Last week, I approached a grammatical exercise following Penny’s advice about giving the students all the answers...

Last week, I approached a grammatical exercise following Penny’s advice about giving the students all the answers and then I asked them if there was something unclear. For me, it was a new technique and the students were surprised because in our teaching culture, we are not used to do so

Comments

  1. Penny UrDecember 15, 2017 at 10:42 PM

    The question is:how much you felt they learned from doing it this way, as opposed to doing it the normal way?
    Just to clarify: I'm not in favour of doing it this way every time: it's just a variation which is useful sometimes.
    A compromise you might try: tell them to do all the ones they're sure they can do right, and then show them the answers to check and find out answers to the ones they couldn't do.

    ReplyDelete
  2. Hannah McCullochDecember 16, 2017 at 3:12 AM

    It's great to hear so many people trying out Penny's tips!

    ReplyDelete
  3. Marwa TalbiDecember 16, 2017 at 12:53 PM

    the task was about writing the correct forms. It was an opportunity to go through the rules to justify the answer. I think that following this technique helped them to realize which form should be used (adjective, verb, noun...). In the normal way of doing such task, they will be reluctant and not very much interested. they seemed to be engaged.

    ReplyDelete

Post a Comment

Popular posts from this blog

Hi everyone, I love all the ideas that Penny has shared so far, and for this week 2 discussion, I’d like to focus on...

Hi everyone, I love all the ideas that Penny has shared so far, and for this week 2 discussion, I’d like to focus on one particular idea of using pictures for students to say as many things as they can about them in a given time. Here I want to try to outline a possible modification of the activity: 1. Students are asked to take a picture of an activity they see outside the class using their cellphone or find a picture (of an activity) on the internet and save it on their gadget. 2. Students then edit the photo in such a way that it doesn’t show a full capture of the activity (making it mysterious), but they should still keep the original version of the photo. 3. Students are put in groups(of 3-5 students, ideally) and each member of the group takes turns showing the photo while others try to guess what’s in the picture by using Y/N questions. They can either limit the time or the number of the questions asked. At the end, whether their friends can or cannot guess the activity in the ...
Read more

Another interesting session this week!

Another interesting session this week! This week was another lesson that made me question why we do the things we do: 1. Guessing words from context- This wasn't the first time I heard that guessing the meaning of words from context is ineffective. However, in textbooks and in our curriculum at our IEP, guessing words from context plays an integral role on what students should be able to do. The exercise that was presented during the class was an excellent example of how we can really incorrectly guess the meaning of the right word. It makes me realize what my students really do when we complete these exercises. In the end, I have to explain and describe what the word really means because the guesses have a tendency to be extremely off. 2. Don't grade the first draft- Before working at my current job, I never graded the first draft for the reasons outlined in the session. However, I started grading the first drafts in order to make myself appear to be "in line" and ...
Read more

Thanks Penny for sharing an interesting topic: error correction.

Image
Thanks Penny for sharing an interesting topic: error correction. Allow me to share with you what my students and I have done with the error correction practices in our essay writing class. 1. I have encouraged my students to do peer-review as a part of writing cycle before submitting their final drafts. We did that using Google doc. I see this peer-review activities worth doing at least based on the following considerations: a. Learn how to read carefully, with attention to the details of a piece of writing (whether their own or another writer’s); b. Learn how to strengthen their writing by taking into account the responses of actual and anticipated readers; c.Learn how to formulate and communicate constructive feedback on a peer’s work; d. Learn how to gather and respond to feedback on their own work. 2. Before the peer-review session, I taught some techniques of correcting their peer's to them: make the errors explicit so that the writers knew about what and how to improve the e...
Read more