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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.
When considering the Chinese language, the Chinese proverb ‘a picture paints a thousand words’ is apposite. Chinese is a complex language of symbols, strokes and pictures, where each picture can mean several words.
Images are a universal language and their power in the classroom shouldn't be underestimated. In this article we look at:
SEND learners, particularly those with speech and language difficulties, can find comprehension more challenging for a range of reasons. Understanding of subject-specific vocabulary and inference can be difficult areas for some learners.
Tip or Idea: Start simple! Use single images or short sentences and talk about what is happening. Can your learner relate this to an experience they have had themselves?
Brewster, Ellis and Girard (2012) discuss the idea of playing Bingo or Dominoes as games for connecting various curriculum areas. Brewster (2012) explains that playing games like these can be a support for learning target vocabulary, for example, playing a Dominoes game before or after reading where learners can either match the words or the pictures together as they listen is an excellent way to learn the target language. You may be studying the human skeleton vocabulary in the game and making connections to the class book e.g.