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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.
This ‘Introduce Me’ activity is a fun and rewarding way to introduce a new topic, while developing language skills.
It’s ideally suited to learners of English, allowing them to hear knowledge presented in different ways, by more than one source, in a non-threatening environment. There’s plenty of opportunity for repetition and rephrasing. This is an adaptable activity to suit any topic where you need to introduce content. This particular example is based on trading goods (see References), but a blank template is provided for you to create your own resource.
Studies have found that learning a skill yourself, and then applying it, not only brings immense personal satisfaction (among other valuable benefits), but also leads to greater achievement. It’s an important part of an enquiry-based curriculum.
Personal satisfaction can be achieved through learning that is personalised and by promoting a growth mindset. Carol Dweck, professor of psychology at Stanford University, explains simply how achievement and success can be perceived:
New to English can be supported in many different ways. Here's one school's approach:
Assessment
All learning is based on assessment. Children arrive and sit a baseline assessment. After analysis of result children are provided with appropriate provision. Interim progress reports on progression in EAL, phonics and writing are reviewed every half term.
Beginners
Beginner EAL Learning Intervention (EAL Intervention)