Task-Based Learning (TBL)

Source: a conversion of ideas in

Jane Willis (1996). A Framework for
task-based learning. Oxford:
Longman ELT
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.
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
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?