Page 14 - Accents December

Languages Victoria
Checking point
Towards the end of Term 3, a first formal checking point was done directly with the students in the form of a simple conversation done in class for about 15 minutes, using the questions below.
The responses were voice-recorded so I could collate them at a later time.
How effec(ve do you think only highligh(ng mistakes (as opposed to correc(ng them on your behalf) has been in elimina(ng these from the texts you write in Spanish? HOW DO YOU KNOW?
Have you consistently made a point of correc(ng the mistakes that have been highlighted in your wri(ng? WHY / WHY NOT?
How challenging has it been for you to correct these mistakes? DO YOU DO ANYTHING IF YOU CANNOT CORRECT THEM?
How (me consuming or inconvenient has this strategy been for you? Has that been a problem? WHY / WHY NOT?
Is there any other strategy you would prefer to try? WHY DO YOU THINK THIS WILL WORK BEST FOR YOU?
This is a summary of their thoughts:
• It was useful when they could correct the errors as it helped them with awareness and self-correction / editing for future tasks.
• For more complex errors they thought a bit of an explanation would be helpful.
• They appreciate being able to ask the teacher if they could not correct the errors themselves.
• It was not inconvenient because time was provided in class.
• A student commented on how she should be editing more consistently,
as well as creating a list of her own common mistakes.
• One student commented on how it was better that the directive on error correction comes from the teacher rather than from themselves.
• One suggested they read each others’ work in order to practice editing skills. They highlight each other mistakes but only focusing on 1 or 2 grammar points as directed.
Page 14
Volume 8 Number 2