#langchat Archive
#LangChat is dedicated to the discussion of topics associated with issues and trends in world language instruction and learning. Educators, administrators, learners, and aficionados of world languages are encouraged to participate and share their experiences and input on various topics such as new ways to teach vocabulary, using music in the language classroom, and making standards-based grading valid. This chat is also unique in that it brings together language educators worldwide and from different contexts (elementary, secondary, higher education, etc.) and languages.
Thursday March 3, 2016
Hello and welcome - Colleen here from sunny Vancouver - who's with us tonite to talk feedback (where from/what do you teach?)
Lisa from Ohio, French 1-5
I'm Colleen - I'll be tweeting out the Q's - from Vancouver, teaching HS Japanese
Charlotte from Oregon. HS Japanese.
Amanda from WI- HS Spanish
Rebecca MS French in Boston. Sitting right next to my NEW langchatter, !
Hi ! I'm Courtney from Arkansas, and I teach Spanish levels 2-AP, and Heritage Learners. So glad to "see" everyone!
Elizabeth Dentlinger from central Iowa, Spanish 1-3
Grant in StPaul. Greetings, all!
Sarah from Hershey - preservice Spanish teacher!
Sara from NJ. Middle school French and high school level 2.
Sad to miss tonight chat; you best believe I will be reading ALL of the tweets from tonight. See you Saturday, !
Kelli from Iowa, Spanish 2-4
Justin in Ann Arbor, MI; Latin, German, sometimes more; mostly HS and adult students. Excited to !
A big welcome to our newest moderator ! Welcome!
Sad to miss tonight's chat; you best believe I will be reading ALL of the tweets from tonight. See you Saturday, !
Hola ! Laura in NC, Spanish 1,2,3
Congrats on your new moderator role, ! I'm excited to hear more from you on Thursdays!
Barb, HS Spanish 4 and 5 and "virtual" co-op of pre-service teacher .
Marci from Ann Arbor, MI MS French
Good evening/Bonsoir all (from bilingual Canada) - we will be doing Q/A format tonite!
Cathryn in Northern Va. Spanish 4 and AP. I'll be popping in and out tonight.
Hi I teach Spanish at the middle school level and possibly heritage speaker next year!
While doing intros - what about our new facebook page & wonderful logo? (I sense a new Tshirt!) https://t.co/8mHAGDmWfC
Nick from Team Gus - ESL, Turkish Teacher, Kids Languag Learning App Development
Buenas Noches, Josie Cálix from York, PA teaching 9th-12th graders Spanish.
Hey good evening ! I'm Sara-Elizabeth from Louisville!
Ss watching Casi Casi today! They loved it. Thanks for the idea
What's the app you're creating?
co-mods also helping tweet out tonite! (thxs Laura for the great new logo too!)
I must confess to listening a lot instead of contributing tonight... I give formal, written feedback to my Ss exactly 1x/4 months
Joining for a bit. Natalia here, French, HS, WI
Hi everyone. Mike D from PA. Spanish one in 8th grade!!!
If it's confession time, I will confess I need to be better when it comes to feedback. Teach me your ways!
Viviana from Louisiana here to glean all the knowledge on feedback! I teach Spanish to the Middles
I know that's why we are ALL here! https://t.co/JKddVHvuP0
If it's confession time, I will confess I need to be better when it comes to feedback. Teach me your ways!
Deb Blaz here, having a really good day!
Kathy, Spanish teacher from Va; have lots to learn on this topic.
yeah, I was posting IPA scores again today, STILL not following 's advice...
A1 I steal the descriptors and suggestions from 's AAPPL rubrics for each IPA section
- THat is my weakest link. I try and put comments but half the time they don't read them
A1 It's a challenge - trying checklists, using for audio feedback and more
A1 Rubrics for everything with additional, personalized comments
A1: I think adding a comments section to general rubrics is a good idea.
A1 I don't have time in class to take input time away for indiv feedback so I don't know what I'd do w/o Edmodo
My daughter says watching me on the computer is boring. She doesn't understand :P.
A1: I can give immediate/individual feedback using
A1 I do best feedback on the spot w/orals LIVE, here and now. No avoidance, we discuss, reflect.
I try to use their sites to post feedback but I do it on a rotation. I can't do it for every kid every time
A1: If your "instruction" is truly S-centered, & you're constantly circulating, chances are you are constanly giving indiv. feedbk
A1 Circling on rubrics, pretty much. Even better: agreeing with what Ss already circled.
