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
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
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
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
15. Pedagogical framework Theories in course design
Theory on TBL
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)
Focus on meaning
Real-world processes of language use
Communicative outcome Tasks in T Ed
Focus on solving a problem
Real-world teaching and learning problems
Research on the problem
reflective, cognitive processes
23. Personal Beliefs Teacher Development
Cognitive, affective and social fields
Awareness as the beginning of all learning
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!