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Semelhante a Pecha Kucha Maru
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Pecha Kucha Maru
- 1. Pecha Kucha based on Alicia Carranza’s and Leonardo Mercado’s ABS presentations. Ma. Eugenia Silva ALIANZA CULTURAL URUGUAY- ESTADOS UNIDOS FEBRUARY 2010
- 4. Even though mistakes do not sound good, we have to face the fact that they are: necessary acceptable
- 6. Types of instructions (Ellis, 2001, pp 16-23) CONTINUED… Type Characteristics Instruction Type 1 (I1) -Focus- on- forms -The new language is being presented to the students explicitly.
- 7. Instruction Type 2 (I2) -Planned focus-on-forms -Focus on meaning and intensive treatment of a pre-selected form. -Using a structure in an unconscious way.
- 8. Instruction Type 3 (I3) -Focus on meaning -Use of wide range of forms that have not been pre-determined.
- 9. Instruction Type 4 (I4) -Focus on meaning -Neither the teacher nor the students are supposed to worry about correctness.
- 21. Conrad Hilton
Notas do Editor
- Hello…. Blah blah I attended these two presentations since I consider this issue to be a big problem for me. Not only the when is/was an issue for me but also the how. I consider that being exposed to the ideas presented by these two teachers has helped me a lot.
- The first thing that we have to bare in mind when we are correcting is the following Our role as teachers is not to criticize the product of the students but to help them in the process. We need to understand the fact that students do not make these mistakes on purpose.
- Mistakes are necessary, acceptable and we have to deal with them in a non-judgemental and effective way. We need to give our students more room, boost their confidence and help them overcome their fear of making mistakes. How? Well by correcting better and using better or different techniques.
- And here is where Leonardo mercado comes… At his institute, Icpna, in Peru, they came up with an error correction policy, after noticing that 95% of their teachers did not correct students at all. First they worked with Ellis’ Instructions
- Example I1: question answer activity form the book in which students practice the past tense after an introductory presentation
- Example I2: a role-play in which participants have to discuss future plans using ï’m going to”
- Example: students are asked to discuss about the topic of online dating. The teacher circulates and takes notes of a variety of mistakes
- As it is said very clear, with this kind of instruction you are not supposed to correct. This would be a free discussion.
- Student-to-student feedback: can you help…? (teacher) Whole class: repetition of the question and elicitation
- Like going to the board and explaining it in detail
- Step 1: correction of global errors, teacher circulates.
- It requires constant circulation of the teacher among the students.
- In this case the board may be used when correcting this kinds of errors.