When I ask learners to correct their own work, I always try to give them support and guidance because it is very difficult to identify your own mistakes – if it was easier you wouldn’t make them. This support can include doing editing work in groups, using a correction rubric to show learners what kind of mistakes they have made, or only choosing one learning focus for mistakes, for example asking learners to correct mistakes in verb times.
By Paul Kaye
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suzy-jenkins
It's not quite the same, but what I have done in the past is have the students that DO understand the curriculum and pass the tests, to teach the students who do not understand. We get into groups and it works very well. The students who do understand it get an even stronger understanding by teaching it, and it actually works well with the students who do not understand it. It's amazing how well it works.
hossein Samoudi
Using some funny facial gestures I make my students understand the part they are making mistakes and show that I am waiting for them to correct themselves, they usually come up with the correct answers. However, in some cases they need to get some clues. In this way they have self-discovery which is psychologically a better way for learning. I also usually motivate and praise them after they correct themselves to have given positive energy.
elgannio
I use it quite a lot. I do not want to be the centre of attention.With peer correction you engage the students in the activity(listening to what the classmates have said) and at the same time you are checking whether the rest of the class can "manage "the structure or word