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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.
Effective assessment for learning (AfL) is ‘informed feedback to pupils about their work’ (Shaw, 1998). As Broadfoot et al discuss, there are five key ways that we can enhance learning by assessment. These steps can be universally applied to all learning and all learners, and thus address the learning needs of EAL learners. They are:
Holidays and homework seem incongruous especially for the EAL students who need to concentrate extra hard in order to understand curriculum content. It is therefore crucial that the homework is fun and rewarding, workbooks and worksheets, although pleasing to parents, may be off putting for students who may start with good intentions but then put off doing them. Generating enthusiasm and motivation are the key factors.
Keeping a diary/scrap book
I will never forget the ‘feelings’ I experienced during my EAL teacher training, when I sat in a class with a tutor who entered the room with a basket of goodies and greeted us in Swedish. My immediate reaction was one of confusion, which then led to frustration and finally a sense of hopelessness, before I even realised that I was actually expected to experience learning some Swedish without a single word of English allowed in the classroom.