A1: In my Ed Tech class, we are learning about which is an awesome tool for giving Ss feedback!
Amy from DFW, TX here! I teach Spanish 2/2H.
One thing that helped me with is doing free writes in google classroom and writing personal feedback there
A2 Lots of interpersonal activities with a partner allow me to circulate, monitor, facilitate and provide feedback.
Yes we Saturdays at 10amET - same topic asThursday
A1: I do stations when I need time to do feedback. Students are doing something new while I work with kids in small groups.
A1: I try to (correctly) repeat what students say to provide more (correct) input directly after students talk. Does that count?
Am immersed in foreign right now! Next time...
Great idea to use this! https://t.co/82ynP7mrsb
A1: I do stations when I need time to do feedback. Students are doing something new while I work with kids in small groups.
A1 I also have students respond to TL questions on Nearpod, briefly address each response as much as possible
Regular 1-on-1s with students. I take lang notes in class and board for all, but also note students for individual later on
Ooh, there's a loaded question
thats a great idea! I used to do that glad you reminded me and the kids like it!
A1: I struggle to make feedback valuable for Ss. Most only want to know the score and aren't always interested in actual feedback.
A1- Easier in AP since my classes are smaller. Just recently did individual conferences about essays. They record orals often 1/2
A1 Google comments. I will have 20+ tabs open with students' work as they write providing immediate feedback.
I like your checklist at the bottom! So often I end up writing the same things!
A1 - Look no further than and her great feedback checklists!
I also use google voice and I text fb to sts. I started staggering the days so I can get to more sts
A1: never very formal-rubric and a few comments. Maybe it should be more interactive so I know my Ss understand their next step
Totally idea - a gracious sharer!
YES! Best feedback is WHILE the sts are working, not after when it's done. Most likely to impact change. https://t.co/GxDHHbihq2
A1: If your "instruction" is truly S-centered, & you're constantly circulating, chances are you are constanly giving indiv. feedbk
Jason. Spanish 2-4. Iowa.
frankly, if we believe the research trends, the actual feedback is almost never going to result in prof gain anyway
A1- and I type up comments/suggestions/praise while I'm listening. 2/2
A1 informal feedback happens constantly: whenever Ss do or don't succeed in understanding or communicating what theyʻre trying to
During prep phrases like convo or story building is great for 1-on-1. Ss feel more confident for the fluency activity.
I also like taking time to sit down with kids for PBL IPAs--I know what they're planning, get a feel for their level
I think it means more when you can talk it out! It takes time but worth it
This changed my teaching life, Megan!
I solved that once jaja by not putting a # just fb & then later they got the number. They at least read it
A1 Google classrooms m allows for persoanl comments to the ss by the T
A1: Google for comments on written work are a lifesaver in my class
Both have their place and can be effective in different ways. https://t.co/pCnC45iHHE
YES! Best feedback is WHILE the sts are working, not after when it's done. Most likely to impact change. https://t.co/GxDHHbihq2
A1: If your "instruction" is truly S-centered, & you're constantly circulating, chances are you are constanly giving indiv. feedbk
Students are the ones DOING, repeating, interacting with the language and each other
A1 agreed & I'll drop another loaded confession, I'm not convinced novices can do anything else w/feedback https://t.co/rp5Ehg7KlC
A1 informal feedback happens constantly: whenever Ss do or don't succeed in understanding or communicating what theyʻre trying to
A1 I try to provide as much valuable, specific feedback as possible in the course of interacting w kids, not always easy!
yep, Google Classroom is where I put my AAPPL evaluations/suggestions!
A1 I've used a site called for rubric, linked, text-based and oral comments
A1 voice recording app Notability
A1: writingPQP. Praise Question Polish. Top of Ss paper write a + comment. In body, ask questions and note places for polishing
Is that the one connected to google? I had problems getting that to work
I'm going to throw this out there... grading in Google Classroom is a PAIN!
What if we only gave rubric circles and no grade?
my novices know to try to string more words together, interpret larger and larger chunks...
Same here. I have problems figuring feedback out. I try to give immediate verbal feedback to avoid ss not reading it.
A1 Google Docs and Files for sharing/commenting/editing - great individual feedback
I often use this technique too
don't put their score on it! Ask them what they think they should get and why! Could be interesting!
