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Feedback is one of the most powerful influences on learning. Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning.

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The purpose of constructive feedback is to give feedback to an individual in a way that leads to improvements or corrections. This is important, since it enhances the personal and professional growth of people.

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Feedback is a reaction or information that occurs as a result of actions or behavior undertaken by an individual or group. In a Learning & Development context, both positive and negative feedback is crucial. Feedback provides a sense of engagement and interactivity, and allows learners to take ownership of their learning.
Effective feedback shows learners their current level of performance, and lets them know what they need to do to reach a higher level.

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How does it benefit student ́s learning?

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How does it benefit student ́s learning?

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Constructive: As well as highlighting the strengths and weaknesses of a given piece of work, it should set out ways in which the student can improve the work.

It encouragesthem to think criticallyabout their work and to reflect on what they need to do to improve it.

It helps them see their learning in new ways and gain increased satisfaction from it

It helps promote dialogue between  students.

Stimulates reflection, interaction and dialogue about learning improvement.

Is constructive, so that students feel encouraged and motivated to improve.

Has consequences, so that it engages students by requiring them to attend to the feedback as part of the assessment.

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Effective feedback directs attention to the intended learning and/or success criteria, pointing out strengths and offering specific information to guide improvement(Stiggins, Arter, Chappius, & Chappuis).

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Effective feedback directs attention to the intended learning and/or success criteria, pointing out strengths and offering specific information to guide improvement(Stiggins, Arter, Chappius, & Chappuis).

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Feedback Strategies- Use Feedback Sandwiches:

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Feedback Strategies- Use Feedback Sandwiches:

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• positive comment
• constructive criticism with explanation of how to improve
• positive comment or contextual comment: X was good...because...now/next time...

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Peer assessment involves students evaluating each other's work against a set of criteria and offering suggestions for feedback. Successful peer review takes time and practice. Teachers must explicitly teach and model how to provide feedback before handing over this important aspect of student learning to students.

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1. Address the most important needs first.
2. Limit comments to 2-3 specific recommendations linked to the learning goal(s).
3. Adjust feedback based on each student's readiness and learning preferences.

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Feedback is an important component of effective learning. Feedback improves student confidence, motivation to learn, and ultimately student achievement.
Feedback plays a decisive role in learning and development as we learn faster and much more effectively when we have a clear idea of ​​how well we are doing and what we might need to improve.

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Evaluation and assessment provide a basis for monitoring how effectively education is being delivered to students and for assessing the performance of systems, schools, school leaders, teachers and students, among others.

They can serve as an instrument for the accountability of school agents when the results of an evaluation or assessment have stakes for school agents such as career advancement or salary progression, one-off rewards, sanctions, or simply information to parents in systems based on parental school choice.

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What is the purpose of these evaluations?

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What is the purpose of these evaluations?

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By measuring student outcomes and holding teachers and schools responsible for results, accountability systems intend to create incentives for improved performance. •

Evaluation and assessment also identify strengths and weaknesses of systems, schools, school leaders, teachers and students which inform areas for development. In addition, evaluation and assessment can have a diagnostic function of what have been achieved in the present education system.

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✓ Students’ language (grammar, vocabulary) and language skills (reading, listening, writing, speaking)
✓ Students’ attitude
✓ Students’ progress

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Do students assess teachers? Is this good? Why? 

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Do students assess teachers? Is this good? Why? 

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✓ yes, students assess teachers
✓ it is good because it help teachers to evaluate their lessons and their teaching

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✓ all the time

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Purposes of Evaluating and Assessing learning

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Purposes of Evaluating and Assessing learning

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Why do teachers assess students?
✓ to find out what students have learnt in lessons
✓ to find out what students know at the start of a class
✓ to decide on what to teach students
✓ To identify progress

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How do teachers assess students                                                          ✓formally: in tests/✓ informally:during                            

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1. F

2. I

3. I

4. F

5. I

6. F

7. F

8. F

9. I

10. I

11. F

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Types of Assessment - Match the concepts.

