Date: 15th March 2018
Place: NHA, room 300
Seminar teacher: Lisbeth M Brevik

How do you give feedback in your English instruction? Feedback is recognized as crucial for student learning and can be defined as information used to modify teaching and learning activities, and to adapt the teachers’ instruction to meet student needs (Black & Wiliam, 1998). Feedback should ideally include comments on the quality of student work as well as suggestions for how students can improve their work. Research has shown the importance of enabling teachers to provide consistent and supportive feedback to their students, and the importance of directing attention at the learning situation in which feedback operates should not be overlooked. Accurate knowledge of what characterises classroom feedback is however lacking, and in this seminar, we investigate oral feedback practices in English, using video-recorded lessons. The aim is to identify quality feedback in the English classroom.

Photo: Colourbox

In this seminar we will present an overview of the oral feedback practices in English lessons in the LISE classrooms, and discuss to what extent these feedback practices contribute to low or high quality instruction. We will identify what the students' receive feedback on, when and how often they receive feedback on their work, who provides the feedback (teachers or peers), whether feedback includes suggestions for how to improve their work, and whether it is reasonable to infer that the feedback helps the students with their work.

Oral presentation
In addition, Kyrre and Annie will give oral presentations (obligatory activity) about the quality of feedback in the English lessons they have transcribed (S17EN05T and S50EN04T). Magdalena, Rakel and Lisbeth will offer some feedback.

Preparation
To prepare for this seminar, please read Sturla Sagli's MA thesis (2017) about teachers' and students' perceptions of vocational orientation in English subject (105 pages).