I don't think it's a stretch - what you are saying ....even very targeted stuff! https://t.co/THyu5PaDAL
A1 agreed & I'll drop another loaded confession, I'm not convinced novices can do anything else w/feedback https://t.co/rp5Ehg7KlC
A1 informal feedback happens constantly: whenever Ss do or don't succeed in understanding or communicating what theyʻre trying to
I just did my first true IPA. Parents were a little worried that no scores were in after 1 month...
True, but they also need support to build better language.
ah yes, I'll agree in my experience novices can attend to feedback on syntax, not to increase accuracy in morphology
A1 using student devices to record and email to me. I can send back oral or written feedback
A1: Hi, Cristina from Miami. For the young learners it's Instant and positive constant feedback.
This is a BIG ONE for me. What is effective feedback, then?
Valerie from CT. I teach 1, 2, and 4.
unless it's self-correcting; if they're corrected enough I've seen some self-correct out of what seems to be habit
I thought that I was the only one w parents like that. They did adjust finally
presented on feedback at , suggested "what went well" & "even better if"
A1 In writing, circle/underline errors and request corrections before entering score in grade book.
Laura Catherine HS Spanish Iowa Sorry for arriving late - had to get a run in!
my feedback is generally less about accuracy and more about increasing fluency
I have been working with some self-reflection as part of their rubrics - a powerful addition to the process.
A1 w errors, I give kids opportunities to process for themselves WHY it needs a fix, rather than correcting them myself
A1: suggestions or ideas for feedback in weekly journal entries when lots of ss?
yes! Plus less pressure to grade everything that night at home!
, feedback only. Grades are for grade books.
Bienvenida, ! Hombre, is representing in tonight!
Scores I got...well, started. I find them quicker to grade than projects at least
I have sts to underline what was expected and they give me predictions as well.
Moving on to Q2 soon - we're going to start talking feedback/modes
can you clarify for what you mean by fluency?
stringing more words together?
rotate them I couldn't get to every kid every day or every week but they know to expect fb consistently
A1: Every time the S says "He run" & you give a thumbs up and say "YES! He runs! He runs!" you are giving corrective feedback
I highlight the level they're demonstrating, Classroom has the score...
Following this topic tonight; looking for ways to improve
Agreed. There's feedback FOR learning and feedback after assessment.
I agree, especially with my youngest learners.
Q2: What specific feedback strategies help Ss improve in interpretive mode as Ss move thru prof. levels? https://t.co/zxhKulNBKm
Sure, informal feedback isn't the only kind! But it's constant, whenever (attempts at) communication are taking place.
Agree, specific feedback works great. Grades don't help students improve and are more judgmental. https://t.co/X2mjNjtOpv
, feedback only. Grades are for grade books.
It's nice to be remembered on the Twitters. Trying to participate in and learn some more from great
A2: I'm honestly totally clueless about how feedback on interpretive mode could work! Someone enlighten me. :)
A2 not sure how much it helps but I underline things that aren't accurate--just so they don't make it into portfolios unfixed
Q2 What specific feedback strategies help Ss improve in interpretive mode as Ss move thru profic'y levels https://t.co/LW9HL3hQyn
I have been doing this more, as well. Sometimes parents don't get the process &look for grades.
Jill in NOVA - where it's snowing AGAIN! A1 - Google is cumbersome; I provide students with individualized in the gradebook.
A2: is it to focus on familiar structures and cognates? this one is tricky
A2 I'm relying on group feedback (giving correct answers) on this one lately
exactly. Had a kid traumatized by constant correction from native speakers--actually doing fine for novice
A2 I have sts to analyze what they missed to see if it was vocab, synthesis or what? Identify the type of problem but that's AP
A1 I try to give individualized feedback ~2x/month but very hard with almost 200 students!
A2- Seriously need help with this one!
A2: Should students be giving ME feedback on interpretive mode?
I like to have sentence auctions with corrected sentences. Ss bet on what's wrong w/ sentence and how to correct. Super fun!
A2 Feedback ideas: remind them to use more cognate/previous knowledge to ¨interpret¨ better. For SPAN speakers in FR class, helps!
I like this. How do you set up this analysis?
A2: I feel like the immediate yes/no, right/wrong is most effective for interpretive. Not sure what means 4 open-ended ?s...
Focus on 2-3 major areas for Ss. Too much feedback can be overwhelming. No need to correct everything.
