303 Level award in Preparing to Teach in the Lifelong

Finger correction

Peer correction

Delayed correction

Reformulation

Echo correction

Immediate correction

Self correction

Timeline

Correction code

1	In fluency activities, teachers may decide not to correct learners at the time that the mistake is made, but may prefer to leave the correction till later in the lesson.	C
2	A method used when students make a mistake and the teacher repeats the mistake with rising intonation, encouraging students to correct themselves, e.g. Student: He don’t like it. Teacher: Don’t? Student: He doesn’t like it.	E
3	When students are able to correct language mistakes they have made, perhaps with some help from the teacher.	G
4	This is a way of drawing attention to where a learner has made a mistake. The teacher counts out the words a student has said on her fingers. The fingers represent words and the teacher can show clearly in which word (finger) the mistake was made. A teacher may use her fingers to show that a mistake has been made with word or sentence stress, word order, grammar, pronunciation, etc.	A
5	A method used when a teacher corrects what a student has said by repeating the sentence correctly, but without drawing the students’ attention to their mistake. This is usually the way parents ‘correct’ their young children’s language mistakes.	D
6	A diagram that shows learners the relationship between tense and time. It is often used in language teaching to correct learners when they use tenses wrongly.	H
7	When a teacher corrects the error as soon as it is made. This is usually in activities where the focus is on accuracy.	F
8	A series of symbols a teacher may use to mark students’ writing, so that they can correct mistakes by themselves, e.g. P = punctuation mistake, T = tense mistake.	I
9	This is when teachers ask learners to correct each other, rather than correcting them herself.	B

For this section, your placement / workplace supervisor must provide a witness statement outlining how you have met the criteria 1.3, 2.4, 3.4
The statement below must be written by the supervisor themselves (you can not provide a reflective account) and the declaration at the bottom completed in full.

Description of Activity Undertaken:

Unit, learning outcome(s), and assessment criteria covered:

1.3 Demonstrate the presentation of a structure 2.4 Demonstrate the ability to switch vocabulary and complexity of instruction based on previously identified skill level 3.4 Demonstrate correction techniques, including: − verbal and non-verbal − finger correction − self-correction − peer correction − teacher correction

Written comments: How did the activity meet the requirements of the learning outcomes assessment criteria?

Witness Name:

Witness signature:

Witness Job Title:

Date:

1. 
   Bibliography:
   

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