1. Home
  2. Lainnya

C2: Specifying improvement-specifying what is wrong

7. C2: Specifying improvement-specifying what is wrong

C2 feedback was related by teachers much more to cognitive tasks than to personal attributes. It took the form of teachers pointing out to children what needed improving in their work. C2 also seemed to involve teachers directing children to engage in correcting activities themselves. Like Cl, C2 feedback used models as a basis for correcting work. Targets for improvement were sometimes set by teachers as part of C2 feedback but these usually consisted of practice in getting something right. The use of self-checking procedures appeared to be an important aspect of C2 feedback. Like Cl, C2 feedback seemed to be unidirectional:f rom the teacher to the child. For example:  Specifying what is wrong: Doesnt look like an 8, thats why I read it as 6, you see.  Correction: Is that went? Just try that one again. Youve got the right letters, but theyre the wrong way round arent they? Went. W e n.  Use of dots or crosses to indicate that something is wrong.  Specifying criteria for success: Matthew, I want you to go over all of them and write your equals sign in each one. Thats your equals sign there. Youve got to write the equals sign there for each one ... That means you are pointing to the answer.  Expression of teacher expectation: Is that yours?-its a beautiful drawing of the tank. OK? Got the stick, the froglets and the nets, its labelled very nicely but you could have started to do some writing about the froglets, couldnt you,-if you hadnt been sitting having a chat for so long.  Provision of teacher models: Natalie youre trying very hard. Watch. Around and around. Good girl. You can when you practise. I want you to practise little a ... a ... a ... a. Ill draw you some.  Importance of self-checking: Those words that Ive underlined I want you to go and find out how to spell them; ... check them for ing cos youve done a few wrong there.  Importance of independent learning: Im glad to see that youve started this, I didnt even have to ask you to, well done.

8. D2: Constructing the way foward-mutual critical appraisal

Dokumen yang terkait

Implementation of Role Play in Speaking at The First Year of SMA Negeri 9 Bandar Lampung

0 9 41

Implementation of Role Play in Speaking at The First Year of SMA Negeri 9 Bandar Lampung

0 34 54

Analyzing Teacher’s Feedback Used in Teaching Speaking : A Case Study at the First Year of SMA IT AR RAIHAN Bandar Lampung

0 5 57

THE USE OF PICTURE SERIES IN TEACHING WRITING AT THE SECOND YEAR OF SMA MUHAMMADIYAH 2 BANDAR LAMPUNG

0 5 59

THE TEACHER’S FEEDBACK TECHNIQUE IN TEACHING DESCRIPTIVE TEXT AT THE SECOND YEAR OF SMP N 1 SRAGEN THE TEACHER’S FEEDBACK TECHNIQUE IN TEACHING DESCRIPTIVE TEXT AT THE SECOND YEAR OF SMP N 1 SRAGEN.

0 3 18

THE TEACHER’S FEEDBACK TECHNIQUE IN TEACHING DESCRIPTIVE TEXT AT THE SECOND YEAR OF SMP N 1 SRAGEN THE TEACHER’S FEEDBACK TECHNIQUE IN TEACHING DESCRIPTIVE TEXT AT THE SECOND YEAR OF SMP N 1 SRAGEN.

0 2 13

A STUDY ON THE TEACHING METHOD USED IN TEACHING ENGLISH TO THE FIRST YEAR STUDENT OF SMK N 1 SRAGEN A STUDY ON THE TEACHING METHOD USED IN TEACHING ENGLISH TO THE FIRST YEAR STUDENT OF SMK N 1 SRAGEN IN 2010/ 2011 ACADEMIC YEAR.

0 1 12

TEACHER’S CORRECTIVE FEEDBACK IN TEACHING WRITING RECOUNT TEXT TO THE FIRST YEAR OF SMA MUHAMMADIYAH 1 Teacher's Corrective Feedback In Teaching Writing Recount Text To The First Year Of SMA Muhammadiyah I Surakarta In 2011/2012 Academic Year.

0 0 12

A COMPARATIVE STUDY BETWEEN THE USE OF FREE WRITING TECHNIQUE AND CLUSTERING TECHNIQUE IN INCREASING THE LEARNERS’ DESCRIPTIVE TEXT WRITING ABILITY AT THE SECOND SEMESTER OF THE SEVENTH GRADE LEARNERS AT SMP IT AR RAIHAN BANDAR LAMPUNG IN ACADEMIC YEAR OF

0 2 192

EVALUASI PENYELENGGARAAN E-LEARNING DALAMPEMBELAJARAN DI SMA IT AR-RAIHAN BANDAR LAMPUNG - Raden Intan Repository

0 1 128