Q2: Specific feedback strategies helping Ss improve interpretive mode as move thru proficiency levels? https://t.co/aAHNkM0NDu
A2 no idea about feedback for interpretive. I feel like everything would just boil down to "more input more input more input"
A2: help them break down how they process the interpretative task- give them strategies to approach what is hardest in the task.
Great question! What kind of feedback is even needed for intepretive? https://t.co/MZzZ9bKnNc
A2: Should students be giving ME feedback on interpretive mode?
To help Ss improve and start helping them self-correct.
A2 please help me with this because I struggle for sure!
A2 - teaching ss that there are several ways to say the same thing. Look for rephrasing and rewording. No single right answers.
leave them but hold 'em accountable. They'll learn to work independently. Even my toughest classes figured it out!
We do answers after they predict their score & they look to see whatt causes problems- will send 2 long for tweet :)
A2: I feel like this is hard when keeping authenticity of task in mind. Who am I to say true interps are wrong?
A2 maybe this is about asking specific questions? then ask S, did you answer the question?
And for CHINESE speakers in FR class, not so much. Poor kiddo.
A1 Depends on the grade and activity. For 6th grade, might be comments in Google doc, for 3rd face to face comments on project.
A2 I’m not sure I give formal feedback for interpretative tasks…unsure of what this looks like ?
I'm learning the 'accountable' part is key! https://t.co/uzpT4j2hmc
leave them but hold 'em accountable. They'll learn to work independently. Even my toughest classes figured it out!
This, perhaps, above all else: There is no one right answer every time. Explore, consider, reconsider! A2 https://t.co/EpzbX5kz6u
A2 - teaching ss that there are several ways to say the same thing. Look for rephrasing and rewording. No single right answers.
that makes me think. I should indicate if main idea interpretation is too vague
My Ss know I'm looking for evidence of interpretive task in their presentational / interpersonal mode
A2: Even just having them work together in small groups to figure out what they understood and what they didn't?
A2: I think that feedback on interpretive is how sts and teacher interact together regarding input.
A2 encouraging kids to process why things are said one way & not another, recognizing errors are a part of learning
how do you do the auction? sounds fun!
what app are people using to follow the whole A1 A2 thing?
A2: My colleagues and I do reading checks to find out HOW they are doing so that we can adjust instruction.
A2 Use ACTFL proficiency targets to let Ss know where they're headed: eg Novices looking for main idea, Intermed. seek details
use the sports analogy that many ppl use - most of our class is practice not game & therefore no grade til the "game"
always had 30+ and would do six groups of 5
A2 Keep it positive! Give positive, then constructive feedback, followed by another positive.
I'm usign but it doesn't organize by A1/A2...
what is it they're not doing that you want them to do with interpretation?
A2: feedback on ss ability or inability to understand written or spoken TL-how to ID where misinterpretation occurs?
A2: Reading check = TL cloze passage with choices in word bank. Sts must read and apply words in context.
oo, I like this. So would they sit down with text, just compare what they figured out line by line?
Students all start with X dollars (I print them off). They bet on sentence if it's correct or not.
A2 Interpretive: we need to teach sts strategies of figuring things frm context. Some find this hard.
For more advanced, I have them bet on if they can correct the sentence. . Ss love it!
ah yes, I do use AAPPL for interpretive too, so it has what they should do to move up
So I tried it the other way this week - Eng song lyrics first (listen in TL) & choose 5 words they want to find in TL
A2 when interpreting authentic text, feedback can be strategies on contextual clues, cognates, the gist, etc
A2: encourage them to guess (context cues) thanks, English class!
A2 Using ACTFL IPA interpretive template for most interpretive reading allows targeted feedback on top down/bottom up strategies
A2 I'm not sure if this is feedback, but visualization is really important in reading! I do paper dolls, acting out, match pix..
There's an interpretive rubric!? Do you have the link?
A2 We work on logic and links. Find connected ideas and separate what does not belong. Basic level & works for higher levels too.
Q3: What spec. feedback strategies help Ss improve in INTERPERSONAL mode as they move thru prof’y levels? https://t.co/wxy6H4SZPE
I find there tends to be an understanding threshold where students just transition from this. Hard to teach.
What are "top down" and "bottom up" strategies?
Could you give an example of top down/bottom up feedback? https://t.co/lK3stlu66h
A2 Using ACTFL IPA interpretive template for most interpretive reading allows targeted feedback on top down/bottom up strategies
A2: I'm still struggling! Help! Should we focus on vocabulary or structures? Should this be narrow or broad?
