Module 5, Task 9: Summary

 

 

  Congratulations on the successful completion of Module 5!

 

Watch the video summarizing the main themes discussed in Module 5. Click HERE Download HEREto download the transcript.

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Transcript:

Correcting errors to support student learning

In the last week of the course, we explored how to correct student errors and give them feedback. In particular we focused on error correction techniques and discussed which student errors should be corrected, when they should be corrected, how they can be corrected and who can do the correcting.

Here’s a brief summary of the key points made in Module 5:

• The main purpose of error correction is to help students notice the gap in their knowledge, or between their knowledge and imperfect performance.
• The ultimate aim of feedback is to facilitate student learning and help them improve their proficiency.
• Error correction is complex! Many decisions (whether to correct a mistake, when and how to correct it), have to be made in a split second.
• Teachers’ decisions about what to correct, how, and when will differ. They have to take into consideration not only whether the error in question interfered in communication and/or was the focus of the lesson, but also student preferences, their feelings, the local culture, etc.

What can teachers do to turn error correction moments into learning opportunities? Here are some suggestions:

• Make sure that your negative feedback is accompanied by a positive emotional message. In other words, you correct the language, not a person. Sometimes this is not easy to achieve because it may go against students’ /parents’ /school’s expectations, norms and roles established long ago. But it is doable!
• Foster a supportive classroom culture: students have to believe that we are all allies united on the same front. They have to know that it is OK to make mistakes, and they can learn from them
• Involve students in self- and peer-correction. If they have never done this before, they probably need to be trained how to do this.
• Help students to get rid of their errors! Error correction is only a first step which needs to be followed and supported by practice opportunities, and, if necessary, re-teaching. Students have to use the language in order to learn it.
• Vary your error correction techniques. If you use a couple of error correction techniques all the time, you limit their effectiveness. In a typical class, some combination of teacher-to-student, self-correction, and peer-to-peer correction provides the most benefit.
• Don’t forget that feedback also includes praising students for their success.
• When planning a lesson, spend some time carefully thinking about how to and when to treat mistakes that may come up.  Think of your students so you can anticipate their needs and responses.  

We hope that Module 5 tasks, materials and discussions have expanded your thinking and actions in treating mistakes in your classes.