Examine the different methods for giving constructive (practical) feedback to learners and discuss how these can motivate learners. Constructive feedback is a form of feedback which is helpful and supportive. It is motivational in that it neither gives false descriptions of a learner’s ability nor does it destroy their self-esteem‚ but aims to develop and fine-tune skills. Giving constructive feedback is crucial; without it learners cannot learn (Rogers‚ 2004). When used to emphasise
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Unit 9: Mini-essay: Examine the different methods for giving constructive (practical) feedback to learners and discuss how these can motivate learners. Giving constructive feedback is crucial; without it learners cannot learn (Rogers‚ 2004). When used to emphasise progress rather than failure‚ it motivates learners‚ building confidence and enabling them to recognise mistakes as part of a process that brings them closer to their learning goals. It can help both teacher and student to identify further
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University of Phoenix Material Individual Worksheet: Constructive Feedback (Due Week Two) There are four guidelines for effective feedback: 1) Describe the situation or behavior a) specifically b) without making assumptions c) in concrete terms‚ not judgments 2) Explain your reaction to the behavior‚ or the consequences of the behavior a) specifically b) related to the behavior‚ not the person c) calmly d) without exaggeration 3) Request a change (if needed) a) realistically b) invite
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Constructive Feedback Job Aid Use this job aid the next time you are asked to give or receive feedback. Refer to it to help you recall concepts from the tutorial. What Is the Purpose of Feedback? • Receiving feedback helps a writer become less attached to his or her work. • Giving feedback helps a reviewer practice analytical skills: o Criticize and examine work o Question errors o Suggest improvements How Do I Give Feedback? Peer review is a method for giving and receiving feedback:
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Integrating Constructive Feedback in Personalised E-Learning Jude T. Lubega1 and Shirley Williams2 1 Makerere University‚ Faculty of Computing and Information Technology‚ P.O. Box 7062‚ Kampala‚ Uganda‚ East Africa jlubeg@cit.mak.ac.ug 2 Department of Computer Science‚ University of Reading‚ P.O. Box 225‚ Whiteknights‚ Reading‚ Berkshire‚ RG6 6AY‚ United Kingdom shirley.williams@reading.ac.uk Abstract. When using e-learning material some students progress readily‚ others have difficulties
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How to motivate student to learn English? The students are always motivated‚ and when we talk about motivation‚ it refer to student`s efforts to learn. Positively motivated students are more pleasant to learn‚ prepare more carefully for class‚ participate more actively and achieve more than negatively motivated students. Teachers should recognize that to improve motivation they will be dealing with cognitive‚ affective‚ social and perhaps even psychomotor variables. These recommendations are being
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When we are giving feedback to a child ‚ we have to be careful because children are very sensitive and if we give them a negative feedback it can affect on their development. When we are with children we need to calm and when we give them any feedback it should be encouraging and supportive that can help them to build their self confidence and encourage them to work hard. Like if a child is working hard but he does some spelling mistakes so instead of say him you did this mistake first we have to
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specialist area in meeting needs of learners Critical thinking includes the ability to intuit‚ clarify‚
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Ilenia Ward 10-6-13 UNIT 307 Outcome 2.4: provide constructive feedback to learners to help them understand what they have done well and what they need to develop On Wednesday I supported a group of children during literacy. The children had to write their own story using interesting sentences and vocabulary. The children watched a video and then they had to write their own story. During the activity I made sure all the children understood what they had to do and I wrote down notes
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Chapter 2 Literature Review 2.1 A General Review on Leaner Autonomy 2.1.1.Definitions of Leaner Autonomy 2.1.2 Theoretical Background of Autonomous Learning 2.1.2.1Constructivism 2.1.2.2 Humanism 2.1.3 Teachers’ Role in Autonomous Learning 2.2 Input Theory 2.2.1 Krashen’s theory of language acquisition 2.2.2 Input hypothesis in second language aquisition 2.2.3 The language input in autonomous learning 2.3 Web-Based Language Teaching and Learning 2.3.1The development
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