A2: If students can't comprehend interpretive task & need feedback, are they really ready for it? (channeling here)
There's Kaizen app on iOs now too.
Breaking down that initial Ss tendency of wanting to understand in L1 is always a challenge as well.
Q3: What spec. feedback strategies help Ss improve in INTERPERSONAL mode as move thru prof’y levels? https://t.co/Wj60RKqvnN
A3: Sts NEED to listen to themselves. Have them list new vocab, LTS words or their questions so they can see their convos.
Wow! I've never seen this! Do you fill it out or have students use it to reflect?
A3: Once they can SEE their convos, have them evaluate the types of questions, how well they elaborated, etc.
I do this type of interpretive act. every week.Ss re-explain in English/summarize in TL to practice
This is why I love portfolios! They listen to recording, smack their foreheads https://t.co/Py08AIlqrj
A3: Sts NEED to listen to themselves. Have them list new vocab, LTS words or their questions so they can see their convos.
I agree then they can hear repetition or errors. I emailed convos 2 sts & we focus on 1 area-
A3: Peer-to-Peer interaction in and of itself can be the most powerful form of feedback
A3: Often for mine it's reminder of the goal. Ss are often so worried about using new stuff that they forget to listen and react
A3 how to ask questions; how to elaborate; expressions and exclamations
A2 I think sometimes we forget how hard it is 2guess or look to context for novice learners. So much incom. input is overwhelming
A3 Fr2 did discussion on immigration/migration last May, sts videoed their practice, watched it, critiqued it, improved!
A3 Immediate feedback after the oral is done from students first and then from me.
A3: Sometimes I have students listen w/ rubric right after assessment. They write to me what they did well.
A3) I like tasks depending on the communication to succeed. Did it work lets Ss know if they communicated or understood correctly.
I'm working on teaching kids to ask Qs now in Span 2. SO uncomfortable for some kids to ask ?s! https://t.co/FSrj4KeaJp
A3 how to ask questions; how to elaborate; expressions and exclamations
I generally focus on building sentences around essential verbs to keep them in TL
A3 - I written provide feedback on THEIR feedback - post oral they always write/consider 'how it went' etc
A3) Directions activity: Partners - one blindfolded, other not. Blindfolded "tanks" given paper ball. Must hit other tanks.
Evidence is the king on interpretive. I alway ask to refer back to text, explain how came up w/answer. https://t.co/D9KjFRYwtn
My Ss know I'm looking for evidence of interpretive task in their presentational / interpersonal mode
A3 Students created their own list of compliments and critiques for orals showing they know what's expected.
A3) Non-blindfolded student gives directions on where to move or how to throw.
I could post a quick Classroom question for them to self-evaluate on the rubric!
Love this - I cannot overemphasize the importance of the 'communication' part. Key part of my rubric! https://t.co/Y4hfnFkHhW
A3- Though not always practical, individual oral exams lead to good personal feedback & are great 2-way conversation practice
A3 The confused look on their partner's face is great feedback!
A3) Ss hide something in class then write directions to it. Give directions to another group. Group must find and take pic
A3 Work from what you know to express yourself.
A3: Interpersonal - if communication is/is not successful...isn't that the greatest feedback?!
A3) If they wrote good directions, the pic should be of the hidden object.
A3: I use Socratic Seminars and Ss have a partner who provides f.b. about their participation in the act:speaking,questioning,etc.
A2 I recently realized that I MUST give sts alone time to work on Interpretive practice tasks b4 allowing group compare/check.
It's powerful! Sts don't realize what they do or how well until they hear themselves, but need focus from you!
But then how do you know how to get better?
Yes....and they know how it went! They really do! https://t.co/ztlIWOz7qB
A3: Interpersonal - if communication is/is not successful...isn't that the greatest feedback?!
I've had to take a serious look at my tasks, too, make sure they actually WERE doable w/ amt of practice they'd had
Gotta say they really take the 'checklist' comments to heart Amy - gracias! And I add a personal one too
I do like having Ss provide formal feedback to each other or even specific lang feedback https://t.co/MDyF7i86yY
A3 Students created their own list of compliments and critiques for orals showing they know what's expected.
I think mine are less afraid to take risk/guess when working in small groups. Ok to be wrong!
Sometimes I'm amazed that my Ss understand and successfully respond to other Ss questions that make no sense to me!
