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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.
How can the new-to-English language learners and their teachers work together to provide a successful language learning experience when curriculum content is the priority? Rubin & Thompson (1982) researched and found 14 characteristics of a good language learner.
If each characteristic of a good language learner can be developed for young learners into a ‘child friendly’ question, translated into their mother tongue (maybe orally) and unpicked, question by question, each characteristic can act as a guide for learners to try out new strategies.
Truly inclusive practice extends beyond adapting materials or managing the classroom so that everybody can access the course content. It is about building a classroom culture where everybody genuinely respects and supports each other, and embraces the diversity inherent in our communities. This is more easily achieved if the members of the group understand themselves well, and what makes them different from each other.
Many of us have learnt to spell as a child without being specifically taught the sounds. In the past, the teaching of phonics was discouraged in schools, however, we learnt a lot through sounding out words independently. At a recent course on voice production, the importance of vowel sounds was emphasised as central to pronunciation. They were also emphasised as central to sounding out to help with spelling. Chunking (breaking up words into syllables) also helps to sound out and spell longer more challenging words.