Task-based Approach

Education PhilosophyEducation Philosophy

• “Learning by doing” is the basic notion

• deep, significant learning can only take place through the learner’s active participation in the construction of knowledge, in formulating their own personal understanding of the various information and sensory experiences that they are presented with

• tasks therefore forms a significant part of the learning process

• integration of new concepts/skills and prior knowledge for the accomplishment of an open-ended task is the main learning goal of this approach

Task-based ApproachTask-based Approach

• students are required to internalize key specific concepts of a subject domain and other necessary skills for the accomplishment of the tasks

• tasks are set in such a way which demand no closed-ended answers, so students are allowed to develop their creativity

Education PhilosophyEducation Philosophy Task-based ApproachTask-based Approach

Roles of Teachers & StudentsRoles of Teachers & Students

• teacher designs tasks according to the specific knowledge or skills which they expect the students to learn

• students are the active learners, while teacher plays the role of facilitator

• students can learn more effectively if teachers can :

1. Give students a clear understanding of task requirements and criteria of evaluating students’ work

2. Assist students immediately when they encounter difficulty

3. Lead students to reflect and find ways to improve their work through sharing,discussion and teacher’s feedback

Task-based ApproachTask-based Approach

Learning ProcessLearning Process

1. Teacher states the goal of the lesson

2. Teacher teaches the subject content

3. Teacher explains the task requirements, steps and other which students may have to apply

4. Students carry out the task

5. teacher guides students to appreciate,discuss and reflect on the own work

• the last step is most important

• learning process of students is enriched through teacher’s feedback and students’ reflection

• when designing lesson plans, teacher should reserve enough time in the lesson for the post-task discussion

Task-based ApproachTask-based Approach

Role of ITRole of IT

The role of IT as perceived and appreciated by the teacher would be that of empowering tools for students to attain the resources, complete the tasks and present their work effectively and efficiently. The tools that students use may varies according to the nature and demands of the tasks, including:

• general office software

• PowerPoint

• Internet

• web page composing tools

• other software and peripheral

Task-based ApproachTask-based Approach

S.2 Chinese

P.4 Art

S.1 English

Lesson Video ClipsLesson Video Clips

P.3 Chinese

ExamplesExamples Task-based ApproachTask-based Approach

Equipment & Technological Competence Requirements Equipment & Technological Competence Requirements

Your ReflectionYour Reflection

Lesson OutcomeLesson Outcome

Lesson GoalsLesson Goals

Lesson OutlineLesson Outline

Lesson Video ClipsLesson Video Clips

P.3 ChineseP.3 Chinese Descriptive Writing

P.3 ChineseP.3 Chinese

• help students to consolidate and apply descriptive writing skills

• help students to develop their creativity

Teaching and Learning Goal

• Students are able to write descriptive sentences for 6 Students are able to write descriptive sentences for 6 pictures accordinglypictures accordingly

* Teacher will ask students to rearrange the sequential order of the 6 picture and write a story for them in the next lesson. However, some groups has already done so before writing the sentences in this lesson.

Learning 0utcome Learning 0utcome P.3 ChineseP.3 Chinese

1. Revision of Descriptive Writing

2. PowerPoint Operation and Task

Teacher displays some pictures with PowerPoint slides and guides the students to describe these pictures in order to revise the descriptive writing skills with students.

Teacher demonstrates how to insert words into the slides and then ask students to write sentences related to the pictures in groups.

3. Students Activity

4. Sharing of Works and Discussion

Lesson OutlineLesson Outline

Teacher shows students’ work and asks students to improve the work together through whole class discussion.

Students work in groups.

P.3 ChineseP.3 Chinese

Lesson Video ClipsLesson Video Clips P.3 ChineseP.3 Chinese

Teacher’s Technological Competence Technological Competence

Students’ Technological CompetenceStudents’ Technological Competence • Input Device Operation

VenueVenue • Computer Room

No. of StudentNo. of Student • About 40

• LANs Operation (e.g. Open or Save files)

• PowerPoint Operation

P.3 ChineseP.3 ChineseEquipment & Technological Competence Requirements Equipment & Technological Competence Requirements

• LANs

• 1 Workstation for Teacher

• 10 Workstations for Students

• Data Project & Screen

• PowerPoint

HardwareHardware

PeripheralsPeripherals

SoftwareSoftware

• Input Devices

P.3 ChineseP.3 ChineseEquipment & Technological Competence Requirements Equipment & Technological Competence Requirements

Your ReflectionYour Reflection

1. Apart from teaching subject domain knowledge, teachers have also to teach

technical skills. Will this affect your teaching? Do you have any suggestion

to cope with the side effects?

3. How would you lead the post-tasks discussion?

2. What kinds of tasks should be carry out in groups? What kinds of tasks

should be carry out by individuals?

