Learning2gether Episode 431
I was first alerted to this event when Philip Shigeo Brown posted this reminder on Facebook just the day before:
International Teacher Development Institute (iTDi) MonthlyRoundup (FB LIVE) with Philip Shigeo Brown & Steven Herder: Fri Nov 29, 1200-1300 GMT:
The graphic was interesting 🙂 so I decided to drop in. I had intended only to see how this event worked. I hadn’t had enough notice to make it a Learning2gether episode in its own right, and I didn’t know I would be called on to participate. When I arrived, Steve was explaining how he had prevailed on the powers-that-be at the most recent 2019 JALT conference to stream their most recent plenaries and put the recordings on open access:
JALT 2019 plenaries streamed and recorded:
At first I was only listening to Phil and Steve on my PC talking in Zoom while broadcasting that through Facebook, so I got the event up on my iPad and took it into the kitchen to do the dishes. But when I heard them talking about my interview with them the previous week, I dried my hands and made a screen shot. You see? I was starting to get engaged.
And then when Steve invited anyone listening in Facebook to come into the Zoom room and join the conversation, Andy Boon and I obliged, joined later by Barbara Hoskins Sakamoto.
Also in the listening audience were Doris Molero, a long-time collaborator in Webheads in Action, whom I last saw at WorldCALL 2018 in Concepción, Chile, and Barbi Bujtás a one-time co-moderator of EVO Minecraft MOOC (these networks are constantly colliding :-).
And here is what it all looked like:
Some Links that came up during the discussion
- Philip brought up this article on communicative competence as part of the framework for the discussion
- Steven called our attention to Gianfranco Conti’s website Error Correction: The Language Gym, https://gianfrancoconti.com/category/error-correction/. Dr. Conti is a prolific author who asks, “is the time and effort [spent] marking justified?” Dr. Conti draws on “thirty years of error-correction research, my personal experience as a learner of 14 languages and teacher of five and, more importantly, neuroscience and common sense [to] suggest alternative remedial approaches to MFL learner errors which are as or even more effective than the trending methodologies.”
- Vance contributed a technique for using voice to encourage revision from student writing begun on paper. The technique has the students share a Google Doc with him but start their writing on paper in class. The teacher collects the papers and then reads them correctly into Google Docs using speech-to-text. The teacher makes printouts of what the students wrote expressed in correct language and writes on these printouts suggestions for revision and improvement of the papers. The paper printouts are returned to the students along with their original papers, and the students continue writing in Google Docs, for as many revisions as possible, now focused on whatever errors occur or re-occur. Vance has presented this technique on numerous occasions, and the link shared in the chat is one which also has links to a writeup about the technique, as well as to its slide presentation
- Vance also contributed the link to a screencast he recorded while in his office giving feedback to a student elsewhere on campus on the student’s writing, using Google Docs. The video illustrates the effectiveness of the technique:
- Vance argued that papers covered with red ink were useful only if there was some evidence of follow-up by the student; for example, if errors detected on one round of correction were tracked into the next round to see if they recurred, and if they did, that they be addressed at another remedial level. Here, Steven referred me to the work of Dana Ferris, which Vance Googled to turn up her book, Treatment of Error in Second Language Student Writing, a “principled approach to the theory and practice of error treatment that can guide pedagogical decision-making.”
More screen shots