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Task-based Learning and Teaching An Online-Course for Teacher Development

Why an online course in TBLT. Necessity in different in-service TTCLack of knowledge of this new approachNew TBL" textbooks in the marketNew international testing procedures based on TBL. Why an online course in TBLT. Unfounded pedagogical discussions in English departments about task" and TB

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Task-based Learning and Teaching An Online-Course for Teacher Development

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    1. “Task-based Learning and Teaching” An Online-Course for Teacher Development María Elena Solares Department of Applied Linguistics - CELE Universidad Nacional Autónoma de México September, 2005

    2. Why an online course in TBLT Necessity in different in-service TTC Lack of knowledge of this new approach New “TBL” textbooks in the market New international testing procedures based on TBL

    3. Why an online course in TBLT Unfounded pedagogical discussions in English departments about “task” and “TBL” Awareness of change and not victims of fashion

    4. Implications Knowledge of TBLT theory and research Access to web literacy instruction Teaching about TBL using a TBL approach

    5. Implications: web literacy instruction Characteristics of online teaching and learning Computer mediated communication: interaction and collaborative learning Technical matters: course platforms, available software, online resources Critical analysis of web sites: accessible, accurate, appropriate, appealing

    6. Implications: Teaching TBL using TBL What should the course objectives be? What competencies/knowledge will participants need to achieve course objectives? What should course progression be based on? How can a logical sequence of the content be achieved?

    7. Implications: Teaching TBL using TBL How can teachers be engaged in a TBL experience? What should our concept of “task” be in teacher education? Is there a pedagogical framework for TBL in teacher education?

    8. Course Description and Objectives

    9. Audience In-service language teachers with some previous training and experience in language pedagogy

    10. General Objective Through direct experience in learning tasks participants will analyze and implement the principles of TBLT in order to assess its usefulness in their specific teaching context

    11. Performance Outcome An assessed proposal for the implementation of TBLT in the participant’s teaching context

    12. Course Content Unit 0: Speak to us of Teaching Unit 1: What is task-based learning and teaching? Unit 2: What is a “task”? Unit 3: Pedagogical frameworks for language teaching Unit 4: Evaluation and TBLT Unit 5: Implementing TBLT Unit 6: Assessing TBLT

    13. Design Process Establish a pedagogical framework for TBL in online course design Conceptual maps of the course Units and tasks construction

    14. Design Process Bibliographic and online research (accessible, appropriate, attractive, accurate) in TBL Self-development in online education Teachers´ questions on TBL Piloting

    15. Pedagogical framework Theories in course design Theory on TBL Personal beliefs

    16. Theories in Course Design Constructivist Theory (Piaget, Vygotsky, Dewey) Multiple Intelligence Theory (Howard Gardner) Brain Research Theory

    17. Theories in Course Design Dr. Gasser’s “Control Theory” Performance-Based Model for Curriculum Design and Assessment (Duggleby) Design-down or Design-back (William Spady)

    18. Theory in TBL Pedagogy (Bygate): systematic intervention to promote change in students’ thinking, knowledge and behavior. This requires pedagogic activities (tasks) designed to direct learners´ attention to relevant areas of knowledge and behavior

    19. Theory in TBL Principles for task-based instruction (Skehan) utility criterion, larger pedagogic plan, conscious cycles of evaluation Task Characteristics (Skehan) exposure, use, motivating, real-world needs, appropriate level of difficulty

    20. Theory in TBL Tasks in T Ed (Crookes, Prabhu, Puren) A coherent unit/activity which promotes teachers’ reflection, searching and creativity in the solution of an educational problem (main task) or the achievement of a specific objective (mini-tasks)

    21. Tasks in Teacher Education

    22. Criteria for Tasks in T Ed Tasks (Ellis) Work plan Focus on meaning Real-world processes of language use Four skills Cognitive processes Communicative outcome Tasks in T Ed Work plan Focus on solving a problem Real-world teaching and learning problems Research on the problem reflective, cognitive processes Educational outcome

    23. Personal Beliefs Teacher Development Cognitive, affective and social fields Awareness as the beginning of all learning Process evaluation Autonomous but guided learning Learning through experience and internalization of content

    24. Kolb´s learning cycle

    25. Framework for TBL in Teacher Education

    26. Course Map

    27. Thank you!

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