Yes! Redoing an activity w/ a twist is great for incorporating feedback. https://t.co/ACaBYlUAZP
A3 Fr2 did discussion on immigration/migration last May, sts videoed their practice, watched it, critiqued it, improved!
A3: I have my sts thinking about "voice" and "personality" when speaking / writing. They didn't know they were boring.
My sts are calling me now & want to know if they didn't receive fb if they missed something. Kinda amazing I send fb in TL
I've gotta say that the 1 on 1 conversation time provides INVALUABLE insight into all KINDS of progress
A3: Ss evaluate themselves on rubric before feedback with me so they can lead the feedback discussion
A3 I channel here: where's the question, try a question, did you ask a question
Yes! This gives students motivation to complete the task and provides real-life practice for students
yes, I definitely need to reevaluate some tasks, perhaps differentiate more for levels
I think small group work and prep makes for more successful all-class activities. Ss more confident
I have to remind myself to shoot for the middle--not just the cream of the crop. What's appropriate for most?
I've learned from their evaluations what wasn't working for them too
You betcha. Rough average of the 4 categories. No math.
A3 Yes! And generally: Did Ss' interpersonal communication have the outcome they desired? If not, why not? https://t.co/lVW0bLXQXx
A3 The confused look on their partner's face is great feedback!
Super late to I was hunting a snake that got in my house. It survived n so did I
I guess, where to get after that failed question they asked. Partner looks puzzled...now what do I do?
What if you gameified the prompt? Give different levels to attempt? https://t.co/GKKdsz0t09
I have to remind myself to shoot for the middle--not just the cream of the crop. What's appropriate for most?
Q4: What specific strategies help Ss improve in the PRESENTATIONAL mode as they move thru prof'y levels? https://t.co/rlIVyGbGYi
I like tasks that Ss can adapt to their own level. For example, writing dialogues. Stronger Ss write more
Q4Q4What specific strategies help Ss improve in the PRESENTATIONAL mode as they move thru prof'y levels? https://t.co/acbwBPJ9E0
Weaker Ss write less, but they both build the dialogue to the best of their ability.
Q3: quick check list or rubric for short tasks or formative assessments. I have been asking them to film themselves w iPads.
I give them the level descriptor breakdown, they pick what they want/can do w/ my prompt
A4: I like to have kids practice to wall/partner and highlight something each kids did well w/whole class. It gives them ideas.
I guess they really can 'negotiate' meaning in that case! LOL
A4: As I said, working on voice and personality. Trying to get kids to start speaking L2 in same ways as L1, sarcasm, humor, etc.
exactly! for example, my kids wrote contracts for their project group members--could uses lists or paragraphs
A3 at the upper novice level: more transition phrases! More detail! "Another thing is... because..." ad nauseam!
A4: I also think providing rubric for presentational ahead of time is a sort of feedback.
A4 Peer feedback on eye contact, volume, not reading, basic pronunciation errors
A4 at the upper novice level: more transition phrases! More detail! "Another thing is... because..." ad nauseam!
A4: Provide informal low-risk practice by having Ss stand in an inner and outer circle and present small topics to each other
yeah, I remind them they need to ask questions to get out of Novice Mid!
A4- Have Ss give anonymous written feedback to one another after a presentation- constructive & encouraging!
I just changed projects: 9 options at 3 diff. levels, had Ss pick favorite 3, I choose best fit
A4) Having Ss write follow-up questions as they listen to presenter is great. Gives listening task & Ss see what was understood
A4 providing concrete examples of what a finished product looks like
HUGE believer in having them fill out the rubric before I do to know how/what they think https://t.co/yQ0nbPvCr4
A4: I also think providing rubric for presentational ahead of time is a sort of feedback.
YES! And peer eval of project against the rubric on day before it's due...times remains to improve.
this is why I love So many new ideas giving me fresh perspective!
A4 collect a draft, circle errors, make corrections, then submit for a grade.
A4: For speaking, recording and having sts listen to themselves with a quick checklist. They don't like it much but it works.
Q4 What specific strategies help Ss improve in the PRESENTATIONAL mode as they move thru prof'y levels? https://t.co/fYobanqs81
Getting kids to listen for/list their LTS (linking, transit, sequencing) shows how complex their sents are https://t.co/oowgoYj312
the trick is encouraging creativity. https://t.co/rwWhh0BVLW
A4: I also think providing rubric for presentational ahead of time is a sort of feedback.