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Types of Assessment - Match the concepts.

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A.4
B.5
C.7
D.2
E.8
F.3
G.6
H.1

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1. Subjective (Many possible answers)

2. Objective

3. Objective

4. Objective

5. Objective

6. Objective

7. Objective

8. Objective

9. Subjective

10. Subjective

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Can you identify what kind of assessment they are? Why?

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Can you identify what kind of assessment they are? Why?

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Why is art important in the childhood era?

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Why is art important in the childhood era?

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Because:

It generates security and autonomy in the student.

It stimulates cognitive abilities and allows the individual to express themselves and communicate.

It offers the opportunity to explore the imagination and the ability to function better in social settings.

Promotes teamwork and develops tolerance and empathy.

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Communication improvement. Painting, for example, can become an excellent way of communicating with others and with oneself. Young children, especially, find it easier to draw an idea than to express it in words.

Increased self-esteem. Boys and girls can make paintings, sculptures, drawings or do theater or dance, for example. All these activities will help them feel accomplished and see the results of their work. Reinforcing their self-esteem is essential for them to feel good and develop in a healthy way.

Boosting creativity. Children's activities focused on art are a boost for their creativity and imagination.

Formation of your own criteria. Boys and girls can visit museums, go to the theater, the cinema or dance performances, among others, and form their own criteria about what they like and what they don't like and about the work of certain authors.

Increased concentration. Creating a drawing or painting are activities that require concentration and that concentration will benefit children in all areas of their present and future lives.

Helps coordination. Making a painting or a drawing, for example, requires hand-eye coordination that favors children's motor skills.

Knowledge of history. When boys and girls study art at school they discover their past and all the artistic expressions that existed, this helps them to know history and to be interested in it.

Learning of values. Art for boys and girls helps them learn values ​​such as effort or dedication, which can enrich other aspects of their lives.

Use of the senses. There are two senses that can be developed especially in children with art: touch and sight. A good idea to encourage interest in artistic expression is to encourage them to make sculptures or paintings with their own hands. They will notice the touch of the paint or the clay, and they will have fun.

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What is the difference between art and craft?

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What is the difference between art and craft?

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From the video I understood that art is anything that arouses emotion in you, so everyone reacts to art in different ways and has the potential to grow and learn from him. Now craftsmanship refers to the way in which you do something, so it is more stately and didactic because art is more explicit, it can be touched.

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Why is it important to use arts and crafts in kindergarten?

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Why is it important to use arts and crafts in kindergarten?

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Because art is a language that will make the child express himself through different elements through creativity and imagination. The difference between the two is that craftsmanship is the elaboration of objects in a careful and individualized way, while art is the objective way of materializing feelings, words with images.

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1. Comprehension activities
2. Reading activities
3. Writing activities
4. Acting out

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1. Watch and listen to the song a couple of times to become
familiar with the tune
2. Point to any visuals or items of realia as they listen
3. Performing actions to accompany the song

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Introduce visuals, realia, new vocabulary
1. They could try to guess the missing words in a gapped song.
2. They could try to put the jumbled lines of a song in order.
3. They can circle or tick pictures of what is included in the
song.
4. They could be asked to order or sequence pictures or words
as they listen.
5. They could complete the gaps.
6. They could sort out jumbled lyrics.
7. They could be asked to match half-lines.
8. The teacher could give true/false statements

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Why to use songs in aKindergarten classroom?

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Why to use songs in aKindergarten classroom?

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1. Easily learnt: repetitive and strong rhythm
2. Build confidence
3. Reinforce grammar
4. Teach lexis
5. Develop listening skills
6. Singing Time: pronunciation practice

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• To analyse the process of selecting and using stories, songs and rhymes to teach English to primary students
• To analyse criteria for selecting stories, songs and rhymes
• To identify key terms linked to selecting and using stories, songs and rhymes.

