Task Based Learning

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Task Based Learning

• In your classroom

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Useful things to Know

• Four stages of language acquisition

Stage  Characteristics  Teacher Prompts 
Preproduction  The student Has minimal comprehension Does not verbalize Nods Yes and No Draws and points   Show me... Circle the... Where is...? Who has...?
Early Production  The student Has limited comprehension Produces one- or two-word responses Participates using key words and familiar phrases Uses present-tense verbs Yes/no questions Either/or questions One- or two-word answers Lists Labels
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Stages of Language Acquisition
Speech Emergence  The student Has good comprehension Can produce simple sentences Makes grammar and pronunciation errors Frequently misunderstands jokes Why...? How...? Explain... Phrase or short-sentence answers
Intermediate Fluency  The student Has excellent comprehension Makes few grammatical errors What would happen if...? Why do you think...?
Advanced Fluency  The student has a near-native level of speech.  Decide if... Retell...  
Source Adapted from Krashen and Terrell (1983).  Source Adapted from Krashen and Terrell (1983).  Source Adapted from Krashen and Terrell (1983). 
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Consider

• Classrooms have a range
• Address each level of learning
• Consider moment of learning and where you want
  individual students to be in the future.

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Cooperative Learning

• Cooperative groups and pair groups maximize
  language production time.
• Allow students to learn from each.
• Provide teacher with freedom and flexibility to
  focus on students with greatest need.

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Best Strategy

• Create Base Groups
• Group students in groups of four.
• Dont group students by level alone!
• Rearrange desks and classroom as necessary
• Use pairs within groups for mini tasks that can
  be shared with the whole group and then class.
• Occasionally have students with other groups to
  practice or study.

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Instructional Strategies

• For Classroom Success

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Instructional Strategies

• Combine the areas of required English practice
  Speaking, listening, reading, writing
• Can be designed to focus on specific areas
• Utilize student strengths by allowing students to
  work as a group

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Reading Dictation

• Structure Groups of Four
• Reading From book or similar text
• Skills Speaking, Listening, Reading, Writing
• How to
• One student is the reader
• Three listen
• Reader reads the texts. Listeners write the text
  and ask questions to check hearing, spelling, and
  grammar points.
• Readers watch and correct mistakes that are
  noticed.

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Reading Dictation Extensions

• When finished the reading have students create a
  mind map or web of the story.
• Provide students with questions from the reading.
  Take away the original reading text and have
  students find answers in the copies.
• Provide open ended stories. Have students write
  endings to the stories.
• Have students underline specific grammar points
  demonstrated in the reading.

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Reading Dictation Example
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Reading Webbings

• Structure Groups of Four
• Reading Story from text or on related topic
• Skills Reading, Writing, Organization
• How to
• Provide groups with a story. Have students read
  the story once orally.
• Ask students to organize information in a
  webbing. Model the webbing for students.

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Reading Webbings Extensions

• Sociogram
• Have students organize information to demonstrate
  relationships with a man character
• Plot Web
• Have students create a web to demonstrate the
  primary plot points of a reading.

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Webbing the Story
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Running Dictation

• Structure Groups of Four or Pairs
• Reading Sentences related to topic of study
• Skills Speaking, Listening, Reading, Writing
• How to
• Divide students into two roles, Runner and Writer
  
• Runners read the text and tell writers
• Writers listen and write the text, asking
  questions about spelling and meaning as
  appropriate
• Runners watch and correct mistakes orally, but do
  not write

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Running Dictations Extensions

• Sentences can be clues to a mystery. When all the
  sentences are collection have students use the
  information to create a conclusion.
• Use sentences to provide information. Provide
  students with questions once the sentences are
  collected. Have students use information in the
  sentences to answer the questions.
• Use sentences from a story. Have students review
  the sentences and put the story in order based on
  context clues.

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Jobs Running
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Running Dictation Example
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Running Dictation
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Matching

• Structure Groups of Four or Pair
• Reading Sentences related to topic of study
• Skills Speaking, Listening, Reading, Writing
• How to
• Provide students with matching sheets.
• Give each team cards containing words missing
  from sentences.
• Have students match and write the sentences.
• When finished provide picture cards for each
  sentence.
• Have students play concentration, orally stating
  the correct matches.

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Bingo

• Structure Groups of Four
• Reading Sentences related to topic of study and
  pictures matching the topic
• Skills Speaking, Listening, Reading
• How to
• Divide teams into two rolls, caller and players
• Provide callers with a calling card.
• Players receive a blank game board and picture
  pieces.
• Students listen to the caller. When the piece is
  called students repeat the sentence to check for
  accuracy, then turn over the piece.
• Winners turn all pieces. Winners become the new
  callers.

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Bingo Samples
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Bingo Samples
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Performance Assessment
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Quantitative Assessment

• Assessment that is based on tangible objects such
  as
• Providing students with tests
• Collecting homework
• Collecting Assignments
• Collecting recordings

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Formative Assessment

• Assessment that is based on less tangible objects
  such as
• Observation
• Anecdotal Evidence
• Student Behavior
• Student Interactions

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Formative Approach

• In my classroom I use the formative approach
  exclusively
• Students receive quantitative assessment from my
  Korean partner teachers.
• This quantitative assessment is more accurate
  then I could achieve.
• I focus on what I can accurately assess during my
  time with students.

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Performance Categories

• Students are assessed in five areas
• Participation
• Contribution
• Questioning
• Responding
• Portfolios

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Participation

• To grade for participation students are observed
  in class
• Indicators for positive participation
• Concentration on a task
• Focus on work
• Eye contact with teachers or students
• Writing or reading out loud
• Listening and responding within the team

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Contribution

• To grade for contribution students are observed
  in class
• Indicators for positive contribution are
• Translating instructions for team
• Asking questions to help the team
• Explaining singular vocabulary to the team
• Maintaining English speaking within the group
• Listening and responding within the team
• Spelling words for students

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Questioning

• To grade for questioning students are observed in
  class
• Indicators for positive questioning are
• Asking the teacher direct questions for the group
• Asking the teacher questions for the class
• Asking other students questions to enhance
  understanding
• Asking questions to other groups who may have
  knowledge that will enhance understanding

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Response

• To grade for response students are observed in
  class
• Indicators for positive response are
• Answering direct questions from the teacher
• Providing words or response during lesson
  presentation
• Answering questions from other students
• Speaking without prompts or volunteering
  information and explanations

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Portfolio

• To grade for portfolio students are observed in
  class
• Indicators for positive portfolio are
• Notebooks present in class
• Consistent notebooks
• Writing or taking notes
• Maintaining a record of all class work

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Performance Assessment Coding

• Numeric indicators of student performance
• Baseline 4
• Positive Performance 5
• Negative Performance 2-3
• Fail 1
• Codes for observation
• All codes are positive unless otherwise
  indicated
• O Response
• Q Question
• C Contribution
• PT Portfolio
• P or centered o Participation
• - equals negative

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Seating Chart

• To accurately record student performance a
  seating chart is used to put a name to the
  student and performance

Q
Q
C
C
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Grade Book

• Once the class has finished the codes must be
  entered into a grade book to accurately assess
  and calculate understandable grades.

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Remember

• Gauge student level
• Prepare for all levels of student language
  acquisition
• Have fun

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For More Information

• www.saradavila.com
• teacher_at_saradavila.com