Supporting English language learners through effective feedback

Audrey Pettibon

Session Information

Year: 2017 | Time: 11:20am-12:00pm | Location: PRESENTATION 2-B: Johnson Center (Room F)

Abstract

BRIEF SESSION DESCRIPTION:

Here at GMU, we have a wonderfully diverse student population that greatly enriches our community of learners. As instructors, it is critical to draw out the many talents and contributions of all of our students as we support their academic development. In online and blended classrooms, it can be especially challenging to support English Language Learners. It is critical to have high, but realistic goals for our ELLs and to allow ample time for practice, response and reflection. Our classrooms and discussion boards should be “invitational” to all students and we should be prepared to allow for flexibility. Throughout our instruction,it is critical to assess factual recall as well as higher cognitive thinking and assimilation of ideas/concepts. After attending this session, participants will be able to better identify and support the needs of ELLs in online/in person formats. Specifically, faculty members across disciplines will be able to: recognize how ELLs develop language skills, establish clear objectives for ELLs, provide effective feedback (employing 7 key factors), evaluate and grade constructed-response items, grade papers as “outlines”, provide feedback and support for in-class and online discussions/discussion posts, and for presentations/group projects.

 

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FULL ABSTRACT: Here at GMU, we have a wonderfully diverse student population that greatly enriches our community of learners. As instructors, it is critical to draw out the many talents and contributions of all of our students as we support their academic development. In online and blended classrooms, it can be especially challenging to support English Language Learners. It is critical to have high, but realistic goals for our ELLs and to allow ample time for practice, response and reflection. Our classrooms and discussion boards should be “invitational” to all students and we should be prepared to allow for flexibility. Throughout our instruction,it is critical to assess factual recall as well as higher cognitive thinking and assimilation of ideas/concepts.  After attending this session, participants will be able to better identify and support the needs of ELLs in online/in person formats. Specifically, faculty members across disciplines will be able to: recognize how ELLs develop language skills, establish clear objectives for ELLs, provide effective feedback (employing 7 key factors), evaluate and grade constructed-response items, grade papers as “outlines”, provide feedback and support for in-class and online discussions/discussion posts, and for presentations/group projects.

Keywords

learning spaces; mindfulness; international students; student engagement; student motivation

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