http://words.edublogs.org English for non-native speakers, learning for the 'very able' and e-learning Sun, 16 Sep 2007 09:09:22 +0000 http://wordpress.org/?v=2.8.2 en hourly 1 http://words.edublogs.org/2007/09/15/learning-helpful-or-pointless/ http://words.edublogs.org/2007/09/15/learning-helpful-or-pointless/#comments Sat, 15 Sep 2007 04:36:42 +0000 words http://words.edublogs.org/2007/09/15/learning-helpful-or-pointless/ I visited a workshop led by Rüdiger Iwan the day before yesterday. What I took away from that workshop was a re-examination of several key issues in school education: the role of homework, the nature of correction of pupil’s work and the link between the concept of portfolio and apprenticeship.
Homework
I think that homework can successfully fulfil its purpose only if the following criteria are met:
- the day in school (including travelling time) is short enough for the pupil to have a healthy balance of exercise, rest and fun as well as doing the homework
- the homework has a clearly defined purpose perhaps initiated by the teacher but negotiated with the pupil – that is to say the pupil ‘owns’ the reason for that homework
- it clearly advances the preparation for what is coming or rounds up what has been a successful learning experience thus far
- it reflects or extends an interest base the pupil already ‘owns’
Teacher’s correction of pupils’ work
There is little to be gained from correcting all of the errors in a long text written by a pupil. Far better to focus on one, two or three specific errors and agree in a dialogue with the pupil a path towards eradicating those errors. There needs to be a path forward linked to a sense of achievement for the pupil. The nature of the correction is important too. I favour marking the language errors with text marker and allowing the pupil to reflect on what is wrong. First of all alone, then, as one of a pair or a small group. In my experience 90% of errors can be corrected in this way in EFL work.
Pupils’ correction of their own work
When pupils have written a text which has been corrected by whatever means then the rewriting of that text is a cause for satisfaction and achievement because it mirrors the creation proves itself in which amendment follows amendment until satisfaction is achieved. It is the iterative process of the creative artist.
Portfolio
If the pupil maintains a portfolio of his/her quality work then this is a powerful card to play in succeeding at interview. A much more powerful card than any piece of paper containing exam results. It demonstrates clearly, visibly and powerfully what a person can do. The exam results open the door and get you an interview; the quality portfolio clinches the job as artists have always known.

]]> http://words.edublogs.org/2007/09/15/learning-helpful-or-pointless/feed/ 0 http://words.edublogs.org/2007/07/28/e-portfolios/ http://words.edublogs.org/2007/07/28/e-portfolios/#comments Sat, 28 Jul 2007 05:59:14 +0000 words http://words.edublogs.org/2007/07/28/e-portfolios/ The only e-portfolios I was familiar with were those used as backup for the language passport and those I saw as a sample from Edinburgh’s MSc so I did some research today. I looked at the OSP opensource portfolio site and took the demo. I also visited the gallery of e-portfolios at Penn State which was striking and informative and best of all read an excellent article by David DiBiase about the rationale behind e-portfolios.

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