assessment, then students will build their metacognition skills and develop learner autonomy in French.

3. The Nature of the process: The process is ongoing and represents some form of written or oral dialogue between the teacher and the student and the student with him or herself.

4. Inspiration: La RétroactionEfficace

5. Criteria for Effective Feedback Students learn and their work improves. Students are more motivated and self- confident. They want to learn and exert greater control over the process of learning. Your classroom becomes a place where feedback, even constructive criticism is valued and considered productive.

6. « Practice what youpreach » « Mets en pratique ce que tu prônes » “Vous pouvez également créer un environnent d’apprentissage en classe où la rétroaction est acceptée et où les « erreurs » sont perçues comme des occasions d’apprentissage, autant pour vous que pour vos élèves.” (p. 52, par. 4)

7. Key ideas linked to effective feedback Metacognition Learner autonomy Positive approach

8. Teacher modelling Teachers can model their process and or product and ask for student input to encourage autonomy, choice and metacognition. They can model their self-talk when writing: What or whom is doing the action? Who or what is doing this action? What form of verb do I use. What does this word describe? Is the noun described masculine or feminine?

9. Modelling and think aloud/self-talk Student feedback examples: “J’ai pu réduire mes erreurs stupides.” “J’ai éliminé des choix.” “Les questions m’ont aidé à savoir qu’est-ce que je ne sais pas.” “J’ai appris qu’il y a encore beaucoup que je ne sais pas (que je dois apprendre).”

10. Teachers should overtly teach strategies targeting student challenges in the second language. (p. 59) • Aural comprehension • use the context to infer meaning, • do not focus on words you do not understand as you will miss the rest of the recording • relax. Written comprehension: look at subtitles read first lines of paragraphs introduction and conclusion read the text use the context to infer meaning look for cognates

11. Teachers should overtly teach strategies targeting student challenges in the second language. Linguistic problems (p. 59) Spelling errors: see dictionary, use online dictionaries, use phone dictionaries (if allowed ). Grammar errors: find information in your notebook (specific page), in your textbook on your own, exercises on line, extra exercises from teacher. Vocabulary errors: look up the word on line and see how it is used in certain articles.

12. Rubrics When using rubrics, next steps may be included or inferred to lighten marking load, but still give excellent feedback.

13. Exemple 2: Réponse à une situation difficile: Bienvenue chez les Cht’is.

14. Green, yellow, red popsicle sticks or cards : Tiering students into groups to work on things not yet mastered or enrichment activities.