Analysing some oral presentations Carolina Gรกlvez Santos UAB 2014-2015 Practicum V Escola Collserola
Group 1 • Student 1: We can see this student applies self-correction immediately after realising he/she has made a mistake: • This is, these are the Fallopian tubes
In my opinion, this is an eureka moment. It is essential the students be aware of their mistakes so as to they correct their utterances and learning takes place.
Group 2 • All the students introduce themselves in a wrong way: • I am X, I am Y, I am Z… On a previous session, I explained the structure they were supposed to use when introducing someone: This is Joan, this is Emma… However, they do not use it!
• They say repeatedly: The male “Reproduction/reproductor” system They have been told more than once they should use the word “reproductive”. Furthermore, I had corrected their scripts.
Group 2 In my opinion, this group had not worked seriously (except one of the learners): A
non fully integrated pupil. He is very polite. He usually said to me: “I don’t like my group”. Marta and I had thought about placing him in a different group, but only a few sessions remained and we decided to continue with the same group structure. • They read all the time • They had to explain a lot of information compared to the rest of the groups. if we add to that fact that they did not work as they should, the result is the one
expected: a “needs improvement” presentation.
Group 3 • One of the pupils in this group has learning difficulties. He/she did not have a special planning of the sessions, but in the final evaluation, her tutor and
the head of studies stated that in high school he/she should have one adaptation program.
• The learner who introduces the group usually makes mistakes in class but he/she participates a lot in class sessions. He/she is not afraid of making mistakes and this is very good for her learning process.
Group 3 • Even if both Marta and I had been correcting their productions (written
“script”) before recording the video, they were not very coordinated because instead of sharing our corrections and having all the little parts corrected in each piece of paper, or tearing the sheet into 4 or 5 small pieces -each one the part they were supposed to read-, the pupil that had
the “good” script, kept it and only his/her part was explained with almost no mistakes. This is the case in this group: One of the students made a lot of mistakes because the corrections we had made were not on his/her
sheet, but on Student4’s.
Other groups • Good oral presentations were given. • I am very proud of the work the great majority of groups had done. • I am sure that learning had been taking place throughout the sessions. • Now they have seen their outcome, they are aware of the fact that if they really want to, they are able to learn.