Reflection and feedback

Reflection and feedback should be built into the learning experience in order to inform the teaching and learning program and support students in developing deeper understanding:

• If possible, allow time at the end of each session working on the learning object for students to reflect (in English or Indonesian) on their experiences, and the strategies they are using to understand the Indonesian language, for example, in conversations or in descriptive texts. This could be done orally or in students' learning journals.
• In groups or as a class, ask students to reflect on the structure of Indonesian language presented in the learning object, and compare with English. For example, how things are compared in each language (comparatives and superlative); how politeness is expressed in each language; how questions are phrased; how sequence is shown using conjunctions.
• Have students self-assess and peer-assess during their work on the learning sequence - as indicated in the Teaching Notes.
• Provide feedback whenever students are assessed (Assessment for learning, assessment of learning).
• In this Carilah oleh-oleh learning sequence, it is suggested that students keep a reflective learning journal. This allows both teacher and student to reflect on the learning and teaching program. Teachers can easily provide a focus question to guide students on their reflection at the end of each work session. Example  focus questions are included throughout the Teaching Notes and Extension Activity sections.