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MrBlobby wrote:Ｉprimarily use formative learning assessment strategies in class but what I don't do is help the students set their own language goals and give them fixed feedback towards those goals. This is key to improving the students self-efficacy.
This is however a new area for me, where I may well have done some of these formative assessments before but not realized it. GuyinTaiwan, what strategies do you use to assess student's progress and how do you help them remain (generally) intrinsically motivated?
GuyInTaiwan wrote:2) Production (output) is everything. As such, there's a massive emphasis on speaking (parroting), memorisation, and reading aloud, even if the kids have no idea what it is they're saying and can't use it in any meaningful, and novel, way. I have even heard foreign teachers say that they want their kids to be able to read aloud, even if they don't understand what they're reading. It's absurd and needs to be abandoned.
TaiwanVisitor12321 wrote:So how would you deal with reading? I've recently improved my classes, but my class sounds an awful lot like your above description, mostly due to reading and vocabulary (lots of it, each lesson).
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