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What Every Teacher Must Know About Task-Based Learning Approach

The task-Based Learning Approach sees that learning occurs when learners do real-life tasks.

A task-based approach sees the learning process as learning through doing. It is by primarily engaging in meaning that the learners are encouraged to develop.

A task-based classroom is a place in which learners employ what they’ve learned to solve a problem, do a puzzle, play a game, or share and compare experiences.

Meaning is the primary focus of a task. The main focus of task-based learning is meaning

Tasks can vary from social communication tasks to tasks based on academic needs.

What Is “A Task”?

A task is a goal-oriented activity in which learners use what they’ve learned to achieve a real outcome.

Basic Characteristics of A Task-Based Classroom

  • Instruction is conducted through learners’ activities.
  • Learners concentrate on performing specific tasks — the primary focus is meaning.
  • Tasks have specific goals and outcomes. These must be expressed clearly to the learners.
  • Tasks have to involve some problem-solving exercises.
  • Tasks are evaluated on the basis of achieving their goals and outcomes.
  • The task must be a real-life (authentic) problem.
  • Tasks must be of interest to the learners in order to motivate them to generate ideas and get them involved.
  • Tasks must create a need to communicate.
  • Tasks may be solving a problem, playing a game, or sharing information or experience.

Format Of Tasks

Tasks are structured according to a specific format. There is a framework in which a task is organized into components including goals, input, activities, and task continuity.

  • Goals

Goals express the outcomes of the task. In other words, they specify what the learners have to achieve.

  • Input

Input consists of verbal or non-verbal data that the learners have to deal with in performing a task.

  • Activities

Activities refer to the activities the learners are involved in while doing the task.

Activities are expressed in terms of stages of performing the task using the input provided to achieve the goals of the task.

  • Task Continuity

Another important factor in the structure of tasks is the principle of “task continuity” in which successful completion of prior activities becomes a prerequisite for succeeding ones.

This element has to be inherent in each task.

Procedures For Doing A Task

The procedures for doing tasks are summarized in the steps below.

1. Pre-Task

An introduction to the topic and how the task is conducted.

2. While The Task

students do the task whether in pairs or in groups. The teacher goes around to monitor and for any help.

3. Post-Task

It is the stage of reviewing and giving feedback.

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