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Reflection on writing: displaying and annotating digitised learner texts

Uploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)

Description

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.

 

 

details

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

Teacher comment

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.

Learner comments

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]

Other comments

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.

Screenshots

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License - CCBYNCSA

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iTILT is a European project on Interactive Technologies in Language Teaching which focuses on the use of interactive whiteboards in the communicative language classroom. If you have comments or questions about this project please contact us.