Pecha Kucha Maru

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  • Pecha Kucha Maru

    1. 1. Pecha Kucha based on Alicia Carranza’s and Leonardo Mercado’s ABS presentations. Ma. Eugenia Silva ALIANZA CULTURAL URUGUAY- ESTADOS UNIDOS FEBRUARY 2010
    2. 2. Albert Einstein
    3. 3. <ul><li>You do not correct a mistake, you correct a PERSON! </li></ul>
    4. 4. Even though mistakes do not sound good, we have to face the fact that they are: necessary acceptable
    5. 5. <ul><li>95% of teachers did not correct students! </li></ul>
    6. 6. Types of instructions (Ellis, 2001, pp 16-23) CONTINUED… Type Characteristics Instruction Type 1 (I1) -Focus- on- forms -The new language is being presented to the students explicitly.
    7. 7. Instruction Type 2 (I2) -Planned focus-on-forms -Focus on meaning and intensive treatment of a pre-selected form. -Using a structure in an unconscious way.
    8. 8. Instruction Type 3 (I3) -Focus on meaning -Use of wide range of forms that have not been pre-determined.
    9. 9. Instruction Type 4 (I4) -Focus on meaning -Neither the teacher nor the students are supposed to worry about correctness.
    10. 10. <ul><li>Type 1 </li></ul><ul><li>Type 2 </li></ul><ul><li>Type 3 </li></ul><ul><li>Type 4 </li></ul>
    11. 11. Application of the ICPNA policy <ul><li>Strategy A is applicable to I1/I2 activities. </li></ul><ul><li>-Step 1: self correction </li></ul><ul><li>-Repeating </li></ul><ul><li>-Echoing </li></ul><ul><li>-Statement and question </li></ul><ul><li>-Expression </li></ul><ul><li>-Hinting </li></ul>
    12. 12. <ul><li>-Step 2: student feedback </li></ul><ul><li>This technique is initiated by the teacher. </li></ul><ul><li>-Student-to-student feedback. </li></ul><ul><li>-Whole class assisting feedback. </li></ul>
    13. 13. <ul><li>-Step 3: Implicit correction </li></ul><ul><li>-The teacher reformulates the statement providing the correct form without indicating the fact that the student’s utterance was incorrect. </li></ul>
    14. 14. <ul><li>- Step 4: Direct correction </li></ul><ul><li>-The error/s receive a direct or explicit correction by the teacher. It is adequately corrected. </li></ul>NOTE: for closure, the student must produce the target language correctly.
    15. 15. <ul><li>Strategy B is applicable to I3 activities. </li></ul><ul><li>Step 1: active individual feedback </li></ul><ul><li>-Students are addressed individually. </li></ul><ul><li>-Direct correction of global errors only. </li></ul>
    16. 16. <ul><li>Step 2: proactive group observation </li></ul><ul><li>-Students are addressed as a group. </li></ul><ul><li>-Note-taking by the teacher on high-frequency local errors. </li></ul>
    17. 17. <ul><li>Step 3: direct whole class feedback </li></ul><ul><li>-Students are addressed as a group. </li></ul><ul><li>-Direct correction of high- frequency local errors to the whole class. </li></ul>
    18. 18. <ul><li>Step 4: reuse the language </li></ul><ul><li>-Reinforcement of the language being used. </li></ul><ul><li>-Students have the possibility to use the language correctly after the activity is reinitiated. </li></ul>
    19. 19. <ul><li>Strategy C is applicable to I4 activities. </li></ul><ul><li>-Neither the teacher, nor the students are worried about form. </li></ul><ul><li>-No correction for local or global mistakes is needed. </li></ul>
    20. 20. <ul><li>Students make mistakes and we have to learn how to deal with them. Not all the mistakes are the same therefore they do not have to be corrected the same way. </li></ul><ul><li>I find this policy not only useful but also easy to put into practice. </li></ul>
    21. 21. Conrad Hilton

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