After completing the main task with the focus on form in mind, the last stage of the TB sequence is to do an evaluation. There may not always be time to set up an evaluation but I believe it’s very important and time shouldn’t be an excuse as it can be done in 15 minutes.
The evaluation is a celebratory time. Make sure you stress that point to your students. It is not a compulsory task that is imposed on them because “the teacher wants us to” but an opportunity to discover how much they have actually learnt in the unit of work.
Indeed, students celebrate what they have proudly accomplished and provide clear examples. You don’t want a vague evaluative process that is not indicative of the huge learning that they have put in. You want a proper specific reflection that is going to boost their self-esteem in more ways than they have thought of.
To me, there are four parts in that phase that the students can comment on:
- Evaluation of the student’s social and/or intercultural skills (What are you most proud of as far as solving a social/an intercultural issue in the unit?)
- Evaluation of the student’s metacognitive skills (What activity did you benefit the most from to make you think on how you have learnt best? Why?)
- Evaluation of the student’s metalinguistic skills (What are you most proud of as far as solving a language issue? What can you do to avoid coming across that language issue?)
- Evaluation of the student’s psycho-linguistic skills (What are the techniques you have proudly picked up from other people in terms of stress management, distraction management and organization?)
You are also invited to do your own teacher’s evaluation of the unit by following the teaching as inquiry model (http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry) if you so wish. If you haven’t got the time for each unit of work, it’s ok but at least review what the students have written down and you can fill in the following table:
|Name of student||How can I assist that student to progress further?||Points for me to improve on my unit of work that’s just been completed and future ones|
Initially, you may spend a whole period going through an evaluation with your students as it is in the target language but when you are using the same template for every unit of work, it shouldn’t take long for students to complete it.
You can go through the vocabulary with the students first and/or they can use the dictionary for help. Groups can be in charge of the translation of one question and then the translations are shared in class.
The more evaluations you get them to do, the better and faster they get at them.
Here is a possible example of an evaluation:
1) Is there a social issue you have talked about in this unit of work? Which one?
Yes, there is a social issue in this unit of work. It’s about …
No, there isn’t any social issue in this unit of work.
2) Is there a cultural issue you have talked about in this unit of work? Which one?
Yes, there is a cultural issue in this unit of work. It’s about …
No, there isn’t any cultural issue in this unit of work.
3) Whether it is a social or cultural issue, what are you proud of in terms of solving it?
I am proud of the way I dealt with the social or cultural issue as I …
4) What activity did you benefit the most from in terms of self-reflecting? Why?
The activity I most benefitted from in terms of self-reflecting is … because …
5) Which language issue did you come across? How did you proudly solve it?
I first found it hard to understand the language issue of … but I proudly solved it when I …
6) What can you do to avoid coming across that language issue in the future?
In the future, I am going to avoid coming across that language issue as I am going to …
7) What are the techniques you have proudly picked up from other people in terms of stress management, distraction management and organization?)
I have proudly picked up from … how to deal with stress management or distraction management or organization … as s/he …
- Do set up an evaluation for your units of work