Saaaame

Do you do this meta-conversation in English?

On language control: In my years of teaching I have noticed there are just some students who really struggle with the "noticing" part of accuracy. How to help these leaners? And is there such a thing as pattern reinforcement? If they don't correct an error within a certain window, it's entrenched?

Is the difference between dictogloss and dictation the fact that students have to listen and memorize a set of sentences? I would be curious for the explanation why a dictation wouldn't get at some of these structures too.

Also the reminder to create a new activity instead of "re-teaching" was helpful. I do sometimes come back to something and this gave me a helpful way to think about that.

Also, going to take the idea of diagnostic writing at the beginning of the class. This will also help us gather information on how our students are performing in their writing.

And some of these sample activities are so great! I loved the advice activity and I thought about ways to alter this.

We have already shifted to holistic rubrics rather than "points off" for various items. The examples here gave me ideas on how to improve our grading rubrics, but this chapter made me feel good that we have already replaced traditional exams with projects that ask students to do something w language

I am going to alter my rubrics and use this concept of "language control" (limited, emerging, good, full) (p. 234) to help students understand the spectrum, and that errors are natural early on as they take risks.

Replacing the grammar quiz! we have already been trying to think of ways to make our quizzes more aligned with the work we're doing in class, so this gave me lots of great ideas.

I was really excited about the dictogloss activity, and I tried it right away...and it was a failure, too hard. But I think I know how I could improve it. I think you have to teach students how to do it, and start small, like with one sentence, then two, then three. Something I will try again!

With feedback, I have definitely learned to focus on quality over quantity, it was helpful to think about feedback on "patterns". For adult learners I don't like the "glow" vs. "grow" (it feels a little too cutesy for me), but I like the "patterns of strength" and "patterns of error" (224-225)

I've learned before about feedback that focuses on the work and eliminates praise, but honestly I feel like students are so used to the "praise criticism" sandwich that altering this format can feel jarring. But it was a good reminder to limit praise, focus on evidence (p. 224). And be timely! :)

Also... "DIY sandwiches" as the big reward. Here's my question for No Buffs: what other food reward would you prefer to "DIY" and fix yourself, rather than have it served to you?

Can't wait to hear JD's take on that editing fade to black during the challenge. Too much?

Love the "research = ocean of results" analogy!

I need to put "Don't talk yourself out of it!" On a post-it in my office! #slayyy

Question: Context/frame for output task is given in English? (P. 205)