Error Correction: Four Techniques
Looking through some notes from earlier on in the course, I found this diagram that I’d made describing four different ways that I error correct in my classroom, with benefits and drawbacks to each approach.
A fifth approach has become far more frequent in my class (since attending Scrivener’s session on Demand High):
When a learner makes a (spoken) error, I ask anther student to repeat what they said – this usually leads to peer correction but if necessary I’ll then go on to ask more detailed questions such as:
- How many words is it?
- How many syllables?
- How do you say that word?
- How do other students say that word?
What I especially like about this approach is that the focus is on the learners and learning becomes collaborative, with students supporting each other and learning from each others’ mistakes.