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Task-based Approach

Task-based Approach. Education Philosophy. Task-based Approach. “Learning by doing” is the basic notion

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Task-based Approach

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  1. Task-based Approach

  2. Education Philosophy Task-based Approach • “Learning by doing” is the basic notion • deep, significant learning can only take place through the learner’s active participation in the construction of knowledge, in formulating their own personal understanding of the various information and sensory experiences that they are presented with • tasks therefore forms a significant part of the learning process • integration of new concepts/skills and prior knowledge for the accomplishment of an open-ended task is the main learning goal of this approach

  3. Education Philosophy Task-based Approach • students are required to internalize key specific concepts of a subject domain and other necessary skills for the accomplishment of the tasks • tasks are set in such a way which demand no closed-ended answers, so students are allowed to develop their creativity

  4. Roles of Teachers & Students Task-based Approach • teacher designs tasks according to the specific knowledge or skills which they expect the students to learn • students are the active learners, while teacher plays the role of facilitator • students can learn more effectively if teachers can : • 1. Give students a clear understanding of task requirements and criteria of evaluating students’ work • 2. Assist students immediately when they encounter difficulty • 3. Lead students to reflect and find ways to improve their work through sharing,discussion and teacher’s feedback

  5. Learning Process Task-based Approach • 1. Teacher states the goal of the lesson • 2. Teacher teaches the subject content • 3. Teacher explains the task requirements, steps and other which students • may have to apply • 4. Students carry out the task • 5. teacher guides students to appreciate,discuss and reflect on the own work • the last step is most important • learning process of students is enriched through teacher’s feedback and students’ reflection • when designing lesson plans, teacher should reserve enough time in the lesson for the post-task discussion

  6. Role of IT Task-based Approach • The role of IT as perceived and appreciated by the teacher would be that of empowering tools for students to attain the resources, complete the tasks and present their work effectively and efficiently. The tools that students use may varies according to the nature and demands of the tasks, including: • general office software • PowerPoint • Internet • web page composing tools • other software and peripheral

  7. Examples Task-based Approach Lesson Video Clips P.3 Chinese S.2 Chinese P.4 Art S.1 English

  8. P.3 Chinese Descriptive Writing Lesson Goals Lesson Outcome Lesson Outline Lesson Video Clips Equipment & Technological Competence Requirements Your Reflection

  9. P.3 Chinese Teaching and Learning Goal • help students to consolidate and apply descriptive writing skills • help students to develop their creativity

  10. Learning 0utcome P.3 Chinese • Students are able to write descriptive sentences for 6 • pictures accordingly * Teacher will ask students to rearrange the sequential order of the 6 picture and write a story for them in the next lesson. However, some groups has already done so before writing the sentences in this lesson.

  11. Lesson Outline P.3 Chinese 1. Revision of Descriptive Writing Teacher displays some pictures with PowerPoint slides and guides the students to describe these pictures in order to revise the descriptive writing skills with students. 2. PowerPoint Operation and Task Teacher demonstrates how to insert words into the slides and then ask students to write sentences related to the pictures in groups. 3. Students Activity Students work in groups. 4. Sharing of Works and Discussion Teacher shows students’ work and asks students to improve the work together through whole class discussion.

  12. Lesson Video Clips P.3 Chinese

  13. Equipment & Technological Competence Requirements P.3 Chinese Venue • Computer Room • About 40 No. of Student • PowerPoint Operation Teacher’s Technological Competence • LANs Operation (e.g. Open or Save files) • Input Device Operation Students’ Technological Competence

  14. Equipment & Technological Competence Requirements P.3 Chinese Hardware • 1 Workstation for Teacher • 10 Workstations for Students • LANs Software • PowerPoint Peripherals • Data Project & Screen • Input Devices

  15. Your Reflection P.3 Chinese 1. Apart from teaching subject domain knowledge, teachers have also to teach technical skills. Will this affect your teaching? Do you have any suggestion to cope with the side effects? 2. What kinds of tasks should be carry out in groups? What kinds of tasks should be carry out by individuals? 3. How would you lead the post-tasks discussion?

