1 / 33

TotemTaal

TotemTaal. A task-based curriculum for five grades of primary school: designing reading comprehension tasks. Task selection: what goals?. No traditional needs analysis by the developers themselves But: Official Attainment Targets = Goals set by the governement Goals are compulsory

tasya
Download Presentation

TotemTaal

An Image/Link below is provided (as is) to download presentation 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. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. TotemTaal A task-based curriculum for five grades of primary school: designing reading comprehension tasks

  2. Task selection: what goals? • No traditional needs analysis by the developers themselves • But: Official Attainment Targets= Goals set by the governement • Goals are compulsory • Goals developed by teachers and • Goals necessary to adequately function in a school (+ daily life) –context

  3. Task selection: what goals? Plus • Before developing: Feedbackon the previous task-based syllabus: more gradual increase of complexity, more focus on form, better teacher support. • During development: Intended user feedback for each grade in the form of sit-togethers (developers, teachers and publicer)

  4. Task selection: what goals? Official Attainment Targets: parameters • Skill • Level of cognitive processing • Type of text • Public/audience

  5. Core curriculum reading The pupils are able to find the information (level of processing = description) in: 3.1 instructions for a range of activities intended for them; 3.2 the data in tables and diagrams for public use; 3.3 magazine texts intended for them. The pupils are able to arrange information (level of processing = structuring) which is found in: 3.4 school and study texts intended for them and instructions for school assignments;) 3.5 stories, children’s books, dialogues, poems, children’s magazines and youth encyclopedias intended for them; The pupils are able to evaluate information based on their own opinions, or information based on other sources (level of processing= evaluating) which is found in: 3.6 different letters and invitations intended for them; 3.7 advertising texts which are directly related to their own world.

  6. Task design • functional: language as a means to reach a motivating goal • motivational: goal, theme, content, didactical approach • relevant: working towards official attainment goals of Dutch • challenging: with maximal potential for (language) learning • promoting task-based interaction (Van den Branden, 2006)

  7. Task design But: functionality, motivation, relevance, challenging, peer interaction + goals from OAT = too general characteristics to start developing: • Inquiry from previous TBLT-method • What is motivating for a child of 8, 9, 10, 11, 12? • Offical Attainment Targets = target tasks? • What is maximal potential? How big can the gap get?

  8. Task design What is motivating, relevant, challenging? These characteristics needed fine-tuning: • Fine-tuning for different grades • Fine-tuning within a grade

  9. Task design • Fine-tuned by • Selecting relevant thematic content: unit and texts • Technical adjustments: not 'too' challenging: • Technical reading difficulties ('avi') • Post-hoc analysis of lexis • Intended user feedback: comments on text lenght, text difficulties, amount of time spent on focus on form, early introduction of peer interaction

  10. What is motivating?: Unit selection • 7/8-year olds : How to become a knight? texts such as: Knights and princesses To be a knight, now and before; How to make your own castle, How to dress one’s knight; Diary of Thomas, page • 8/9-year olds: Pirates and highwaymen • 9/10-year olds: Screenscamps • 10/11-year olds: Elect the person most fiery! • 11/12-year olds: Ice-cool

  11. Challenging: Technical adjustments: AVI • Gradual increase of technical reading difficulties (indicated by 'avi') over the syllabus:

  12. Challenging: Technical adjustments: lexis relevant CALP in a unit concerning knights, post hoc inspection:

  13. Task design: a unit about knights • functional: proof to be chivalric through different tasks, to finally take the knight's vow • motivational: a topic of interest for 8 year olds • relevant: through reading texts (with goals corresponding to the OAT) • challenging: controlled technical difficulties, but sufficiently complex • in (gradually more complex) interaction with other learners (Van den Branden, 2006)

  14. Complexity:tasks with identical goals Goal description according to the official attainment targets: = identical parameters for tasks with different complexity levels

  15. 1. Read these comics. What is happening? 2. Which comic do you prefer? D: Nice of you to bring me home, Suske. S: That is my job, as a knight. I am to protect princesses. D: You are a real hero. S: A brave knight like me never gives up. D: Wiske, I am bringing him home. He could no longer stand on his own two feet… Do you sometimes play knight and princess?

