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Feedback is the buzz-word and, as with most things, it is not being reinvented, but constantly readapted. In recent years, we see more formal national approach. One can become overwhelmed with the copious elements that need to be considered when feeding back to learners.
The key is to be clear a on what exactly you are feeding back on and how the ultimate goal will improve the individual child's learning. Feedback provides students with an evaluation of their work, either written or oral. It can be descriptive, but needs a clear layout in order to channel learners to focus on specific areas. It is important for students to establish clear goals in order to feed forward (use these evaluations to inform next steps). Feed forward gives learners a clearer idea of areas in need of development, which is crucial in goal setting. This is central to successful learning.
The attached template provides a useful tool for use with students to create an individualised learning chart. It includes visuals to understanding, important for EAL learners. The student is able to see areas that have improved and the learning goals to be worked on.
Play is a crucial part of language development and ideas for play and games are an essential part of any teacher’s toolkit. One of the most informal and obvious contexts for language development takes place in the playground for any child (Pinter, 2006). Children will often pick up every day language from their peers and this can be an essential part of their learning. Pinter (2006) explains that when a child moves to a new country, after the initial silent phase, children will then start to pick up phrases, conversation language and so-called playground language fairly fast.
As I write this, it is Mental Health Awareness Week in the UK, hosted by the Mental Health Foundation, with World Wellbeing Week fast approaching. My thoughts are turning to the power of nature to lift spirits, lighten moods and provide a positive focus. To celebrate and utilise access to the outdoors, I'd like to share an example of an outdoor home learning project that combines fresh air, exercise and connection with nature with the development of English language proficiency in primary-aged EAL pupils.
The big day has arrived, the new uniform is looking smart, and now our 'senior' Primary school learners are about to become important 'junior' Secondary school students. For most of us, this is a memorable experience and, therefore, very significant. However, whilst some learners approach this milestone with great excitement and enthusiasm, others are nervous and anxious.