Page 65 - The SpeakTeach method - Esther de Vrind

Choices made with respect to principle 3 (providing adaptive feedback)
To determine the degree of adaptive feedback in the lesson series, we looked at the tailoring of focus, the level of the feedback repertoire and the organisation of that feedback, as well as the scope of the adaptive learning pathway that emerged from the analysis of design principles 1 and 2. A summary table was also produced for design principle 3 (Table 3.3).
For one series of lessons, no data on feedback were filled in (so n=29 in this table instead of 30). In no fewer than 18 of the 29 lesson series, the feedback could be called fully adaptive (score 3). One of the 29 SpeakTeach series of lessons was given a 0-code, meaning that it failed to retain the essence of the SpeakTeach method: no adaptive feedback was given. The feedback aiming to achieve the learning goals in this series of lessons was given in the traditional way to the whole class. While the final speaking activity was used at the beginning of the lesson series so that students gained some insight into their own speaking competences and connections with the learning activities were then made clear, after that the lessons were entirely teacher-led. The teacher said that was because of an experience with an earlier SpeakTeach lesson that had been student-led and had become chaotic. The teacher wanted to keep order now.
One adaptation of design principle 3 was found: students gave each other feedback based on their speaking performances, self-evaluations and plans for improvement. The teacher had opted for this form of peer feedback to make the students less teacher- dependent, so that they would take more responsibility for their own learning. This was a student-led adaptation of the teaching method.
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