  16. 1. Read these comics. Some text are missing. 2. Find the missing texts. Choose between: Please? I bought an icecream. I did not have an icecream. I don't believe you! Can you read what is written on the trashcan? Look at the mess around you. No, I am reading. Comic(al)?

  17. Complexity:tasks with identical goals Goal description according to the official attainment targets: = identical parameters for tasks with different complexity levels

  18. Complexity:tasks with identical goals A- grade 2, unit 7

  19. Complexity:tasks with identical goals B- grade 5, unit 7

  20. Complexity: analytic framework • (Ramaut en Duran, 2006)

  21. Complexity: parameters Extra parameters necessary

  22. Complexity: parameters Extra parameters

  23. Task complexity Parameters: • Indicated by official attainment targets • language skill, • level of cognitive processing, • type of text, public/audience • Analytic framework of the CLE = + function or purpose(communication, conceptualisation, expression, pleasure, ...).= + ‘world’(the kind of knowledge of the world + level of abstraction of the approach )

  24. Task sequencing: variety of tasks • How to order these texts to get best learner results? • within a unit • throughout the syllabus as a whole

  25. 1. Read these comics. What is happening? 2. Which comic do you prefer? D: Nice of you to bring me home, Suske. S: That is my job, as a knight. I am to protect princesses. D: You are a real hero. S: A brave knight like me never gives up. D: Wiske, I am bringing him home. He could no longer stand on his own two feet… Do you sometimes play knight and princess?

  26. W: I am a princess. The knight who wins the fight, may marry me. W: And he may also kiss me! S: I am hurt. The victory is Bert's. B: No, I am wounded. Suske wins the fight. W: Well, boys, who is going to kiss the princess? S & B: He is! W: Worthless knights! Do you sometimes play knight and princess?

  27. Work in groups. Make your own castle… Make your own castle

  28. 1. Read the text in silence. Each text deals with a different piece of garment. 2. Report to your group about your piece of garment. Show it also on the drawing. 3. Which piece of garment does the knight takes first? Which one after that? Find the correct order with your whole group. Write the correct number in the circles. Help dressing your knight!

  29. These are excerpts from the diary of Tobias. He is page in the castle of his uncle. Read the excerpts and answer the questions. Tobias has played knight. Which drawing fits this piece diary? Put a cross in the right drawing.___________________________________ Which two pages won? Write their names.___________________________________ Tobias feels bad that Tom got a nosebleed. Yes / No ___________________________________ Tom fell from his horse. Who was the horse? Write down the name of the boy._________________________________________ Thomas' diary

  30. Task sequencing: throughout the syllabus No linear structure, but general increase of complexity Cyclic structure: power of recurrence and repetition AND: authentic, relevant, functional tasks in a unit had to prevail < NOT organised beforehand

  31. Task sequencing • How could we still ensure maximum learning possibility? • Introduction of "dwarsdoorsnedes": "trans-sections" = screening of materials developed: every 5 units were checked for goals, target-types, complexity and the gradual increase thereof • Which occur? Which were omitted or less represented? • Which combinations occur? • How complex are tasks?

  32. Task sequencing Resulted in adjustments: • Extra or adapted tasks if underrepresented or omitted • Task-outlines for the second part (that needed developing) • Guidelines for teacher support: managing complexity: e.g: clarifying vocabulary, relations, ways to deal with the task, explicitly or implicit information > a whole year's syllabus= balaced, gradual increase, incorporating all goals and target-types relevant for the age group

  33. Teacher support: crucial Teacher support for reading tasks = interfere with • parameters that affect task complexity but also: • with functionality, relevance, authenticity, peer interaction Succes or failure of each and every (reading) task depends on teacher support

More Related