English Access Microscholarship Program: Assignment 5: Task-based Instruction

Friday, March 6, 2015

Assignment 5: Task-based Instruction

Dear Access educators,

This week we will be exploring the complex, yet amazingly resourceful world of tasks.

Task 1: Let's understand the TASK BASED TEACHING AND LEARNING approach.

Watch the two videos posted below and write a full definition for Task Based Instruction, as a comment to this blog post. Your definition should be no less than 150 words and it should include details regarding the following:

what a task is;
how tasks are designed;
why do Task Based Language Learning
how Task Based Instruction can be implemented
advantages of Task-Based Learning

Task 2: Explore the task-based lesson plan ideas below and choose one you really liked. Explain why it was interesting to you and how you would integrate it in one of your Access lesson plans. Give specific examples (which grade, which textbook unit, which Access unit or project).

a) Teaching Speaking with Task-Based Learning

b) TBI teacher training

c) Good practice exchange

d) Teddy Bear Project

e) Folk Tales Project / Official Project Website

f) Widgets video series / Official Website

g) Presidential elections

h) If Clause: giving advice

i) Sample Lesson Plans from POOLS-M (pages 7-14)

j) Example of ”No Materials” task

Task 3: Now it is time to learn how to elaborate tasks. Study the resources below and write an extended paragraph (100-300 words) which would explain the steps in elaborating a complex task. Post your paragraph below, as a comment to this post.

Task 4:

Elaborate a complex lesson plan based on the Task Based approach.
Link the lesson plan to your Access curriculum and textbook.
Choose one unit you will be teaching in March or in April for Access group.
Place it on your blog (created last week) and post the link below, as a comment to this blog post.

Use the resources below as examples:

I’ve just jumped off the Empire State Building. (This lesson goes on to look at reflexive pronouns and the verbs that are commonly used with them)
Brave Pensioner Foils Raid on Jewelry Store. (This shows the way –ing forms are used in English.
Robbery in a Sweet Shop. (Verbs followed by the to-infinitive)
Adverbs of frequency: based on Mr Bean video
The Woman who slept for 30 years

Ideas for task based instruction assignments:

Rap song "How to write an essay" https://www.youtube.com/watch?v=tRpPHylKFCQ

Best brands from Moldova Competition http://www.marca.chamber.md/en/index.php?page=winners2013

Inphographics (Gangman Dance Instructions)

Creating a student portfolio http://dvmuncaasem.blogspot.com/2012/05/final-e-portfolio.html

Create a newspaper http://dvmuncaasem.blogspot.com/2012/04/webquest-project.html

57 comments:

DariaMarch 24, 2015 at 8:17 PM
Task #1

At the first sight the Task Based Teaching and Learning Approach looks like “losing” control on what my learners use, acquire and develop during my lessons, because students start to take the responsibility and search for their own way to “solve” the problem. As long as the final task is performed it should be considered a success.
And on the other hand, I, as teacher, put them in the situation of meeting the reality. They have access outside the “aquarium” called school, were much of the given information is “created” to educate them and often have nothing to do with the reality.
In a Task Based Lesson school students are to solve the Real Life Problems and work with Authentic Materials (newspaper articles, passages from the books, advertisements addressed to English Speaking Communities, etc.)
Taking into account all that was said above, I would define the Task Based Instruction as a set of assignments that stimulates students to take the responsibility when working with authentic material and solving real life problems. All the tasks should be directed to achieve the final goal: to enlarge students’ vocabulary, master grammatical features and develop new skills.

Respectfully,
Daria
Hincesti
ReplyDelete
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DariaMarch 24, 2015 at 9:48 PM
Task #2

Among the task-based lessons provided here, I would borrow the ideas integrated in the "If Clause: giving advice”.
First it involves video which will gain extra credits on behalf of the students. This video can easily launch a discussion/ debate that prepare students (by activating their vocabulary and showing attitudes toward the topic) for the following tasks.
The fact that it aims to practice conditional into an interactive form, it is another reason I selected this lesson.
I could use this model to teach “past modals for opinions and advice” (Interchange, Unit 13, lesson 2) to my Pre – Intermediate Access Students. I can even use the same video and merely ask them to use grammatical structure for giving opinions or advice, instead of practicing conditional as it is in the original lesson plan.
In order to inspire them and introduce vocabulary, they could watch this movie during Movie Club Lesson with the Teacher’s Assistant.

Respectfully,
Daria
Hincesti

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Replies
MargaritaMarch 27, 2015 at 11:04 PM
Task #1

The concept of ‘task’ has become an important element in syllabus design, classroom teaching and learner assessment. Thus examples of tasks include painting a fence, borrowing a library book, taking a driving test, typing a letter, finding a street destination or helping someone across a road. In other words, by ‘task’ is meant the people do in everyday life, at work, at play and in between. The reasons and advantages of using this method of learning are:
- Encouraging self-directed rather than teacher-directed learning;
- Emphasize process rather than product, learning how to learn, self-
inquiry, social and communication skills; and
- Encourage learners to participate actively in small, collaborative
groups.