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Presentation
Unit I

Vocabulary Game

Bloom´s Taxonomy

Learning Tutcomes

Lesson Plan

Class Modalities

Unit II

Textbooks

Adapting Materials

Stories, songs and rhymes

Art and

Unit III

Assessment and Evaluation

Feedback

Strategies

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What kind of learner are you? - The 4 different learning styles

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Why do teachers use complementary materials and activities?

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Why do teachers use complementary materials and activities?

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1. to replace unsuitable material in the coursebook

2. to provide material missing from the coursebook

3. to provide material missing from the coursebook

4. to provide suitable material for learners´particular needs and interests

5. to give learners extra language or skill practice

6. to add variety to our teaching

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We believe that this question is very important to select materials.

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What questions should we ask whenselecting materials?

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What questions should we ask whenselecting materials?

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Is the material well organized? Can you and your students follow the logic of the material and quickly and easily find their way around the page or unit?

All the material must be organized since, depending on that order, the student can understand it correctly. If the material is according to the class, then the student's learning will not be harmed and the thread of the topic will be coherent.

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What the teachers say when the adapt materials?

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What the teachers say when the adapt materials?

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I can use it to test the meaning of vocabulary in an enjoyable way : a website that helps the teacher make quizzes.

It's really useful because there's no focus in problem sounds in my coursebook : a book practicing phonemes.

I can go round and monitor my students accuracy while they have a lot of fun : a book of grammar games.

My students can choose books that are easier or more difficult for them : a collection of graded readers.

It helps muy young learners get used to the rhythm of the language : a collection of poems and songs.

My students can choose their own exercises and check their answers : a CD-ROM of reading texts and tasks.

It helps my visual learners when were learning new vocabulary : a book of fluency activities.

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That it is the most important teaching aid that teachers always use in their teaching-learning process every day, such as books, blackboards, chalk, feather dusters, indicators, images, maps, graphs, charts, posters, etc. bulletin boards, museums, projectors and also important visual aids. .

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Look at the following list of classroom equipment. What other teaching purposes can you think of for each item?

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Look at the following list of classroom equipment. What other teaching purposes can you think of for each item?

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The didactic materials elaborated with resources from the medium provide experiences that children can take advantage of to identify properties, classify, establish similarities and differences, solve problems, among others and, at the same time, it helps teachers to better interact with their students.

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Why do teachers use textbooks or coursebooks?

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Textbooks are the central core of a variety of language learning and teaching programs and they have many advantages for both teachers and students. According to Richards (2001) ―they provide structure and a syllabus for a program.The textbook is an almost universal element of English language teaching .Millions of copies are sold each year , and numerous aid projects have been set up to produce them in various countries ….No teaching learning situation is complete until it has its relevant textbook .

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The teachers use the textbooks not as the objectives of instruction but as an instrument in order to acquire their objectives or aims (Brown, 1995). They tell the teachers ―what to teach and in what order (Davies and Pearse, 2000).And ―they help standardize instruction. They also provide inexperienced teachers with congruous training activities of how to present and sequence teaching content of the language program. They save the teachers‘ time because they are not in need of preparing teaching materials
(Richards, 2001).

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The stage of the selection is divided to three steps. At the first step or survey the text-book selector skims ― through introduction ,table of content , the text , the glossary or index in order to get an idea about the purpose , organization , and methods of presentation ,as well as the range and kinds of materials that the book includes. At the second stage or analysis the content of the text book is carefully examined so that theprocess of selection is narrowed down to two or few books. At the third stage, the judgment is made about the quantitative and qualitative content of these few or two books in order to make the final decision about the appropriate textbook. Resources: adapting coursebook.

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There is a variety of the approaches for textbook selection. One of the most practical methods is considering the general goals and the curriculum of the program at first step and specific details as exercises and activities at the later steps. It means a movement from general to specific or a top –down approach in textbook selection. Prior toselecting a  textbook, the curriculum of the program should be examined closely to see whether the goals are clearly defined. After that, it should be evident whether the objective of the textbook matches the objective of the course or not (Garinger, 2002; Nunan, 1991).