P.3 ChineseP.3 Chinese

S. 2 ChineseS. 2 Chinese Associative WritingAssociative Writing

Equipment & Technological Competence Requirements Equipment & Technological Competence Requirements

Your ReflectionYour Reflection

Lesson OutcomeLesson Outcome

Lesson GoalsLesson Goals

Lesson OutlineLesson Outline

Lesson Video ClipsLesson Video Clips

• Consolidate students’ understanding towards associative writing

• Help students to develop their creativity

Teaching and Learning Goal S. 2 ChineseS. 2 Chinese

• Students can make use of associative writing skills to write a Students can make use of associative writing skills to write a

piece of text, which is about 50 wordspiece of text, which is about 50 words

Learning 0utcome Learning 0utcome S. 2 ChineseS. 2 Chinese

1. Introduction

2. Revision of Examples in TextbookRevision of Examples in Textbook

Teacher direct students’ attention by asking questions.

Teacher show pictures of 3 kinds of trees by PowerPoint and discuss how the writer make use of associative writing skills in writing a piece of text about these trees.

S. 2 ChineseS. 2 ChineseLesson OutlineLesson Outline

Students work with the computers

Teacher asks students to download a picture of an animal and then write 50 words about it with associative writing skill

5. ShowcaseTeacher showcases the work of a student

3. Task Procedures

4. Students Activity

S. 2 ChineseS. 2 ChineseLesson OutlineLesson Outline

Lesson Video ClipsLesson Video Clips S. 2 ChineseS. 2 Chinese

• LANs Operation (e.g. Open or Save files)

• PowerPoint Operation

• Computer Room

• About 40

• Internet Browser Operation (e.g download pictures)

• Word Processing Software

• Search Engine Operation• Chinese Word Input

• Computer Graphic Editing (Basic)

S. 2 ChineseS. 2 ChineseEquipment & Technological Competence Requirements Equipment & Technological Competence Requirements

Teacher’s Technological Competence Technological Competence

Students’ Technological CompetenceStudents’ Technological Competence

VenueVenue

No. of StudentNo. of Student

• LANs Operation (e.g. Open or Save files)

• Internet

• Word Processing Software• Internet Browser

S. 2 ChineseS. 2 ChineseEquipment & Technological Competence Requirements Equipment & Technological Competence Requirements

• LANs Operation (e.g. Open or Save files)

• 1 Workstation for Teacher

• 10 Workstations for Students

• Data Project & Screen

HardwareHardware

PeripheralsPeripherals

SoftwareSoftware

• Input Devices

1. What is the impact of IT in this lesson?

2. What is your concerns if you have to carry out a similar lesson?

3. Assume you have to use IT in teaching writing, how will you

teach this lesson?

S. 2 ChineseS. 2 ChineseYour ReflectionYour Reflection

Consolidate students’ understanding towards Egyptian Art and help them to develop their creativity

Students can create a work with the characteristic of Egyptian Art

1. Teacher shows some pictures of Egyptian Art with PowerPoint and revise the characteristic of Egyptian Art with students

2. Students create their work with materials such as papers and color pens in pairs

3. Teacher asks some groups to show their work and conduct post-task discussion with students

P.4 ArtP.4 Art Egyptian ArtEgyptian Art

Lesson Goals

Learning Outcome

Lesson Outline

• Art Room

• About 40

• PowerPoint Operation

• PowerPoint

• Data Projector and Screen

Teacher’s Technological Competence Technological Competence

VenueVenue

No. of StudentNo. of Student

• 1 Workstation for TeacherEquipmentEquipment

P.4 ArtP.4 Art Egyptian ArtEgyptian Art

Lesson Video ClipsLesson Video Clips P.4 ArtP.4 Art

Help students to experience and understand the importance of

paragraphing

Students can divide a piece of text into 6 meaning units and

provide a picture for these units accordingly

S.1 EnglishS.1 English ParagraphingParagraphing

Lesson Goals

Learning Outcome

1.The English teacher inform the lesson goals and activity

2.The IT coordinator demonstrates the operation of the software

3. Students work in pairs and divide a piece of text into 6 meaning units and provide a picture for these units

accordingly

4.The English teacher show students’ work to the whole class

* There are 2 teachers involved in this lesson, one is the English teacher and the other one is the IT coordinator, who is the designer of “Storybook Weaver”

S.1 EnglishS.1 English ParagraphingParagraphing

Lesson OutlineLesson Outline

• Computer Room

• About 20人

• “Storybook Weaver” Operation• Peripherals Operation (e.g. Scanner & Digital Camera)

• “Storybook Weaver” Operation

• 10 computers for students• 1 computer for teacher• “Storybook Weaver”• Scanner• Data Projector and Screen

• LANs Operation (e.g. Open or Save files)

S.1 EnglishS.1 English ParagraphingParagraphing

Teacher’s Technological Competence Technological Competence

Students’ Technological CompetenceStudents’ Technological Competence

VenueVenue

No. of StudentNo. of Student

EquipmentEquipment

• LANs Operation (e.g. Open or Save files)

Lesson Video ClipsLesson Video Clips S.1 EnglishS.1 English