Tests and Testing.
Nina MK, Ph.D.
What is alternative assessment?
Nina MK. Ph.D.
How can the 'real world' be incorporated into assessment?
Nina MK, PhD
In fact, the moments when you give or elicit feedback on what the students have done may sometimes be more valuable learning opportunities then the exercises themselves. It’s often in feedback that students have those ‘aha’, lightbulb moments when they finally ‘get’ something.
Feedback is an opportunity not just to give students the answers, but to check they understand why an answer is correct or not, or to clear up a long-held confusion, or to pick up on areas that need clarifying in a subsequent lesson.
But if you’ve been to an ELT conference recently then you’ve probably heard the phrase used in numerous talks and you might be convinced that this is the next big thing in education. Or you might also be wondering what all the fuss is about.
Here's the basic version:
- Comprehension questions
- New and useful vocabulary
- Follow up activity
In a bit more detail, it goes like this:
If you grab a coursebook near you and open it at a random and take a look at a listening activity, you will almost definitely find the following formula:
1) Pre-listening task to make the students familiar with the topic
2) A question so the students get the general idea about the listening
3) Some questions so the students get more detailed information from the listening
4) Follow up work on a grammar or vocabulary point.
5) Some f
If you’re a curious teacher (and you’re reading this, so I guess you are!), then I’m sure you will have some idea about the different teaching methodologies and approaches that have emerged throughout the history of English language teaching. The last century saw a radical shift from the now outdated Grammar Translation method all the way through to the beginnings of communicative language teaching (CLT) in the seventies.
But what you might also notice is that since then we haven’t really seen any new credible methodologies emerge.
But before we consider how to tackle errors in the classroom, perhaps it might be helpful to first reflect on what we consider to be errors, and whether these ‘errors’ are worth spending our valuable classroom time on.
For this post, I’ve chosen to leave the linguistic distinction between the terms ‘error’ and ‘mistake’ at the door and deal simply with the concept of what we consider to be correct or incorrect English.