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1. Inadequacy: Every individual learner has its own need and a course bookcannot satisfy all of them.
2. Irrelevant or lack of interest: All the topics and activities of a course book may not match the interests of the learners
3. Limitation: Course books establish a confining situation and thwart the creativity of the teachers.
4. Homogeneity: Every course book has its own purpose and approach and neglects the individual differences of the learners regarding the strategies and styles of learning.
5. Over-easiness: Teachers may assume following of
the course book is too easy.

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1. The course book provides a clear frame work for both teachers and learners. Following this framework they feel progress.
2. Sometimes, it is used as a syllabus in which the content is
systematically determined.
3. It provides teachers with readymade texts and tasks of appropriate level of difficulty and save their time.
4. Large amount of information are presented with the
lowest price, then economically a textbook is better than other types of materials.
5. The course book can be used as guidance for inexperienced teachers and it also increase s the autonomy ofthe learners.

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1. Adding: It means to add necessary materials by expanding or extending to contextualize the pattern.
2. Simplifying: It is rewording or paraphrasing the text with out damaging its authenticity.
3. Deleting: Deleting refers to
omission of some exercises quantitatively by answering a proportion of it or qualitatively by omitting a tedious and boring exercise.
4. Reordering: It is the change in the order or sequence of materials, so that they are more tangible and learnable for the learners.
5. Replacing: In this technique, the teacher replaces some activities and exercises in textbook with more appropriate ones.

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Learning outcomes are statements that describe the knowledge or skills students should acquire by the end of a particular assignment, class, course, or program, and help students understand why that knowledge and those skills will be useful to them. They focus on the context and potential applications of knowledge and skills, help students connect learning in various contexts, and help guide assessment and evaluation.

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1. Intellectual skills
With this type of learning outcome, the learner will understand concepts, rules or procedures. Put simply, this is understanding how to do something.

2. Cognitive strategy
In this type of learning outcome, the learner uses personal strategies to think, organize, learn and behave.

3. Verbal information
This type of learning outcome is when the learner is able to definitively state what they have learned from an organized body of knowledge.

4. Motor skills
This category is concerned with the physical ability to perform actions, achieving fluidity, smoothness or proper timing through practice.

5. Attitude
This is the internal state that reflects in the learner’s behavior. It is complex to quantify but can be shown in the learner’s response to people or situations.

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1. Begin with an Action Verb that denotes the level of learning expected. Terms such as know, understand, learn, appreciate are generally not specific enough to be measurable.

2. Learning outcomes must be written clearly, and should be easy to understand.

3. Learning outcomes should clearly indicate what learners should learn from within the discipline they are studying.

4. Learning outcomes must show what the expected level of learning or understanding should be, and it should be reasonable to the level of the learners.

5. Learning outcomes help with assessment, and thus should clearly indicate what success looks like for the learner.

6. There should not be too few or too many learning outcomes. Four to six is the ideal number.

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How do we know if a Learning Outcome is effective?

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How do we know if a Learning Outcome is effective?

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Well-written learning outcomes are concise and clearly stated, specific enough to be observable and measurable, and therefore capable of being assessed. They are broad enough not to limit the flexibility to achieve them and are realistic given the time and resources available.

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Advantages:

Class Routine: Face-to-face education provides us with an established schedule with attendance control created by the educational institution to which we belong, this schedule allows us to create a daily routine that helps us with concentration and carrying out tasks to successfully complete degrees or technicians. This advantage helps us to be constant and disciplined.

Technology: The face-to-face modality gives you more possibilities to learn with different machines since the institutions have the required ones according to what they teach, for example, if you are studying gastronomy you will be able to learn about industrial mixers or if you are studying a systems technician then you will be able to know and learn gadgets that help you fix a computer easier.

Personalization: The personalization offered by the assistance allows students with learning difficulties to have a better understanding of the subjects that are difficult for them, such as mathematics or language, with strategies such as consultancies or extra classes that allow them to learn properly. Along the course.