A good way to implement this learning method is by having some time allotted to Pre-task and Reviewing. In the pre-task, the teacher will present what will be expected of the students in the task phase. After the task itself, if learners have created tangible linguistic products like text, montage, presentation, audio or video recording, learners can review each other's work and offer constructive feedback.
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MargaritaMarch 27, 2015 at 11:23 PM
Task #2

Many of the task-based lesson plan ideas that were provided seemed really interesting. However, one of them seemed special, as it is called Task from ‘No Materials’.
This task demonstrates that it is not only possible, but also a good idea to create meaningful activities and tasks using only the context and people as resources. The students would have to only use stationery to create a leaflet for a foreigner that has never been to the visiting country before and knows nothing about the culture and the spoken language.
This could be easily implemented in my classroom since it involves going outdoors (and it's finally getting warmer outside!) and analyzing the city to spot what would be strange for a foreigner to see. They could do this right after the class is over in order to present it the next time, OR we could do the same after they would take some pictures of the city and we'd analyze it together in the class.
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DariaMarch 28, 2015 at 5:57 PM
Task #4

This is the link to the Task Based Lesson I elaborated.

http://enjoy-your-english.weebly.com/having-fun-during-lessons.html

Respectfully,
Daria
Hincesti
ReplyDelete
Replies
Dr Daniela Munca-AftenevMarch 28, 2015 at 7:42 PM
Daria, your blog looks great! I liked your task based instruction lesson plan - it connects your students to real life situations related to providing various services.
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DariaMarch 28, 2015 at 11:01 PM
Thank you very much for your appreciation. The materials provided in this and other assignments helped me to understand what should I modify and and improve in my teaching approach.

Respectfully,
Daria
Hincesti
ReplyDelete
Replies
UnknownMarch 29, 2015 at 11:47 AM
Task #1

The TBL is a method to use traditional sources as newspapers, movies, websites in an unussual way and to involve students in creating new things, making speeches, videos, presentations that are ''felt'' by the students and totally understood. When using tasks in our Access lessons we can easily involve the students in an interesting process - solving the task via an, interesting, innovative way. They try to solve the problem but not to think about garmmar or vocabulary, they just use it naturally, ask questions and stay motivated to create the solution. The procedure is not used so much in our schools, that's why they may be confused when starting the first task, but we, as their mentors, have to guide and to help them to obtain the needed result. The important thing about the TBL is that students learn how to share responsabilities when working in a group, to go step by step, to focus on the outcome, to use English during this process and to find out new information. The TBL can be implemented in our classes not that difficult, we, as teachers have to find some good materials from the real life to work with, to think about the methods they may use to solve the problems and to help them whenever they have questions or don't know how it works at some points. I think that it's a great way of teaching because students have to deal with real situation and to solve them in a specific way that offers them more confidence in themselves, makes strong and sound groups and focuses on the result.

Respectfully,
Gheorghe (Causeni)
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Sheryl FeinsteinMarch 29, 2015 at 2:09 PM
Dear Gheorghe, You do a wonderful job of advocating and explaining the importance of TBL. I'm going to be very excited to hear some examples of how this works with students!

Best,
Sheryl
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UnknownMarch 29, 2015 at 3:10 PM
Task #2

Among the ideas provided here, I would like to work with "The Teddy Bear Project". It is a great idea of a cultural, national or international exchange that may influence possitively our students. The project between 4 schools in Salvador and Taiwan was a big one, but we could make a smaller, specific project that would allow the Access students get in touch with new people and to find out many new, interesting things about the lifestyle of those students, but also to share information, pictures, videos about Moldova or our town.
The original thing about this project is that everyone is involved in the process of exchange and they remain with awesome memories when the project is finished. They'd get the possibility to speak English with a foreigner and probably become friends. The Teddy Bears were the magic energy that kept the light of their friendships aflame even much time after the TBP. I think that we could use not only Teddy Bears, but also some letters, emails, books, movies, blogs... to create a special contact with one of the Access groups from/ otside Moldova.

