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    Task Based Learning

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    sarowar
    Task-based learning (TBL) involves using tasks as the core unit of planning and instruction. A task is an activity where students use target knowledge to achieve a goal. In TBL, knowledge is introduced to support task completion rather than being pre-selected. The six types of tasks are listing, ordering/sorting, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves pre-task preparation, task preparation, task realization, and post-task knowledge focus and reflection.

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    Task Based Learning

    Uploaded by

    sarowar
    366 views13 pages
    Task-based learning (TBL) involves using tasks as the core unit of planning and instruction. A task is an activity where students use target knowledge to achieve a goal. In TBL, knowledge is introduced to support task completion rather than being pre-selected. The six types of tasks are listing, ordering/sorting, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves pre-task preparation, task preparation, task realization, and post-task knowledge focus and reflection.

    Original Description:

    syllabus design

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    Task-based learning (TBL) involves using tasks as the core unit of planning and instruction. A task is an activity where students use target knowledge to achieve a goal. In TBL, knowledge is introduced to support task completion rather than being pre-selected. The six types of tasks are listing, ordering/sorting, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves pre-task preparation, task preparation, task realization, and post-task knowledge focus and reflection.

    Copyright:

    © All Rights Reserved
    Download as PPT, PDF, TXT or read online from Scribd
    Download as ppt, pdf, or txt
    366 views13 pages

    Task Based Learning

    Uploaded by

    sarowar
    Task-based learning (TBL) involves using tasks as the core unit of planning and instruction. A task is an activity where students use target knowledge to achieve a goal. In TBL, knowledge is introduced to support task completion rather than being pre-selected. The six types of tasks are listing, ordering/sorting, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves pre-task preparation, task preparation, task realization, and post-task knowledge focus and reflection.

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    At a glance
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    The key takeaways are that task-based learning involves engaging learners in purposeful tasks to learn language or subject matter in a natural way. Knowledge is drawn from tasks rather than being pre-selected and taught directly. There are six types of tasks outlined including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks.

    The six types of tasks according to the framework are: 1) listing, 2) ordering and sorting, 3) comparing, 4) problem solving, 5) sharing personal experiences, 6) creative tasks.

    The three stages of the TBL framework are: 1) pre-task, 2) task preparation, 3) task realization.

    Task-Based Learning (TBL)

    Source: a conversion of ideas in


    Jane Willis (1996). A Framework for
    task-based learning. Oxford:
    Longman ELT
    What is a task?
     A task is an activity where the target
    knowledge (IT) is used by the learner for a
    goal in order to achieve an outcome
     In a TBL framework, the knowledge needed
    is not pre-selected and given to the
    students who then practise it (illustration)
     Knowledge is then drawn from the teacher
    to meet the demands of the activities and
    task.
    Background
     CDC(2000). Information technology
    learning targets. Hong Kong: Government
    Printer.
     It is strongly recommended that the
    teaching of this syllabus should adopts a
    ‘task-oriented’ approach’, in the sense that,
    students are given many practical tasks
    and features of the applications system are
    then introduced gradually to help students
    to tackle the task
    Why task based learning?
     Mainly originates from the
    language education
     By engaging learners on a
    purposeful communication task,
    they would be able to learn the
    structure of the language in a
    more natural and meaningful way
     Learning activities are organized around
    tasks instead of around language items.
    Why task based learning? …
     Subject knowledge is learnt in the
    context of its application
     doubts about the validity of conventional
    learning of declarative knowledge which is
    distanced from the actual physical and social
    context
     Allows the teacher to use authentic topic
    material which is relevant to the students’
    needs and encourages the development of
    skills necessary for the successful
    completion of “real-life” tasks
    Six types of tasks (wisdom of practise)

    1. Listing
     Brainstorming
     Fact-finding
     Outcome: completed list or draft concept
    map

    Why are there six ?


    Six types of tasks (wisdom of practise)

    2. Ordering and sorting


     Sequencing
     Ranking
     Categorising
     Classifying
     Outcome: set of information ordered and
    sorted according to specified criteria
    Six types of tasks …
    3. Comparing
     Matching
     Finding similarities
     Finding differences
     Outcome: Items matched, or the
    identification of similarities and/or
    differences
    Six types of tasks …
    4. Problem solving
     Anaylsing real situations
     Analysing hypothetical situations
     Reasoning
     Decision making
     Outcome: solutions found or goals
    achieved
    Six types of tasks …
    5. Sharing of personal experiences
     Narrating
     Describing
     Exploring and explaining, attitudes,
    opinions, reactions
     Outcome: social/communicative process
    Six types of tasks …
    6. Creative tasks
     Brainstorming
     Problem solving
     non-traditional activities
     Outcome: end product can be
    appreciated by wider audience
    The TBL Framework
     Pre-task
     Teachers choose materials related the task
     Chosen materials will serve as a
    springboard to the topic content
    (curriculum)
     Task preparation
     Teachers introduce the topic and task
     Students prepare their own inputs for the
    task
    The TBL Framework …
     Task realisation
     Student planning a report
     Student producing a poster or a leaflet for
    distribution or giving a presentation
     Post-task
     Knowledge focus
     teachers evaluate students’ reports or
    presentations: a better understanding of the
    knowledge
     Teachers’ reflection
     Can the tasks motivate the students to engage
    in the activities?

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