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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.
In English, there are 44 speech sounds. Creating speech sounds is a more complex process than you might think! It requires the coordination of different muscles and structures. The lips, tongue, teeth and other parts of our mouth all play an important role. Where learners have difficulties creating certain sounds, their fluency, ability to be understood and confidence in speaking aloud can all be affected.
The language show this year in Olympia made me even more aware of the gift of having more than one language. One of the stand's motto was 'monolingualism can be cured', another 'Speak to the Future' (www.speaktothefuture.org) campaigns to promote the teaching of languages in schools in the UK. Since this September all children in primary schools will be taught a language as the government finally realised that, in a mobile world, a second language is essential for a country's economic development.
In the last edition, we considered the importance of not using a Whole Language approach in isolation as a primary method of literacy instruction, but rather ensuring that a systematic, skills-based approach is used to guarantee reading and writing progression for second language learners. This begs the question, which systematic approach should we use? The two systematic methods adopted by most practitioners for first language learners are the Analytical or Analytic Phonics approach or the Synthetic Phonics approach.