Updated Curriculum

Қарағанды облысы
Жезқазған қаласы
Қ.И.Сәтбаев атындағы № 7 мектеп-лицейі
ағылшын тілі пәні мұғалімі
Сулейменова Мейрамкул Шахватдинкызы

The importance of feedback in English lessons based on the
Updated Curriculum
(Жаңартылған оқу жоспары негізінде ағылшын тілі сабағында кері байланыстың маңыздылығы)

The modern world is changing very fast day by day. Technology is developing so rapidly. New machines and gadgets which were considered to be the most modern ones a year before become out-of-date today. And skills which made you successful yesterday might not help you to cope with the problems you are faced today. So, one should be able to adapt to any changes, to gain skills which can be useful to overcome difficulties and achieve goals.
President Nursultan Nazarbayev in his Address to the Nation «Socio-economic modernization is the main vector of Kazakhstan’s development» today the Nazarbayev University and intellectual schools are successfully working on the basis of international standards. It is necessary to extend our experience to the entire Kazakhstani education system and to involve all educational institutions in their level». [1] And Nazarbayev Intellectual schools have changed their educational program to include the best international practices and incorporate them into the learning process. The program is aimed at the development of Kazakh, Russian and English languages, as well as support for teachers and students in Kazakhstan.
The implementation of the programme imposes a great responsibility to teachers. Unfortunately, some of our colleagues happen to think, for active learning it is enough to give tasks for students to do in pairs, in groups or individually and watch them working. But during the courses we were taught not to step back from the process. We should know why, what and how to change our teaching approaches to be able to meet expectations for the development of twenty-first century skills of our students.
Feedback is information a teacher or another speaker, including another learner, gives to learners on how well they are doing, either to help the learner improve specific points, or to help plan their learning. Feedback can be immediate, during an activity, or delayed, at the end of an activity or part of a learning programme and can take various forms.
Example
A teacher agrees with learners that they will not be corrected during a conversation activity but that the teacher will take notes and give feedback afterwards.
Students need to know how they’re performing, but feedback can accomplish this goal in many different ways. Some forms of feedback are more beneficial than others, and the optimal time for offering specific feedback should be directly based on each student’s place in the learning process.
Several other studies cited in Hattie’s book suggest that students find teacher feedback less valuable than teachers perceive it to be, often because it’s difficult to understand, confusing, and/or irrelevant. According to these studies, teachers tend to rate their feedback based on the quantity (amount and frequency of feedback) rather than quality (feedback specific to and understood by the learner).
1. Goals (Where am I going?)
2. Progress (How am I getting there?)
3. Consequences (where next?)
Use the following feedback strategies with students:
Use feedback sandwiches:
positive comment
constructive criticism with explanation of how to improve
positive comment or contextual comment: X was good … because …. now/next time …

Build reflection time into each lesson for feedback – teacher to student, student to student, student to teacher.
Use catchy abbreviations:
EBI: Even Better If
HTI: How to Improve
YNS: Your Next Steps
WWW: What Went Well.

In this distance-learning course, students need much more support and feedback than in a traditional course. There is a potential threat that these students feel isolated in their own online world and may not engage with this virtual educational environment properly. Implementing a robust and effective feedback mechanism allows tutors to identify and meet individual student educational needs as well as promote students to engage and progress at a high-quality level. Many feedback strategies are implemented in this course. How students are graded is clearly defined from the outset and included in the syllabus.
During distance learning , I gave feedback to my students in each lesson. That is , they explained their mistakes through my feedback.
In conclusion , reflection is a multifaceted , integrated action. This activity contributes to the change of mental activity of the student, and helps the teacher to carry out professional activities at a high creative level. We can say with confidence through the achievements of today’s students that reflection, is a high indicator of effective knowledge.