A4: I feel like presentational mode gives best opportunity for formal feedback via peer Q's or teacher rubrics.
I feel so bad for them when they get "the look" from another student!
I like doing this, too as it gives students a second chance and more practice.
just like college fl classes
Or having them re-do post feedback can be super helpful.
A4 I want to tweet this again ICYMI engaging accessible research in 's Step Away from the Red Pen https://t.co/iN5mAV09Ma
I have a comment that relates to 'own voice' to help encourage this!
It's because they require MORE. They have to elaborate after "however" or "although." The sent must go on! https://t.co/7Mqk4QpqPw
So here's a question: I had ss write positive comments for classmates during presentations. Should I type 'em up for them to see?
I have posters w/transition, sequence & storytelling words posted around the room. They use them often!
A4: I have to remind them about how intros and conclusions really jazz things up!
I'm moving toward the opinion we might eliminate presentational mode until NH...
A4- I stress organization a lot. Ss don't always transfer what they've learned in Eng class about writing a over to Span.
When babies learn to walk, they're going to fall. Do we punish them for that? Do we point it out & laugh? https://t.co/pJYrnZDe7v
A4 I want to tweet this again ICYMI engaging accessible research in 's Step Away from the Red Pen https://t.co/iN5mAV09Ma
That's a ton of work for you. Can they just hand them to each other?
Seems like a time suck. Depends on the value I guess.
This is really what we're supposed to be doing, right? https://t.co/3Ez3eEi3a6
AmerIdol coach just said I want to be able to show growth here.
And not just one word questions or "and you?" questions!
you are right they don't think that writing is writing
So vital when they get to AP. You can have great Spanish. No organization, writing can still stink. https://t.co/3W4hf2G3uF
A4- I stress organization a lot. Ss don't always transfer what they've learned in Eng class about writing a over to Span.
I've done presentations with Beginners. Can go very well if structured right. Stories work best
Either the retelling of a well-known tale or the use of pics
this I can use. Maybe highlight the good ones? (Some didn't stick to "how inspiration video inspired" rule)
. I know presentational can be done w/NL, NM. I'm not sure we have a good reason to ask for it.
We just had this convo today w/instructional team. Time to focus sts on writing conventions, too! https://t.co/fliuMzLrW1
So vital when they get to AP. You can have great Spanish. No organization, writing can still stink. https://t.co/3W4hf2G3uF
A4- I stress organization a lot. Ss don't always transfer what they've learned in Eng class about writing a over to Span.
Was wondering same! Thinking Padlet could be a cool tool for Ss giving Ss feedback
A5: I prefer self-eval to peer2peer eval!
A5: Not enough! Just made a really basic checklist for peer review this week b/c I realized I was lacking here.
My vote is yes. It’s nice to get feedback from someone other than the teacher all the time
A5 I don't because I think it's a waste of time. very interested to hear other opinions!!!
A5: I use very, very specific checklists when doing peer evals. I'm not org enough to do them often!
But L2 writing can also be organized very differently. Important to teach cultural structure.
Do you mean that *I* need to address them, rather than their peers? I think we both do. But I love peers to do it 1st
A4: I feel like this is really about engagement. If Ss are engaged, they will show peers they don't understand.
A5: "Expert" readers!!! Give sts one task & one paper to read. Each round new task, new paper. Give fdbk on that one thing.
Having Ss compare answers to homework or a worksheet allows Ss to help each other and reduces anxiety about answering in class
A5 I can't remember if I have ever done peer-to-peer feedback.
Some of my funnest lessons. I'm a supporter.
It can work but must be structured & sts have 2 be equally matched to me in that case. Must look for specific items
A5 I ask students what else could you have added/ done. They always know. Not to penalize but to show them they are capable.
I'd love to hear of some specific examples, .
A5 I had students read each other's scripts and figure out which writing/speaking ACTFL Can-Dos they fit with
A5: Comments on blogs. Feedback helped ss write more and edit what they had already written.
A5 at elem school level I don't do peer to peer, they don't have the maturity in my opinion
Yes! Have Ss own it, use their own voice and put themselves into it- will be more intrinsically motivated
I find kids can be harder on themselves than I would be. Not sure that's good, but...
Not true! Your students interact a lot, no? Whether or not they can communicate is feedback, right?
