Task-Based Learning (TBL)

Source: a conversion of ideas in

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

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

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.

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?