Disadvantages

Mobility time: One of the main drawbacks of face-to-face assistance is travel. The time it takes to move to the headquarters is time that we could invest in carrying out the activities that the teachers leave us, in sharing with the family or working.

Economy: This can be another disadvantage because the increase in the cost of the courses is evident, so if you do not have the money to pay for it, I recommend that you look between the other two modalities that exist (face-to-face and virtual).

Possibilities of the Internet: In many educational institutions the use of cell phones in the classroom is prohibited, this can be a scam for the development of the class due to the large amount of information that the Internet has and that can be used to resolve doubts . that the teacher does not know how to do it right away, leaving the student in doubt.

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It is an interactive system where students interact with their teachers and with the language they are studying.

• Sometimes when a teacher doesn´t plan what is going to happen during the lesson and it is just created moment by moment with the teacher and the learners working with, it is  what Jim Screivener called a JUNGLE PATH lesson it will suggest to the students to the students a degree of carelessness on the part of the unprepared teacher.

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Advantages:

Learning to be more autonomous: Online classes not only allow us to learn the subject we want, it also makes students learn how to learn. Students will develop the necessary skills to be able to acquire knowledge more efficiently and individually.

More resources and greater flexibility: Online classes are totally different from face-to-face classes. There are no students, a teacher and a blackboard. Technology can provide numerous didactic materials, videos, simulations, forums, etc. All this makes it possible to review content in a more dynamic way and that can benefit when studying.

Opportunity for interaction: Virtual classes are often less intimidating than face-to-face classes, students feel more comfortable to participate. The exchange of ideas, discussions or reflections help to enrich learning and better process information.

Disadvantages:

Increased distractions: being at home means having toys, games or anything that can generate distraction at your fingertips. In online classes it is easier for students to be distracted. Noise and space are the main inconvenience, so you should look for the best place to hold classes.

They do not socialize as much: although it is a disadvantage, in the situation in which we live, this can be a benefit for everyone, since you avoid contact with other people and therefore contagions.

Demotivation of students: video calls in which the teacher explains the lesson to a large number of children or adolescents will make it difficult for all students to participate. This, in a way, makes the kids, at certain moments of the explanation, totally disconnected and not aware of anything.

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Advantages:

Greater autonomy in the study, since the children have to be more aware of the classes and what the teacher leaves

Time flexibility, classes can be recorded and if the student misses classes or did not understand the subject very well, they can access these videos.

Lots of information on the web

Improves control, mind and creativity.

Cost and benefit, both for the teacher, student and the institution.

New interaction practices.

Disadvantages:

Need for a computer and internet, this was one of the reasons why many children in our country were affected in virtuality.

Need for knowledge of technology and computers, there are children who have never come across this type of electronic device and are unaware of its operation or the tools it has.

It can present problems in passive people who do not move to achieve goals, in classes that are virtual the child is thinking or doing other things.

Combine both materials because virtual and audiovisual material predominates. It is frequently updated and uses entertaining tools for students.

The teacher can provide face-to-face and virtual support.

The use of ICTs, the ability to incorporate ICTs into education, not only gives more possibilities to bring knowledge to a large number of places and people over distances; It is also an innovation in teaching.

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Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching. The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation.

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Knowledge: “Involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”

Comprehension: “Refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”

Application: Refers to the “use of abstractions in particular and concrete situations.”

Analysis: represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”

Synthesis: Involves the “putting together of elements and parts so as to form a whole.”

Evaluation: Engenders “judgments about the value of material and methods for given purposes.”

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Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.
Organizing objectives helps to clarify objectives for themselves and for students.
Having an organized set of objectives helps teachers to:

“plan and deliver appropriate instruction”;

“design valid assessment tasks and strategies”;and

“ensure that instruction and assessment are aligned with the objectives.”

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It helps us develop observation and increase vocabulary in all languages.

