Reflection on writing: displaying and annotating digitised learner textsUploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)
This EFL class of first year middle school learners (aged 11-12) are correcting sentences of their own work which contain mistakes that the teacher has scanned and is displaying on the IWB. Learners come to the board and circle mistakes, then write in the correction. From her position at the back of the classroom, the teacher then asks the class to comment, give feedback, and conclude together on the corrections required. The learner then reads the correct sentence from the board, and the teacher goes on to elicit a sentence using a similar pattern from another learner. She writes this sentence in the space planned for it on her IWB page.
Target language: English
Resource language: English
Native language of learners: French
Age range: 12+
Language level: A2 - Lower Intermediate
Educational context: Secondary Education
IWB Features: Ad Hoc Annotation, Writing/pen tool (inc. handwriting recognition)
Teaching methods: Individual activity at IWB
Language area: Reading, Speaking, Spelling, Writing
IWB board used: eInstruction / Interwrite
They had to write a paragraph to describe their routine. So that was the first step. I wanted them to have the strategies to correct their own mistakes and before I gave them my feedback. And I noticed that they - it's easier for them to identify the mistakes on someone else's sentence. And they have a lot more difficulties doing this with their own work. Maybe they need a little more distance from the work because I know that at the end of a test when they have time to check for mistakes, they never see them, never.
It's even better if it comes from the other class, because I don't want them to be able to recognize the handwriting. I want them to stay anonymous. I don't want anyone to feel bad about seeing their mistake on the board.
Enquêteur : Quand il fallait corriger les phrases, quand est-ce que vous avez fait ces phrases?
[When you had to correct the sentences, when did you write these sentences?]
Apprenant : Il y a deux jours. Elle nous a demandé en cours, en groupe, de se poser des questions. On les a copiées, on lui a données, elle a regardé, elle en a sélectionnées... et elle les a mises
[Two days ago. She asked us in class to ask each other questions in groups. We copied them and handed them in, then she looked at them, chose some, and put them in]
See how the teacher fluently demonstrates what to do, choosing the appropriate IWB tool, showing how to circle errors, then erasing her example to leave space for the learners.
Learners are invited to take the role of the teacher marking texts in the same way the teacher normally would.
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