| Body | From http://www.kentuckyteacher.org/
This article, by Lea Graner Kennedy, is the last in a series of seven that focus on the core practices of world languages instruction. She writes, “Questions often arise regarding the types and the frequency of feedback that students need to gain proficiency. This article focuses on providing insights and strategies that answer both questions, because feedback is an area where we can all work smarter – not harder – to deliver improved learner performance. … As language teachers, we often forget the small steps we took on our own proficiency journeys and feel the need to give more feedback in speech and in writing than the learners can possibly utilize. This tendency gives us more work, with little or no student gains. In fact, overloading the learner with feedback that is too far beyond their actual level, not within their zone of potential growth or ZPD, is demotivating for students. Limiting our feedback to that which is in their zone is a double win; less work for the teacher and more comprehensible input for the student.”
Read the full article at http://www.kentuckyteacher.org/subjects/global-competency-world-languages/2017/07/core-practices-provide-feedback-to-improve-learner-performance/
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