  16. S. 2 Chinese Associative Writing Lesson Goals Lesson Outcome Lesson Outline Lesson Video Clips Equipment & Technological Competence Requirements Your Reflection

  17. Teaching and Learning Goal S. 2 Chinese • Consolidate students’ understanding towards • associative writing • Help students to develop their creativity

  18. Learning 0utcome S. 2 Chinese • Students can make use of associative writing skills to write a • piece of text, which is about 50 words

  19. Lesson Outline S. 2 Chinese 1. Introduction Teacher direct students’ attention by asking questions. 2. Revision of Examples in Textbook Teacher show pictures of 3 kinds of trees by PowerPoint and discuss how the writer make use of associative writing skills in writing a piece of text about these trees.

  20. Lesson Outline S. 2 Chinese 3. Task Procedures Teacher asks students to download a picture of an animal and then write 50 words about it with associative writing skill 4. Students Activity Students work with the computers 5. Showcase Teacher showcases the work of a student

  21. Lesson Video Clips S. 2 Chinese

  22. Equipment & Technological Competence Requirements S. 2 Chinese Venue • Computer Room No. of Student • About 40 Teacher’s Technological Competence • PowerPoint Operation • LANs Operation (e.g. Open or Save files) • Internet Browser Operation (e.g download pictures) Students’ Technological Competence • Search Engine Operation • Chinese Word Input • Word Processing Software • Computer Graphic Editing (Basic) • LANs Operation (e.g. Open or Save files)

  23. Equipment & Technological Competence Requirements S. 2 Chinese Hardware • 1 Workstation for Teacher • 10 Workstations for Students • Internet • LANs Operation (e.g. Open or Save files) Software • Word Processing Software • Internet Browser Peripherals • Data Project & Screen • Input Devices

  24. Your Reflection S. 2 Chinese 1. What is the impact of IT in this lesson? 2. What is your concerns if you have to carry out a similar lesson? 3. Assume you have to use IT in teaching writing, how will you teach this lesson?

  25. P.4 Art Egyptian Art Consolidate students’ understanding towards Egyptian Art and help them to develop their creativity Students can create a work with the characteristic of Egyptian Art 1. Teacher shows some pictures of Egyptian Art with PowerPoint and revise the characteristic of Egyptian Art with students 2. Students create their work with materials such as papers and color pens in pairs 3. Teacher asks some groups to show their work and conduct post-task discussion with students Lesson Goals Learning Outcome Lesson Outline

  26. P.4 Art Egyptian Art Venue • Art Room • About 40 • PowerPoint Operation • PowerPoint • Data Projector and Screen No. of Student Teacher’s Technological Competence Equipment • 1 Workstation for Teacher

  27. Lesson Video Clips P.4 Art

  28. S.1 English Paragraphing Lesson Goals Help students to experience and understand the importance of paragraphing Students can divide a piece of text into 6 meaning units and provide a picture for these units accordingly Learning Outcome

  29. S.1 English Paragraphing Lesson Outline 1.The English teacher inform the lesson goals and activity 2.The IT coordinator demonstrates the operation of the software 3. Students work in pairs and divide a piece of text into 6 meaning units and provide a picture for these units accordingly 4.The English teacher show students’ work to the whole class * There are 2 teachers involved in this lesson, one is the English teacher and the other one is the IT coordinator, who is the designer of “Storybook Weaver”

  30. S.1 English Paragraphing • Computer Room • About 20人 • “Storybook Weaver” Operation • Peripherals Operation (e.g. Scanner & Digital Camera) • “Storybook Weaver” Operation • 10 computers for students • 1 computer for teacher • “Storybook Weaver” • Scanner • Data Projector and Screen Venue No. of Student Teacher’s Technological Competence • LANs Operation (e.g. Open or Save files) Students’ Technological Competence • LANs Operation (e.g. Open or Save files) Equipment

  31. S.1 English Lesson Video Clips

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