Pecha Kucha Maru


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  • Hello…. Blah blah I attended these two presentations since I consider this issue to be a big problem for me. Not only the when is/was an issue for me but also the how. I consider that being exposed to the ideas presented by these two teachers has helped me a lot.
  • The first thing that we have to bare in mind when we are correcting is the following Our role as teachers is not to criticize the product of the students but to help them in the process. We need to understand the fact that students do not make these mistakes on purpose.
  • Mistakes are necessary, acceptable and we have to deal with them in a non-judgemental and effective way. We need to give our students more room, boost their confidence and help them overcome their fear of making mistakes. How? Well by correcting better and using better or different techniques.
  • And here is where Leonardo mercado comes… At his institute, Icpna, in Peru, they came up with an error correction policy, after noticing that 95% of their teachers did not correct students at all. First they worked with Ellis’ Instructions
  • Example I1: question answer activity form the book in which students practice the past tense after an introductory presentation
  • Example I2: a role-play in which participants have to discuss future plans using ï’m going to”
  • Example: students are asked to discuss about the topic of online dating. The teacher circulates and takes notes of a variety of mistakes
  • As it is said very clear, with this kind of instruction you are not supposed to correct. This would be a free discussion.
  • Student-to-student feedback: can you help…? (teacher) Whole class: repetition of the question and elicitation
  • Like going to the board and explaining it in detail
  • Step 1: correction of global errors, teacher circulates.
  • It requires constant circulation of the teacher among the students.
  • In this case the board may be used when correcting this kinds of errors.
  • 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