Task-Based Learning (TBL)

1
Task-Based Learning (TBL)

• Source a conversion of ideas in
• Jane Willis (1996). A Framework for task-based
  learning. Oxford Longman ELT

2
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

3
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.

4
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

5
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.

6
Six types of tasks (wisdom of practise)

• Listing
• Brainstorming
• Fact-finding
• Outcome completed list or draft concept map

Why are there six ?
7
Six types of tasks (wisdom of practise)

• Ordering and sorting
• Sequencing
• Ranking
• Categorising
• Classifying
• Outcome set of information ordered and sorted
  according to specified criteria

8
Six types of tasks

• Comparing
• Matching
• Finding similarities
• Finding differences
• Outcome Items matched, or the identification of
  similarities and/or differences

9
Six types of tasks

• Problem solving
• Anaylsing real situations
• Analysing hypothetical situations
• Reasoning
• Decision making
• Outcome solutions found or goals achieved

10
Six types of tasks

• Sharing of personal experiences
• Narrating
• Describing
• Exploring and explaining, attitudes, opinions,
  reactions
• Outcome social/communicative process

11
Six types of tasks

• Creative tasks
• Brainstorming
• Problem solving
• non-traditional activities
• Outcome end product can be appreciated by wider
  audience

12
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

13
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?