Yes - own it! https://t.co/sKjJhteiTB
Yes! Have Ss own it, use their own voice and put themselves into it- will be more intrinsically motivated
IDK low/low won't benefit much, and low/avg means 1 isn't getting app feedback :/
A4 Scaffold writing transitions/paragraphs: Sts complete Google form healthy choices, answers merged into ¨complete¨ composition.
A4 This is when I make sure to provide written feedback. For older students, in rubric format.
A5: Have students listen/read peer performances, write feedback, then explain in chat to each other what they heard/saw.
love your how did that go sts are very honest and want to give fb
I always prefer peers before myself stepping in.
yes! always be positive. If they get it wrong you model it correctly and encourage them to try. Always with a smile
I don't have kids evaluate proficiency or errors, just content
A5: I have been working w/self-evaluation this year. Ss complete one at the beg.&end of each unit to identify growth/challenges.
A5 Usually have students work in pairs. The feedback is constant.
They're prob still working on it in L1, too :P
So glad to hear and I've started responding to the reflective piece they write on the 'back' before they rubric now too
A5: Sts need to talk to each other about performances, nothing more powerful than hearing, "What did you mean here?"
agreed! the reflection aspect was inspiring, changed my rubric!
i find kids don't even know what they don't know, so it's tough for them
A5: not really grade specific, but I'm a HUGE fan of KWL charts for self-reflection!
if they are looking for something that you have shown as an example- sometime it gives them a reason to engage
A5 I give them the rubric and have them assess a classmate! This can be eye opening at times for older Ss.
A5 is the time we spend doing peer assessment worth the time we lose teaching/exposing them to CI? I struggle with this.
I think they can handle eye contact, volume, reading/not, and in French silent final S.
A5: Consider having Feedback Fridays once a grading period. Do several peer feedback in one day. Then set goals!
A5 they won't always answer the Q but when they do I love hearing answers to "what did you learn? what to improve?" on choice HW
GOLD.... https://t.co/V4E3FFbcfI
A5: Consider having Feedback Fridays once a grading period. Do several peer feedback in one day. Then set goals!
checklists help IMMENSELY with language n00bs
i.e. simple agreement, repetition w verbs, they can handle & gives more ownership imo
A5: Sts will easily get stuck in ruts if they don't look at themselves and reflect. We need to model this in our classes.
I have to agree! https://t.co/KXGcRM5aD1
A5 is the time we spend doing peer assessment worth the time we lose teaching/exposing them to CI? I struggle with this.
Russian tends to be more circular for essays. Japanese and Chinese have very flowering opening letters
this is what I do with my ss but they are young and it's all "play" to them. Teaching older ss is tough!
this is brilliant. If I can cut down on the five most common, I’ll have so much “free” time
I checked out both of the docs! Such a great idea :) already shared with our French tchr
A5: Giving up that instructional time periodically in our classes is vital to their proficiency growth. Especially level 2!
I'm gonna duck out a few minutes early, . Didn't get my and it's been a LOOONG week
TA: I want to explore interpretive rubrics! I never knew they were a thing.
Arabic includes Islamic formulaics in most emails. Spanish is less direct in stating main points
how much is too much time reflecting? Do we lose student interest if too much?
my takeaway: I've got a lot of work to do with interpersonal feedback + I'm going to try feedback Friday! Thanks !
Takeaway: want to try students self-assessing on interpersonal tasks right after the fact!
My Takeaway = Be more deliberate each grading period about planning feedback day. Did it 2x, needs to be regular part of year.
Takeaway- revisit stations & keep working on imdivid or even pair feedback
TA 2: Try out feedback Friday or other kind of conference-style feedback sessions.
TA? I have to read the summary for more great feedback ideas. Loving the 1 class a month idea
TA: Resist the urge to always step in & allow for student self and peer correction
TA: Always really great viewpoints shared on !
Make reflection of personal interest. What did YOU like, learn, not understand.
takeaway: I want to help Ss find their voice and express themselves in the TL, and hope to use my feedback to inspire them!
A round of applause goes to for moderating tonight! Great job!
TA student voice on rubric
Thank you thank you to team for helping run another great chat!
Fabulous ideas tonite...a big thank you to
TA: what's the role of peer-to-peer feedback? A Q I want to explore / learn more
TA ’s errors to look for in 2 and ’s feedback Friday in 3-4
Isn't it amazing that we all know how imp feedback is & yet it can be so elusive and so difficult
TA: just keeps getting better. Lots of links to read later!
I really do believe in power of reflection. But time out of the TL...I think it needs to be limited.