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Step 1
Designate which player will be the spy.
Step 2
Select an object that everyone can see, but don't reveal the object yet.
Step 3
Announce the color of your object.
Step 4
Have the other players take turns guessing the object.
Step 5
The first person to correctly guess the new spy declares.
Step 6
Change the characteristics of the tracks for more fun.
For example, people can be asked to guess objects that have a certain shape or start with a certain card.

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• This stage is where we gather ideas and material and possible starting- off points.
• Ideas for pre-planning can come from a wide variety of sources (seminars, the internet, on TV)
• Our Pre-planning ideas are usually based on our knowledge of who we are teaching , we have their personalities as individuals and as a group in our minds. We need to be able to show evidence of following pre-plans through into clear thinking about what they (the students)
intend to do.

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"Learners don´t want to know about the aims (objectives)".

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"Learners don´t want to know about the aims (objectives)".

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Think about these comments from teachers. Which do you agree with and why?

I don't agree with that, because I feel that children should know the objectives. But we must not only say it orally but through experimentation, that is, through our dynamics in class, for example if we teach colors in English, it is not enough to say that they are going to achieve it but that they must know how to do it. achieve it.

According to : (Harmer,2005) … a written plan acts as a useful record of what we hope to achieve, and where we amend these records (after the lesson) to say what actually happened they become effective accounts which we can use for action research.

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• It describes the most important thing we want to achieve in a lesson or sequence of lessons.
• We should include an example of the target language we are planning to teach.

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• They show what we would like to improve or focus on in our teaching; try different correction techniques, remember to check instructions, to write more clearly on the board, to get quieter learners to answer questions.

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Classrooms are dynamic environments and a lesson is an interactive event in which people react with each other and with the language.
• In a normal teaching there a number of reasons
why we may need to modify our proposal for
action once a lesson is taking place:
Magic moments:This is a moment when Ss suddenly really wants to talk about the topic; it is challenging or amusing, that everyone , including ourselves wants to discuss it.

Sensible diversion: Ss might start trying to use some new grammar or vocabulary which we had not planned to introduce. Yet this suddenly seems like an ideal moment to do some work on the language which has risen, and so we take a diversion and teach something we had not intended to teach (opportunistic teaching).
Unforeseen problems: It is important to anticipate potential problems in the class and to plan strategies to deal with them. In addition Using a plan means having a constant dialogue between what we intended to do and what is actually happening.

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• The subsidiary aims show the language or skills learners must be able to use well in order to achieve the maim aim of the lesson.

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I'm Ariana Uchasara, I'm 21 years old and I'm from Lima, Peru. I am currently a teacher in training, I am in the 9th cycle of my career at UNIFE and I am very excited that I will soon graduate. Since I decided to be an educator until now, I have not regretted my choice since each time I reaffirm that I chose not only a good career but that this is my vocation. Since last year, the pandemic gave me the opportunity to teach virtually and in person, for which I am very grateful since I learned many things as the days passed. I personally understood that being a pandemic teacher brings many challenges and advantages to improve, which has allowed me to be even more creative, patient and loving with my students, which is why I love my career for everything I learn and teach others.

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I am 20 years old, and I study initial education, I chose this career to be able to make a small change in society and train good people. Regarding the course, I am very excited because I want to learn more techniques and more appropriate methodologies to teach children. I have not had the opportunity to teach English, but I would like to. mmm I think the few times I was able to teach English was to my cousins. But I know that with this course I will be prepared and informed about teaching English and thus be a good professional.

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I am Luz Montenegro, I am twenty-one years old, and I am from Lima. I study initial education at Unife. I love my career. It is my last year of my career.This summer I was a virtual teacher to children from 3 to 5 years old. The course was language and writing but in Spanish. It was one of the most beautiful experiences I had.I think that My virtual strategies were videos or games with the children. My opinion of education in a pandemic as a teacher is that we must create new strategies for children to learn. I learned that we should be more patient and tolerant with children.