Respectfully,
Gheorghe (Causeni)
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UnknownMarch 29, 2015 at 6:16 PM
Task #3

After reading the given resources I can say that a complex task is made of three main parts: pre-task, task cycle and post task. So, the first thing that has to be done is to present to the students the topic, use materials as texts, pictures, audio files.. that can provide more information about the given theme. We have to offer them enough time to discuss and make the plan of the activity. As well, at this point we form small groups and help the students if any need : to understand the task and make a plan, share their responsability inside the group, decide how will their result look like and what they have to be attentive on. it's a type of design, of basement for solving the task. Then, they are ready to work on the Task Cycle. It includes the body of their project/ exercise. This time students have to work in small groups, to use the needed/ provided materials, to ask the teacher for help or explanation if they have some trobles or misunderstandings and shape their outcome to be suitable, easy to understand for their colleagues. In this part of the task teacher can intensevly interact with students, check their grammar... .Post-task is when students present their task-solution in front of the class, teacher cannot correct their mistakes, the students listen carefully and compare their result with the given one. That's it.

Respectfully,
Gheorghe (Causeni)
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DariaMarch 31, 2015 at 10:43 PM
Task #3

A task based lesson gives a teacher the possibility to avoid the teacher centered lessons and help to integrate easily the learners into a set of activities that demands and develops (at the same time) the sense of responsibility, time control and self management.
However, teacher has to prepare very well since it requires creative tasks and authentic materials that can’t be covered by a simple English textbook.
To elaborate a complex task a teacher should follow few steps:
1. to establish (and formulate) the goal – the “communicative purpose” of the lesson or the set of the lessons
2. to select authentic materials that will fit students’ level and particularities
3. identify a number of tasks that are mostly focused using language to achieve the communicative purpose
4. the lesson plan should respect the structure: pre - task, task circle and post - task.
5. create 3 to 5 types of task Willis recommends (the task Willis suggests are close to the methodology educational system uses in our country and fits better my learners’ particularities and me as the instructor)

Respectfully,
Daria
Hincesti

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Svetlana CoicevaApril 1, 2015 at 8:24 PM
Task #1:

The Task Based Learning is an effective way to involve students in the task solving proccess and this way enlarge their skills and knowledge. This method is really useful because every student has to work and collaborate in small groups, use his/r creativity and focus on the result. Teachers have to exlain to the novice students how this ''limitless'' type of learning works, provide authentic materials (newspapers, pictures, texts, videos...) and answer all the questions. The important thing about the TBL is that the lenght, complexity, aim... of the tasks can be chosen by the teachers in order to fit the student's needs and level. The Task Based Learning is working when students take the responsibilities, collaborate inndividually/ in groups and work with authentic materials in order to solve the ''problem''.
Respectfully, Svetlana Coiceva (Causeni)
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sheryl feinsteinApril 2, 2015 at 8:36 PM
Dear Svetlana, I agree with Daniela, you pointed out key aspects of TBL - wonderful! I'm curious what you think about students choosing the tasks some of the time?

Best,
Sheryl
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Svetlana CoicevaApril 3, 2015 at 3:51 PM
Task #2:

I liked the ideas shared above, but one task-based lesson plan that I think is useful and can be implemented in my Access classes is - ''No Materials''.
It demonstrates that worksheets and materials are not 90% of the success and students will understand deeper the importance of being involved, sharing idias and collaborating with their colleagues to solve the task. I believe that students will enjoy talking about some real life topics and will actively work in groups in order to make great presentations. The important thing is to select the right topic and way of presenting the result. So, we have to find some awesome, meaningful topics as: Presenting the Moldovan traditions, food, touristic places; Going out with friends; Pets; Tech... I mean, we can discuss almost every idea that will interest them and make great presentations (posters, videos, articles, blogs, pictures...). Going through the pre-task, task preparation, task realisation and post task processes I will work individually/ in groups with my students and will find the answer for the questions: What's the goal of your presentation?; What is the best way to solve the ''problem''? etc, will give feedback and will manage all this stuff.

Respectfully, Svetlana C.
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Svetlana CoicevaApril 3, 2015 at 4:15 PM
Task #3:

To ellaborate a complex task a teacher has to know very well the abilities and interests of her/s students. Starting with finding some appropriate topics, choosing the way of working (individuals, groups, online, offline etc) and explaining the task and its purpose to the students, the process of creating a complex task is over when the teacher assured him/herself that the task is a useful one, the students will be able to solve the problem using their language skills, all the steps (pre-task, task circle and post-task) will be easily/ efficiently implemented in that particulr case.

Respectfully, Svetlana C.

