February 2015 TaLK orientation. For educational use only.

1. Giving Feedback
Moving Towards Meaningful Productive
Classroom Communication
pp.153

2. Who am I?
•Certified Teacher – U.S.A
•10yrs teaching experience
5yrs U.S.
5yrs South Korea
•MRes- Educational and Social Research
•Assistant Professor of English at Gimcheon
University
•EPIK/ TaLK Teacher Trainer
•KOTESOL Presenter
•Corporate English Teacher
Daniel Moonasar

3. Who are you?
•Graduates (4yrs with degree)?
•Undergraduates (2yrs and or no degree)?
•Education majors?
•Teaching experience?
•6 month contract?
•1 year contract?
•Lived or visited South Korea before?

5. Group Discussion Activity
Directions:
1. Make a group of 4-5 people.
2. Discuss the questions.
3. Be ready to share.
Think back…
1. What was some positive feedback you received?
2. What was some negative feedback you received?
3. What made it impactful to you?

6. What is feedback?
-Any response you make to students' efforts.
• Verbal
• Written
• Body language
• Tone of voice
• Sighs, breathing
• Doing something
• Doing nothing!

7. What does feedback mean to you?
Typically in Korea:
- Synonymous with error correction
- Mechanical & technical
- Academic in nature
- Expected from NETs
- It is changing

8. Why is feedback important in the classroom?
• Define learning goals & expected behaviors
• Provide assessment on learning goals & behaviors
• Engage students
Wanting/ Need
Doing
Digesting/ Making Sense
Feedback/ Assessment
Comprehension
(Race: 2012) Model of Learning

9. What does feedback look like in the classroom?
• Classroom management
• Assessment strategies
• Involves co-teacher
• Professional development
• Continuous
• Personal
• Positive & encouraging

10. Summative
Assessment
Formative
Assessment
Self Assessment
Provides feedback to achieve
goals. Results in grades or
points.
Check understanding & plan
learning. Guides Ss to next
goal.
Gives critical understanding
(knowledge awareness. )
Given after a task has been
done
Given while a task is being
done
Given throughout class
Exams, unit/national tests,
quizzes, final projects, report
cards
Observations, questioning,
informal/formal
conversations, learning logs,
checklists
Discussions, peer feedback,
journals, portfolios, projects,
student created assessment

11. Types of Feedback
Verbal
Written
Visual/ Body

12. Types of Feedback
•specific vs. non-specific
•eliciting vs. telling
•positive vs. constructive

13. Types of Feedback
•behavior charts
•progress reports
•peer feedback

14. Types of Feedback

15. Types of Feedback
•consistent & meaningful body
language

16. Hot Error Corrections
Noting errors Write errors on the board and verbally correct
them.
Mouthing Show the mouth shape of a sound of word
correctly.
Gesturing Show or gesture the correct answer. This also
includes pointing and forming with the
fingers and body language.
Modeling The refers to another person who is modeling
correctly.

17. Hot Error Corrections
Echoing Echo the students error, i.e. “You speak with your rips or
your lips?”
Highlight
the problem
Specifically highlight the error. i.e. “Open your mouth
more.” “That is a “p” sound, not a “f” sound
Meaning vs.
intention
Point out the difference in the student’s meaning vs.
intention. i.e.
S: I go home.
T: Are you going home now or later?
CCQs
(Comprehension/
Concept Check
Questions)
“How many vocabulary words do you need?”
“Which one can you use at school?” (points to a pictures or
scissors and shears”
“How many blue pencils are there?”

18. Cold Error Corrections
Feedback/
Progress
reports
These can be detailed or visual feedback reports.
ex.

19. Cold Error Corrections
Recording/
Listening
Either record students or use recordings to
highlight or correct errors.
Grammar
Auction
Have students choose correct answer for points

20. Receiving Feedback
Social Culture
Personal
Communication

21. Receiving Feedback
“Maybe you should do page 25 next time.”
“Our last native teacher did it another way.”
“Our students seem tired.”
“You look sick.”
“Let’s have lunch together.”
“I might be late to class.”
-You need to do page 25 next time.
-You should do it like our last native
teacher. The students are used to
what the last native teacher did.
-The students don’t like/understand
what you are doing.
-You look bad/awful. Is there
something wrong?
-There is something we need to talk
about and it’s probably not good.
- I won’t be coming to class.

