Sara Davila 2009 Task Based Learning and Performance Assessment Low Budget, No Budget, Low Prep

Sara Davila 2009 Analyzing your Program Books and Materials Co-teachers Language Goals Communicative Goals Student Interaction

Sara Davila 2009 Budgets Teacher’s aren’t rich. Large investments of money are not necessary to have a great class. Think about what is in the classroom and how it can be used Consider what you need and save the money for things that will be useful and engaging long term Lot’s can be done with paper, pencils, a notebook, scissors and some tape (most of these items are free)

Sara Davila 2009 On Prep Time Don’t work harder than your students. Prep time can take less than half the time students will use the materials 45 minutes Students Talking minutes prep

Sara Davila 2009 Teacher Talk Time How much time does the teacher spend talking? Aim for less than 15 minutes of talking time per class Burden of speaking and engaging is on the students

Sara Davila 2009 Task Based Learning Learning in which students work together to complete an item of work using English as a tool to communicate. Provide an opportunity for students to speak to others in the class.

Sara Davila 2009 Stages Pre-Task Short language introduction or review Task What students will do Post Task Presentation or Reflection

Sara Davila 2009 Low Prep Low Budget Tasks Information Gaps Have students create information personally or in teams Rearrange the class to discuss and find the information

Sara Davila 2009 Information Gaps In a basic information gap One or both students have different information Students use language to share information When finished students have the same information

Sara Davila 2009 Interview Questions from materials Students ask and answer each other Can be designed for small group or large whole group communication

Sara Davila 2009 Card Games Have students make the games and the cards Students keep the materials, part of the portfolio Sharing materials between classes so peers can see what others are doing

Sara Davila 2009 Diagrams Diagrams and charts can help organize information Bar Graphs and Line Graphs can be used with and interview to find out what students have learned (excellent with a Jigsaw) Venn Diagrams excellent for comparing information in different areas Builds higher level critical thinking skills

Sara Davila 2009 Sample Diagrams

Sara Davila 2009 Hole Stories/Dialogues Using a dialogue or story from the materials Students re-write to create missing spaces Working in pairs, one reads, partners listen and fill in the holes

Sara Davila 2009 Bingo Fun for the Students Expands on learner creativity and control Easy to create several games in a single class

Sara Davila 2009 Assessment Observation

Sara Davila 2009 Teachers Role Teacher’s role is observation Observation affords fantastic opportunity for performance assessment See communication happen

Sara Davila 2009 Seating Chart Charts help teachers organize and collect information

Sara Davila 2009 Observation Criteria Know what you are looking for Be specific

Sara Davila 2009 Today’s Observation Critera Speaking Talking to others Giving new ideas Participation Helping others Listening Asking questions Adding new ideas Taking notes

Sara Davila 2009 Points System Assign point values for a daily class. Average number of daily points Student observation above or below average Look for above and below average participation

Sara Davila 2009 Excel or Word Excel and Word have functions that will automatically calculate formulas Search on the internet for Grade Book templates. Find one that works for you

Sara Davila 2009 Questions More information Includes this presentation for your convenience

Sara Davila 2009

Speaking Talking to others Giving new ideas Participation Helping others Listening Asking questions Adding new ideas Taking notes