|
Литература
1. Гальскова Н.Д. Теория изучения иностранных языков. Лингводидак-
тика и методика : учеб. пособие для студ. лингв, ун-тов и фак. ин. яз. высш.
пед. учеб. заведений / Н.Д. Гальскова, Н.И. Гез. – 3-е изд., стер. – М. : Изда-
тельский центр «Академия», 2006. – 336 с.
2. Щепилова А.В. Коммуникативно-когнитивный подход к обучению
французскому языку как второму иностранному. Теоретические основы /
А.В. Щепилова. – М. : Школьная книга, 2003. – 486 с.
3. Профессиональный стандарт «Педагог (педагогическая деятель-
ность в сфере дошкольного, начального общего, основного общего, средне-
го общего образования) (воспитатель, учитель)» [Электронный ресурс]. –
URL: http://www.consultant.ru (дата обращения 10.02.2019)
223
FEEDBACK FOR TEACING REFLECTION:
HOW IT CAN MAKE A DIFFERENCE IN TEACHING PROGRESS
E.A. Rusinova, E.S. Kuznetsova
Autonomous nonprofi t organization of additional education
«Interlingua», Voronezh, Russia
Abstract:
The article deals with some sources and principles of feedback
on teaching. Feedback and its role in the article refl ects the process of education.
The article reviews the feedback infl uence on learning and achievements as
well as individual development and support besides how a teacher and students
communicate.
Key words:
refl ection, appropriate feedback, individual improvement,
learning process, strategies, performance evaluation.
Nowadays issues of feedback are interested by teachers and
students who use them in practice. Refl ection and feedback are
two sides of the same coin. They complement each other in an
individual learning process. Refl ection is a process where a student
or a teacher thinks analytically about a learning situation or activity,
monitoring its progress and evaluating its outcome. It can and
should take place before, during and after the situation. Feedback
also applies a signifi cant infl uence on learning and achievement and
has considerable power to improve teaching and learning. Affective
commentary on student’s work is a key of characteristic quality
teaching.
Feedback is conceptualized as information by an agent (e.g.,
teacher, peer, book, parent, self, experience) regarding aspects of
one`s performance or understanding. A teacher or a parent can provide
corrective information, a peer can provide an alternative strategy, a
book can provide information to clarify ideas, apparent can provide
encouragement, and a learner can look up the answer to evaluate
the correctness of response Feedback is just as a consequence of
performance. Regarding to an in-context feedback is the information
given to the learner about his or her performance of a learning
© Rusinova E. A., Kuznetsova E.S., 2019
224
task, usually with the objective of improving this performance. This
can be anything from an exam to a brief oral comment during the
class. It also can be defi ned as a part of a dialogue and it is not one-
way of communication. Giving affective feedback is a vital part of
communication and it has benefi ts for the giver, the receiver and the
whole environment. Here are fi ve reasons why feedback is important
in communication skills:
1. Feedback is there all the time
2. Feedback is just another word for effective listening
3. Feedback is an opportunity to motivate
4. Feedback is essential to develop performance
5. Feedback is a way to keep learning
Feedback is not criticism it is a supporting act. We should do it
in a constructive way to develop performance to a high level. The
language which we use is very important here. It is not like “You
didn’t do” but “If you have done…it would have…” or “The mark
isn’t very high, what else do think you could have done?” Students
might likely to get wrong from time to time, they will assume things
incorrectly, they will communicate in ways which are confusing and
possible impolite for others. The only way to be sure that they do not
continue to make mistakes is to provide feedback.
There are several principles of affective feedback:
– Help clarify what good performance is (goal, criteria,
standards).
– Encourage “time and effort” on challenging learning tasks.
– Deliver high quality feedback information that helps learners
self-correct.
– Encourage positive motivational beliefs and self-esteem.
– Encourage interaction and dialogue around learning (peer and
teacher/student).
– Facilitate the development of self-assessment and refl ection in
learning.
– Give learners choice in assessment-content and processes.
– Involve students in decision-making about assessment policy
and practice.
– Support the development of learning communities.
225
– Help teachers adapt teaching to students` needs.
In fact, feedback is around us all the time. Every time we speak or
listen to another person in our tone of voice, in the words we use we
communicate feedback. How far we trust, how much we respect, the
degree we love, like or even hate the person who is we give feedback.
If we think we are not doing it means we probably not manage the
communication affectively. Feedback is an another word for affective
listening. When one human being speaks to another he or she needs
to experience very fundamental things. They need to know that they
have to be understood and they need to feel that what they said have
some form of value. Remove any of these aspects and the speaker
confused or even irritated. Giving feedback we show understanding
(“I see” or “OK”, “I have the same issue”). Feedback is an opportunity
to motivate. Positive feedback inspires an individual to do more tasks
even better. In an autonomous nonprofi t organization of additional
education «Interlingua» teachers model and role play how to give
feedback in a constructive way, explicitly teach students how to
provide effective feedback to each other, hold students accountable
for the comments and suggestions they give one another. There are
some keys in adult groups which are taught according to an author`s
intensive emotional-communicative course:
– Understand that feedback and evaluation are important
– Be open to feedback and evaluation
– Know what is appropriate feedback
– Deliver your feedback at the right time and place
– Know what you want to know
– Know what you want to say
– Be clear and concise
– Be ready to explain why
– Offer ideas for improvement
– Refl ect on your own feedback
If we are talking about written feedback, it needs to be timely
so it is prepared as closely as possible with the event, written in a
manner that is understandable for student. Written feedback should
be actionable so that the student can make revisions. It is not like
“good” or “bad” it is all about the criteria of goals and what students
226
need to improve. Feedback can be done during and after learning.
It should focus on what is being learnt (learning criteria) and how
students should go about it (success criteria). Feedback should
provide information on how and why the student has or has not met
the criteria and also provide strategies to help the student to improve.
Affective feedback allows us review our performance. We should
always welcome feedback.
Do'stlaringiz bilan baham: |