22. Receiving Feedback
“I need this right now.”
“That would never happen in the _____.”
“You look tired.”
“I understand.”
“How bout we compromise.”
“Maybe you should try….”
-Drop what ever you are doing and
get this done now!
-My country is better than yours.
-You look awful. Something must be
wrong with you.
-I will do it even if I don’t know why
you want me to do it.
-I refuse to do what you have told
me. I do not respect your position.
- You’re doing it wrong. Do it this
way.

23. Tips and Advice
• Be conscious
• Develop a style, try different methods
• Plan with your co-teacher
• Ask your school
• Record or document
• Find out their style
• Plan together
• Seek out critical feedback
• Respect their understanding

24. Tips and Advice
“The most common type of feedback I give is verbal, to be honest. I
tell the students specifically what I like and what I don't like about
their work and their effort, such as "oh, I really like the way you
colored this boat" or "you are confident when you speak" and the co-
teacher is really helpful in translating as well. Feedback also helps with
behavior. "I appreciate it when you say please..." etc. With the co-
teacher, it's great to be specific about giving feedback on teaching
styles because then the co-teacher can feel more open to be specific
with you. (Do this with tact, however) Communication is king though,
and in an ESL classroom it can be difficult.”
- Sean Robert Fleming, 11th – 13th Gen TaLK Scholar

25. Tips and Advice
“From training, I felt like I would be giving the students more
formal feedback. After arriving at my school, I realized the
students don't understand any English, so the feedback I give is
extremely basic. Mostly exclamations like great! Wow!
Awesome! I really rely on body language to convey most of my
feedback.” - Katy Straily, 12th Gen TaLK Scholar

26. Tips and Advice
“"Good job", high fives, "very good", thumbs up. They all work
quite well.- Jimmy Tsui, 13th Gen TaLK Scholar

27. Feedback Activity Part 1
Directions:
1. Each group is assigned a type of feedback
2. Watch for your type of feedback (count, make notes)
3. If you can, write the time stamp
4. Be ready to share (advantages, disadvantages, changes you’d
make
Groups 1+2:
Verbal
Groups 3+4:
Written
Groups 5+6:
Visual

28. Feedback Activity Part 2
Directions:
1. In your group discuss and plan a feedback strategy based on the
scenario given to you.
2. You need to give a reason, advantages, and disadvantages to
your strategy.
3. Keep your answers specific and focused as possible with the
time that you have.

29. Feedback Activity Part 2
Directions:
1. Discuss your group’s plan with another group.
2. Focus on giving specific constructive feedback. Refrain from
giving negative or unconstructive feedback.

30. My email address: moonasard@gmail.com
http://danielmoonasar.wordpress.com
Closing and Questions

31. Sources
Bibliography and Links
Cohen, A. D. (1996). Verbal reports as a source of insights into second language learner
strategies. Applied Language Learning, 7(1–2), 5–24.
Pally, Marcia. Sustained Content Teaching in Academic ESL/EFL: A Practical Approach.
Houghton Mifflin Company, 222 Berkeley Street, Boston, MA 02116-3764, 2000.
Oxford, Rebecca L., Mary Evelyn Holloway, and Diana Horton-Murillo. "Language
learning styles: Research and practical considerations for teaching in the multicultural
tertiary ESL/EFL classroom." System 20.4 (1992): 439-456.
Reid, Joy M. Learning Styles in the ESL/EFL Classroom. Heinle & Heinle Publishers,
International Thomson Publishing Book Distribution Center, 7625 Empire Drive,
Florence, KY 41042. 1995.
Saito, Hidetoshi. "EFL classroom peer assessment: Training effects on rating and
commenting." Language Testing 25.4 (2008): 553-581.