Task-Based Learning (TBL) Source: a conversion of ideas in Jane Willis (1996). A Framework for task-based learning. Oxford: Longman ELT

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

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)illustration  Knowledge is then drawn from the teacher to meet the demands of the activities and task.

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?