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Title: Part Two of Research Review: Written Feedback – Does it Work?
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From http://www.eltresearchbites.com/
Last week we noted Anthony Schmidt’s summary of the (lack of) evidence to support corrective grammar-based feedback on student writing (http://caslsintercom.uoregon.edu/content/24007). Here is Part 2, in which he summarizes a 2015 meta-analysis by Kang and Zan in which they conclude that there is a small to moderate effect of corrective feedback. The takeaway: “The meta-analysis serves as more evidence that WCF is a worthwhile instructional technique if a certain number of variables are met. First, WCF should be used with higher proficiency learners (intermediate and advanced). However, if it is to be used with lower-proficiency students, direct correction may be better than indirect correction. Research also suggests that focused correction may be better, but that was not indicated by this meta-analysis. Second, genre should be considered, with composition-like genres being more conducive to WCF, especially if it is included as an integral part of the overall writing process.”
Read the full summary at http://www.eltresearchbites.com/201710-written-feedback-does-it-work-part-2/
Source: ELT Research Bites
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Title: Activity for Describing Personality
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From https://getcreativecom.wordpress.com
Here is an activity that gets students using descriptive adjectives, especially personality traits as they create posters describing the perfect classmate: https://getcreativecom.wordpress.com/2017/10/18/adjectives-of-personality-in-a-student-centred-classroom/
Source: Get Creative
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Title: Single-Point Rubrics: Another Step Back from Grades
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Most of us make use of analytic rubrics, in which we break a product down into different components and then for each component describe what different levels of performance look like. Unfortunately, grade-obsessed students tend to just scan the scored rubric to see how many components were marked to the right-most edge, at the highest level of performance. In a recent article, Danah Hashem describes how to use a single-point rubric where students get feedback on every component of the assignment, but no score. Read the article at https://www.edutopia.org/article/6-reasons-try-single-point-rubric
Source: Edutopia
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Title: Verb Charts: Yes, No, or Sometimes?
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Your InterCom editor gleefully recited Spanish verb endings for fun as a child. However, does explicitly learning inflectional paradigms really improve language proficiency? Read Sara-Elizabeth Cottrell’s take on verb endings and whether/how to teach them in this blog post, which ties in with her recent presentation at the Foreign Language Association of North Carolina’s fall conference: http://musicuentos.com/2017/10/free-verbs/
Source: Musicuentos
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Title: Using American Born Chinese to Facilitate Learning about Race and Identity
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From http://www.slj.com/2017/10/industry-news/american-born-chinese-opens-windows-shines-mirrors/
“American Born Chinese” Opens Windows and Shines Mirrors
by Mahnaz Dar
October 18, 2017
Talking with adolescents about race and identity is important but may also feel daunting. At Jesuit High School (JHS) in Portland, OR, Gene Luen Yang’s Printz Award–winning graphic novel American Born Chinese has made these discussions more effective. During the “Using Graphic Novels to Develop Racial Literacy in Teens” panel at SLJ’s October 7 Leadership Summit in Nashville, educators and high school seniors at JHS expounded on how the book facilitated conversations and led to often painful realizations. Though National Ambassador for Young People’s Literature Yang was also on hand, it was the teens’ insightful comments that had the greatest impact.
Read the full article at http://www.slj.com/2017/10/industry-news/american-born-chinese-opens-windows-shines-mirrors/
Source: School Library Journal
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Title: Lesson on Creating Graphs
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In this lesson, students do some scanning tasks with existing graphs and then move on to creating their own graphs based on information they gather about the class: https://eltplanning.com/2017/08/30/students-that-make-my-job-easy/
Source: ELT Planning
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Title: Video Series: Acquisition Classroom Memo
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Acquisition Classroom Memo is Eric Herman’s series of videos talking about second language acquisition, teaching, and learning. Build up your background in second language acquisition research or review what you’ve already learned at https://www.youtube.com/playlist?list=PL8JqpkCp61R73IXVVwZlq_EGxChrwHnH2
Source: YouTube
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Title: Strategies for Building Vocabulary
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From https://www.fluentin3months.com
Yitzhak Magoon has written a detailed post about strategies for building target language vocabulary here: https://www.fluentin3months.com/visual-memory-techniques/
Source: Fluent in 3 Months
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Title: What Can Your Students Do When You’re Absent?
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From http://www.path2proficiency.com/
Valerie Shull has moved from discrete vocabulary and grammar teaching to a more proficiency-based approach, and she just discovered a new benefit: her students have productive things to do when she’s unable to teach and there’s no target-language-speaking substitute teacher available. Read what her elementary and middle school students can do in her absence at http://www.path2proficiency.com/when-im-not-there-sick-days-and-proficiency/
Source: path to proficiency
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Title: Increasing Metacognition through Reflective Learning, Part 1
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by Zach Patrick-Riley, CASLS Fellow
Reflective learning has been gaining traction as an important tool for language learning and teaching and is defined here as the “process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in terms of self, and which results in a changed conceptual perspective” (Boyd and Fales, 1983). Through reflective learning, students will become more aware of their learning process and be better able to make creative use of their language learning opportunities.
Brown and Lee (2015) offer eight principles of language instruction as related to reflective learning. This week we examine four of those principles and next week the four that follow.
Agency: As teachers we want learners to feel empowered to take charge of their learning and look for multiple opportunities to facilitate autonomous learning. Reflection on one’s own agency through intentioned reflective practice (e.g., journaling, discussion, drawing) can increase students’ awareness of their own agency.
Self-Regulation: If students are taught strategies for reflecting on their own behavior, for example, online browsing, they can better regulate their own patterns moving forward. The important thing to note is that the behaviors themselves do not have to be black or white. As students build their meta awareness around how to regulate themselves in a reasonable way while using these online platforms they begin to make their own choices about what feels right. It is okay if they get distracted reading a funny Buzzfeed article for instance, but with intention, they can begin to further internalize the potential learning they can extrapolate from that article.
Automaticity: Through successful strategy instruction, students will be better able to know what to do when they encounter a new word. They can reflect and search about the meaning, or often multiple meanings, of that word as well as practice using it in a variety of contexts. Reflecting on ways to use new words can help the learners uptake a variety of meanings, and ideally, work with these meanings until they become automatic.
Transfer: Learners already have a schema to use that helps them when encountering new language. Through reflection, learners can develop skills to transfer those schemata to varied contexts. For example, students that spend time on Instagram see a variety of images with associated hashtags and text below. If the text below is in a language other than their own, they can discover more about the meaning of that hashtagged word by simply clicking on it, which will take them to other images that use that hashtag, thus helping them better understand that word. They would then be able to associate those images with that word, having a larger schema to work with going forward.
Return next week for exploration of the other four elements offered by Brown and Lee.
References
Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience. Journal of Humanistic Psychology, 23(2), 99-117.
Brown, H. D., & Lee, H. (2015). Teaching by principles: an interactive approach to language pedagogy. White Plains, NY: Pearson Education.
Dr. Thomas Farrell has been a prolific advocate of reflective learning for quite some time and links to his articles/chapters can be found here: http://www.reflectiveinquiry.ca/.
A helpful link for learning more about reflective learning and example activities: http://study.com/academy/lesson/reflective-learning-definition-style-theory.html.
Source: CASLS Topic of the Week
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