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Ikking: EmmaApril 5, 2015 at 11:50 PM
Task #2

It is a real challenge to choose only one TBL plan from these plethora of sources. Each of them presents a treasure for our classes: be it Folk Tales Project with describing heroes and characters from different countries, or “No Material” task – as a great idea to integrate here both traditional and flipped classroom approach together. And of course, TBI Teacher Training where you can see in one video a real class, a real teacher, real students, authentic language, visual instructions-facilitators for the Teachers and all the step-by-step procedures.
And whereas the essential point of TBL is to focus on the task itself, for our Access students I would choose Teaching Speaking with TBL. This video lesson is extremely helpful and appropriate to the intermediate level that we have, the mono-lingual group and even the topic can be applied. However it might also be a little bit reformulated, let’s say in “The Dream Country” – something that we, people, can create within our society, community and country. We can use papers and hand-outs with words-instructions, involve students into group work, team-work and encourage to do in-front short presentations, just as in the given lesson plan. This pattern can also be adapted for any other topic from our textbooks (Interchange) or even on the occasion of Global Youth Service Day.
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Ikking: EmmaApril 6, 2015 at 12:48 AM
Ikking: EmmaApril 3, 2015 at 10:10 PM
Task #1
From the two short video we watched, the definition of TBL is driven shortly. According to different scientists this notion means work or activity with a certain purpose; it is a process that should be directed by teacher if possible, it also needs to have a definite plan. Its other goal is to make the final objective to be close to real world issues.
It is designed with the help of various activities and has the algorythm, like pre-task,cycle,post-task and language focus. Each of these stages has its own well-elaborated plan of activities with interaction and creativity.
Such approach has its advantages because it deals with authentic language, and has it permanently in use, by means of working on certain topics. The most important expression here is: TBL highlights the instrumental value of language, that can serve a real direction for teachers. Such instrument in teaching promotes language communication and facilitates the entire process of learning.
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Ikking: EmmaApril 6, 2015 at 7:56 PM
Task #3
Elaborating a complex task is a difficult work to do.
According to one of the definitions: “A task is an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” (Jane Willis, 1996). After investigating the materials on the topic of Task Based Learning we clearly see, that in such approach “Conversation” is the central focus of language and the keystone of language acquisition.
Teacher can derive from the researches that devide PBL into three main steps: Pre-task, Task Cycle and Language Focus. Each stage has its subdivisions and might be regarded by teacher appropriate for a given group and its needs.
In Pre-task stage teacher introduces the topic, encourages and helps students recall or learn new words and phrases , together scaffolding the needed steps and material. It seems to be an important stage for the teacher as he/she sees and feels the level of existing background knowledge or the gaps that need to be covered.
Than Task Cycle gets students to prepare some tasks individually, in smaller or bigger groups. While they are offered this time, the teacher monitors the work and facilitates it .
The tasks can be designed to develop any of the four language skills (listening, speaking, reading and writing), depending on the Goal that teacher draws from the very beginning of the activity. What is most important is that tasks are ‘integrative’ , so to say, they involve more than one skill.
The Language Focus Analysis step presupposes final presentation and the analysis of practice of the students. Here teacher conducts and discusses specific features on how to practice new words, text or transcript phrases, work with recording , either during or after the analysis, apply and use it in communication out of the academic walls.
It is important to mention, that in TBL’s emphasis falls on meaning rather than form. And such approach demand a high level of preparation and skillfulness from teacher, as well as deep knowledge on the subject and the needs of the target group.
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Mihail (ACCESS Ribnita)April 6, 2015 at 11:19 PM
Task #1
A task is an activity done with a certain aim. It's usually compulsory, that's why we call it a "task". It's something students (and not only) are responsible for. Task Based Learning is more effective than regular learning, because being focused on the task, students learn much better. They become more proficient in what they learn while performing a task, especially when the task is connected to students' real-life language needs.
There are different types of tasks: jigsaw tasks, problem-solving tasks, decision-making tasks etc. In order to perform them, students are free to use all the instructional materials: books, newspapers, magazines, TV, internet etc.
The framework of the Task Based Learning consists of pre-task, task cycle, post-task. Implementing tasks at the lessons is a good way to develop students' collaboration and communication skills.
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VeraApril 7, 2015 at 7:09 PM
he concept of ‘task’ has become an important element in syllabus design, classroom teaching and learner assessment. Thus examples of tasks include painting a fence, borrowing a library book, taking a driving test, typing a letter, finding a street destination or helping someone across a road. In other words, by ‘task’ is meant the people do in everyday life, at work, at play and in between. The reasons and advantages of using this method of learning are:
- Encouraging self-directed rather than teacher-directed learning;
- Emphasize process rather than product, learning how to learn, self-
inquiry, social and communication skills; and
- Encourage learners to participate actively in small, collaborative
groups.
The tasks can be designed to develop any of the four language skills (listening, speaking, reading and writing), depending on the Goal that teacher draws from the very beginning of the activity. What is most important is that tasks are ‘integrative’ , so to say, they involve more than one skill.
The Language Focus Analysis step presupposes final presentation and the analysis of practice of the students. Here teacher conducts and discusses specific features on how to practice new words, text or transcript phrases, work with recording , either during or after the analysis, apply and use it in communication out of the academic walls.
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Friday, March 6, 2015

Assignment 5: Task-based Instruction

57 comments: