Mar 17, 2020
A note from Ashley:
This was recorded before all the
schools began closing because of Covid-19. I hope you can still be
inspired by what we share, an interview on feedback, a new game and
new calm tip! But, I understand if this is something you
prefer to listen to later on. I will share this episode again when
things are settled down.
I will release a special edition
#Covid19wl episode by Friday of this week. Featuring Meredith
White, Diego Ojeda, Samara Spielberg and Stephanie Carbaneau. Thank
you to everyone who has been sharing in this difficult time. Please
let me know if you have other requests for the next few weeks.
Best, Ashley
Shownotes:
Play Inspired
Trivia: Visit
Wayside Publishing to answer the trivia questions and enter the
prize drawing! Winners announced on Twitter.
Welcome to Inspired Proficiency
and thank you for joining us for episode 5 of season 2. As always,
please tweet any takeaways and inspirations to
#inspiredproficiency. Don’t forget that Ashley and her podcasts are
also on Facebook in the group “Inspired Proficiency Teacher
Collaboration” with lots of great ideas for the
classroom.
Ashley just returned from an
amazing conference where Stephanie Carbonneau was named the Maine
Teacher of the Year. Congratulations
Stephanie!
The Corona Virus is affecting us
all. If you want to share out how it's affecting you, get on
Twitter or Facebook and share your story! Stay healthy and try to
be positive! Next week Ashley will put out a special Corona Virus
Resources episode so stay tuned!
Today’s Interview:
Today Ashley talks with Joshua
Cabral of World Language Classroom about Corrective Oral Feedback.
Joshua presents at conferences and trains teachers in workshops as
well as teaching French and Spanish to grades 1-8 in MA. Joshua is
also a huge supporter of the podcast and Ashley is always excited
to talk to him. He is doing a lot of traveling and presenting this
year. He loves working with teachers and helping them learn and
grow! Josh is a big fan of Starbucks, in case you hadn’t
heard!
Feedback
- Any
information you provide to students to show them where they are on
their language learning journey
- Feedback is supposed to help students move
faster along the journey towards proficiency
- Grades and correcting are what we think of a
lot as feedback but it doesn’t have to be JUST that
- THREE
TYPES
- Indication of where they are right
now
- Summative assessments (sometimes)
- Proficiency mindset means it's more about where
they started and where they want to go and where they are currently
and the student is participating in setting these goals
- There’s always room for more goals
- How
do we choose what to give feedback on?
- Errors are when a student has not acquired this
skill yet, they’re guessing
- Mistakes are when they HAVE acquired it, but
they have an inaccuracy in the moment
-
- Mistakes are more likely to happen in the
moment (speaking) but less likely if students have time to think it
through properly (writing)
- FOCUS
ON FIXING MISTAKES, not errors
- Clarification requests
-
- Avoid
the native language as much as possible, keep it communicative in
the target language
- Take
a part of the incorrect sentence and focus on it with a pause or a
rephrase to see if they really have acquired it or not to see if
they can correct their mistake or if you need to provide more input
for their error
- Similar to clarifying with a
question
- Starting the sentence again for the student to
repeat with a new order or new mindset, they might be able to fix
their mistake again
- Changing SOMETHING about it might help them
realize they made a mistake and they can have another
opportunity
- Might
be as simple as adding a pronoun they weren’t using, or it could be
more complex related to tense
- Keep
the communication going, avoid the native language
- Elicitation
- Repeat the sentence back, stress the
inaccuracy
- It's
very likely that a student will be higher at reading and listening
than they are at speaking and writing so they will hear the mistake
themselves and THEN be able to fix their error after hearing it
repeated and stressed
- Repetition
- It
all goes back to the modes where interpersonally they might be
lower in their proficiency level, but interpretively they are
higher and can now notice the mistake
- Recast is saying the correct form for the
student
- Embedded means recasting the correct way but
stretching it to add more information to keep the conversation
going
- Very
personalized feedback
- Can
be challenging for the ENTIRE class
- Embedded recast
- Maybe
do it in stations so you can work with small groups
- Tips
for teachers
-
- Take
a couple days and listen to EVERYTHING students say and practice in
your head to see if you can tell the difference between a mistake
and an error. THEN stop correcting the errors and focus on the
mistakes.
- Once
you’ve had your practice, pick ONE type of feedback to try first.
Start small so you’re not overwhelmed and then work your way
through all four!
Game Segment with Sarah Breckley:
Musical Story Chairs
Calm Segment with Julie Speno: Yoga/
Tai Chi
Resources and links mentioned on the show:
- Stephanie Carbonneau On Twitter @MmeCarbonneau,
Maine Teacher of the Year
- Larsen, Freeman, and Long researchers
- Jennifer
Gonzalez article “Your
Rubric is a Hot Mess; Here’s How to Fix it”
- Cult
of Pedagogy podcast and blog by Jennifer Gonzalez, Single
Point Rubrics
Detailed notes at www.deskfree.wordpress.com
- Yoga
with Elmo in Spanish
- Smile and Learn in Spanish and French
Guests:
- Joshua Cabral on Twitter @wlclassroom, on
Instagram @wlclassroom, and his website and TPT
store
- Sarah
Breckley on Twitter @SarahBreckley and her blog
- Julie
Speno on Twitter @MundoDePepita and her blog