https://padlet.com/bpotter15687/Bookmarks Blue posts: Chapter 2 Corrective feedback. Yellow posts: Chapter 3 Group Work en-us 2021-04-25 23:08:23 UTC 2021-04-26 04:58:47 UTC hello@padlet.com https://padlet.net/icons/png/1f600.png bpotter15687 https://padlet.com/bpotter15687/Bookmarks/wish/1457157168
Difference error and mistake. Mistakes are made when it is said something incorrect but the speaker knows what is the correction. It was just made because of a distraction. However, an error is different because this cannot be corrected just because the speaker does not know what the correct structure is. 

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In a communicative approach, correction should focus on mistakes which obstacle communication,(use), and not only in the grammar (usage).  Learners expect feedback about usage (grammar) and it doesn't happen which leads to frustration. Teacher’s inquiry is then when and how to correct. 

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Positive feedback, language habits could be reinforced since positive language is used such as “Very good”. On the other hand, negative feedback implies giving an explanation and modeling of the correct response. It was expected that learners would incorporate the negative feedback in their intake so they could improve language but despite correcting many times the same error, learners could repeat the over and over. So this theory has been discredited. 

]]> 2021-04-25 23:13:55 UTC https://padlet.com/bpotter15687/Bookmarks/wish/1457159169 bpotter15687 https://padlet.com/bpotter15687/Bookmarks/wish/1457160979 States that mistakes are an integral part of learning a language and feedback on mistakes contributes to their development. ]]> 2021-04-25 23:15:43 UTC https://padlet.com/bpotter15687/Bookmarks/wish/1457160979 bpotter15687 https://padlet.com/bpotter15687/Bookmarks/wish/1457164054  Annett (1969) identifies three functions of feedback:

•  reinforcement
•  information
•  motivation.  

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In the corrective feedback process, about who correct, there are the following observations: 

1. Teachers should enforce self-correction. Otherwise students won’t notice and or learn if they are given the direct correction.  Some ideas are: emphasis, repetition, prompt, clue. (Chaudron, 1988). 
2. Allow Peer-correction for promoting group independence and communication. Chaudron (1988) states that it provides more appropriate corrective feedback than teacher-fronted class tasks. 

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Depends on approach. 

• Instructional approach is more often. 
• Focus os on fluency is more spaced and only happens in global or impeding communication errors.

Difference in feedback delay gives time to the teacher to think about representative errors and needs to be focused on and it could even be treated in a future  lesson. 

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Important if incorporated into team production. This means that while on task-doing is more effective than on failure.
This way. corrective feedback will be more readily incorporated by learners, according to Nunan (1992). 

]]> 2021-04-25 23:22:48 UTC https://padlet.com/bpotter15687/Bookmarks/wish/1457169208 bpotter15687 https://padlet.com/bpotter15687/Bookmarks/wish/1457175823 Group work is considered as a skill because it provides:

• social and civic competences
• learning to learn 
• sense of initiative and entrepreneurship. 

All these are possible because it is needed collaboration, and cooperation in a group-dynamic.

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Use of target language in class interaction.

More responsibility and independence is fostered.

Positive and less threatening environment and influences in the affective realm.

Allows negotiation of meaning by scaffolding and actually language used has a greater. variety of functions.

Teachers monitor and observe language in groups. 

Groups can solve problems because there are more operational and functional skills as teachers can extend contents since there is going to be a variety of roles and talents to face challenges. 

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1. Use of L1
2. Indiscipline
3. Lack of interest in the content
4. Adaptability to group work and class atmosphere

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Presentation: important to give precise instruction. If necessary in L1. Do not give prompts until examples and dry-runs. Use appropriate language and grammar and review it. Explain  the final arrangement wok, time limit, follow up activities for fast-taskers.

• Process: Teacher must monitor and provide general support or approval, help students who struggle, make sure students use L1 by even showing up in front of the group. Also find ways to balance discussion among members, over-dominant and silent students. 

• Ending: set a time litem, and it is a good idea to finish while students show interest.

• Feedback: It will be provided once the activity is finished. Some forms could be giving the solutions, checking ideas on board, and displaying the materials made by the group. In general uts is important to show full appreciation of the effort made and results. Feedback could be integrated here in this discussion or in a separate session later. 

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Imply analyzing how these are formed and organized in the classroom to achieve educational objectives. 

Individual work, where learners move at their own pace and it is linked to constructivist theory. 

Competitive goal structure, linked to norm-referenced grading, The best works receives highest grade and the weakest receives fail. 

Collaborative goal structure, where the participation is crucial, to achieve a common outcome. Everybody succeeds if EVERYBODY chips in.  

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Positive interdependence: ensure students realise about a common goal and ensure their contribution.  

Individual accountability: Each member must make an active contribution to avoid lazy or dominant team members. 

Verbal interaction: Meaningful verbal interactions are required in order to exchange information. 

Sufficient and social skills: Teach skills such as communication, leadership, conflict-resolution so there can be a cohesion. 

Team reflection : come up with strategies about how the team can work better in the future and whether the team has effective work. 

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Include 2 to 4 members and easy management. 

Mix students (heterogeneous),

Include 1 high-achiever 2 middle-achievers and 1-low chiever. 

High-achiever consolidates by explaining issues to lower achievers (scaffolding achieved and peer-tutoring).

]]> 2021-04-25 23:40:24 UTC https://padlet.com/bpotter15687/Bookmarks/wish/1457190573 bpotter15687 https://padlet.com/bpotter15687/Bookmarks/wish/1457193924 Profiles to detect students' group performance. These should be considered to have a positive class atmosphere. 

1. the loner
2. the reader
3. the complicator
4. the solver
5. the organiser
6. the animator. 

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Involves giving freedom to choose how and what it is learned. Learner autonomy and responsibility is fostered.

Achieving individualisation impies considering individual factors of learning such as:

• speed
• level (provide students with easier or or more difficult versions of the same task)
• topic (students choose topic to be studied)
• language skill (what skill wants be worked: listening grammar or reading books). 

]]> 2021-04-25 23:44:42 UTC https://padlet.com/bpotter15687/Bookmarks/wish/1457196250 bpotter15687 https://padlet.com/bpotter15687/Bookmarks/wish/1457200536 Hockly, N. Madrid, D. Classroom management-techniques and reflection on practice. IEXPRO anthology. Mexico. Chiapas, 2020.]]> 2021-04-25 23:47:32 UTC https://padlet.com/bpotter15687/Bookmarks/wish/1457200536