 |
 |
For Catrin I know that some people have used taped feedback ( with the tape appropriately dated, labelled, etc- ie both on the tape and on the labelling) and also the details on the record sheets for the class and the students. The student can sign on the record sheet ( date, time, comment- eg smiley/neutral face, etc) that she has received the feedback- and also comment on the tape with her response. Thus, there can be no doubt about the efficacy of the feedback, or that it has taken place. I am sorry I cannot remember the context I learnt of this- but I think it was in a teacher training context where it was important that there was no ambiguity of what had been said during the feedback. I do not see that the inspectorate or management could possibly fault this- the only problem being accessibility of the tapes- but perhaps technology enables this to be transferred to a computer audio file. Best wishes Norma Brewer Norma Brewer [log in to unmask] --- On Mon, 7/12/09, June Challis <[log in to unmask]> wrote: From: June Challis <[log in to unmask]> Subject: Re: giving meaningful written feedback to learners with low literacy To: [log in to unmask] Date: Monday, 7 December, 2009, 18:00 Catrin The comment you received at an observation, as far as I see it, means that you should write down the fact that you have given feedback to learners in your lesson plan or on information about the learners. When I was a Skills for Life Manager, many of the ESOL learners could not read or write, I also had classes of Pre E1 learner but I always used to tell members of staff that if there was nothing documented about feedback in the lesson plan or on the kind of Pre E1 Record Sheets that we kept then what proof was there that feedback had taken place. It doesn't have to be long. June Challis -----Original Message----- From: ESOL-Research discussion forum and message board [mailto:[log in to unmask]] On Behalf Of Catrin Ashton Sent: 01 December 2009 13:15 To: [log in to unmask] Subject: giving meaningful written feedback to learners with low literacy Hello everybody, An action arising out of a recent observation I had is that I need to give more meaningful feedback to my learners IN WRITING, even if they can't read. In fairness to my employer, they recognise that this raises some issues, but they say it's a key thing that Ofsted are looking for. It seems that even if meaningful feedback has been given verbally, there needs to be some evidence of this in writing. I'm talking about when marking homework, giving feedback on class activities and writing comments on diary sheets in ILPs. 1. Does anybody have any idea how to do this? 2. Is anyone familiar enough with Ofsted requirements to direct me to something that shows this is not in fact necessary? thanks Catrin *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html A quick guide to using Jiscmail lists can be found at: http://jiscmail.ac.uk/help/using/quickuser.htm To contact the list owner, send an email to [log in to unmask] *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html A quick guide to using Jiscmail lists can be found at: http://jiscmail.ac.uk/help/using/quickuser.htm To contact the list owner, send an email to [log in to unmask] *********************************** ESOL-Research is a forum for researchers and practitioners with an interest in research into teaching and learning ESOL. ESOL-Research is managed by James Simpson at the Centre for Language Education Research, School of Education, University of Leeds. To join or leave ESOL-Research, visit http://www.jiscmail.ac.uk/lists/ESOL-RESEARCH.html A quick guide to using Jiscmail lists can be found at: http://jiscmail.ac.uk/help/using/quickuser.htm To contact the list owner, send an email to [log in to unmask]