Giving Feedback to Students Listening and Speaking French Beginners 1   Nathalie Ticheler [email_address] http://ticheler....
What I used to do in week 12 <ul><li>Do an activity based on the mp3 and the transcript, discuss any difficulties, clarify...
 
 
Rationale for change <ul><li>Previous arrangements used up a lot of time in week 12 </li></ul><ul><li>We discussed the pre...
What I did this time ... <ul><li>I recorded on my students from beginners 1 on my own  mp3 recorder, handed a copy of the ...
Positive points <ul><li>Even absentees cannot claim they did not get any feedback! </li></ul><ul><li>More time in week 12 ...
Negative points <ul><li>It is time-consuming </li></ul><ul><li>I found it more difficult to produce a personalised mp3 for...
And for next time.... <ul><li>I will upload the listening paper, answer sheet and mp3s onto weblearn </li></ul><ul><li>I w...
<ul><li>Slides available on my blog http://ticheler.blogspot.com Please post your ideas, suggestions and feedback. </li></ul>
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Giving Feedback To Students

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Giving Feedback To Students

  1. 1. Giving Feedback to Students Listening and Speaking French Beginners 1 Nathalie Ticheler [email_address] http://ticheler.blogspot.com
  2. 2. What I used to do in week 12 <ul><li>Do an activity based on the mp3 and the transcript, discuss any difficulties, clarify relevant points etc...with the whole class </li></ul><ul><li>Run a range of revision activities in preparation for week 13: Key grammar, vocabulary, work on past examination papers (which includes clarification on the assessment criteria and format of the final examination) with the whole class </li></ul><ul><li>Book the Language Centre and ask students to complete a specified list of tasks available on weblearn...keep an eye on what they do </li></ul><ul><li>Extract them one by one to provide individual feedback on the listening and speaking, handing out the feedback sheet to them (including tips and specific activities to complete) </li></ul>
  3. 5. Rationale for change <ul><li>Previous arrangements used up a lot of time in week 12 </li></ul><ul><li>We discussed the previous week’s performance in speaking...hard to remember ... the only thing students could keep was a feedback sheet (no personalised examples of good practice etc...).... a bit odd to keep written feedback only in connection with a speaking assessment </li></ul><ul><li>I only had hard copies of the feedback forms </li></ul><ul><li>Absentees did not get feedback unless they made an appointment or I emailed them </li></ul>
  4. 6. What I did this time ... <ul><li>I recorded on my students from beginners 1 on my own mp3 recorder, handed a copy of the files to the OLP office and also kept my own copy of the mp3s </li></ul><ul><li>I created a folder for each student and copied feedback forms into them, using students’ name as file names </li></ul><ul><li>I listened to the mp3s again and filled in the feedback sheets directly in e-format (marks for listening and speaking/ what they did well/what they need to improve on/tips/activities to complete </li></ul><ul><li>I listened to the audio files again to give a final check </li></ul><ul><li>Then, I recorded a short mp3 for each student with examples of good practice (which I saved in their folder) </li></ul><ul><li>Finally, I emailed students through weblearn (feedback form and personalised mp3) </li></ul>
  5. 7. Positive points <ul><li>Even absentees cannot claim they did not get any feedback! </li></ul><ul><li>More time in week 12 for whole class revision and preparation for week 13 </li></ul><ul><li>I have electronic records, instead of hard copies </li></ul><ul><li>It seems more relevant to provide feedback on a speaking exam in mp3 format </li></ul><ul><li>Students get more personalised feedback to keep and refer to again, including examples of good practice </li></ul>
  6. 8. Negative points <ul><li>It is time-consuming </li></ul><ul><li>I found it more difficult to produce a personalised mp3 for very weak students </li></ul><ul><li>Technical problems ... on some occasions, the attachments did not work on weblearn...so I had to use webmail </li></ul><ul><li>It is easy to make mistakes...and email the wrong file to students...I found it essential to create individual folders and label feedback forms in advance </li></ul><ul><li>Some familiarity with the use of mp3 recorders is essential (in particular regarding folders) </li></ul><ul><li>I emailed students before the session...then I realised it had the potential to reduce attendance </li></ul><ul><li>In my email, I asked students what they liked/did not like about this format of feedback, as well as suggestions...reply from one student only... </li></ul>
  7. 9. And for next time.... <ul><li>I will upload the listening paper, answer sheet and mp3s onto weblearn </li></ul><ul><li>I will record sample role plays and will upload them, together with transcripts, on weblearn </li></ul><ul><li>I will return students’ mp3 of the speaking examination together with the feedback form and personalised mp3 </li></ul><ul><li>I will give feedback to the whole class during the lesson.... </li></ul><ul><li>but is it an option to email personalised feedback immediately AFTER the session? </li></ul>
  8. 10. <ul><li>Slides available on my blog http://ticheler.blogspot.com Please post your ideas, suggestions and feedback. </li></ul>
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