September Workshop Summary
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| 08 Sep 2008 - 11:56 | 109 |
| Elizabethanne Kim Posts: 24 | September Workshop Summary Daegu-Gyeongbuk KOTESOL Workshop 6 Sept 2008 Speaker: Peter Edwards Time 3-5:15pm About 33 people attended this workshop, with many first-timers. This workshop was very hands-on, with a lot of partner discussions, and one group activity (Chinese tangrams). Peter is interested in the concept of a student’s “willingness to communicate” from the field of Second Language Acquisition (SLA). From his experience, he has found that many students are able, but are not willing to communicate when an opportunity occurs in real life. Peter believes that a lot of students dislike group work because usually one student ends up doing most of the work, while others slack off. Furthermore, he believes that giving each group member the same score for a presentation decreases motivation and is only concerned with face validity. Therefore, Peter believes that individual students should be given the chance to earn different grades for their group presentations. To do this, Peter tells his students before they start their group assignments that they will be grading each other, and he believes that this increases participation. Peter provided a handout outlining his grading scheme for group presentations. First, he asks the team members to grade each other, and he allots that as 44% of their grade. Secondly, he grades the entire group, and allots that 35% of an individual’s grade. Finally, he lets the class give a single grade to the group, and he allots that 21% of an individual’s grade. One of Peter’s colleagues from Keimyung University also briefly talked about how she lets her students give each other their final participation scores, which she allocates as 10% of her students’ final grades. In summary, she lets her students give ½ the class participation points, so they have to choose 50% of the students in the class (not themselves) who they thought participated well in the class. She lets them know this at the beginning of the semester, so that they will be paying attention to other students’ participation throughout the duration of the course. She feels that this strategy has increased the amount of English spoken in class. |
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