Curso de Preparación para

Nombramiento 2018

Área :INGLÉS
Dra. Rosa Bertha Llontop Yaipen
 TOPICS

 Task – Based Learning

 Blended Learning
 Problem – Based Learning
 Presentation – Practice – Production
 Project – Based Learning
 Colaborative learning
 Cooperative learning
What is Task Based Learning?
 The Task-Based Learning
(TBL)
The Task-Based Learning (TBL)is a
further development of Communicative
Language teaching combined with a
learner-centered approach.
TBL is a teaching approach which focuses on the
student by asking to do meaningful activities or task.
These task can be daily routines like buying a cup
of coffee, going to the doctor, or talking to someone
on the phone.
(Lightbrown and Spada, 1999)

Instead of a language structure or function to be

learnt, students are presented with a task they have
to perform or a problem they have to solve.

(Harmer, J. The practice of English Language

Teaching, 2007:71)
 What is a Task ?

A “task” is defined by Leaver and

Willis (2004)as “a goal-oriented
activity in which learners use
language to achieve a real outcome.
According to Willis tasks can be real-
life situations or have a pedagogical
purpose.
A task should:

- Provide opportunities for students to exchange

information with a focus on meaning, not a specific form
or pattern/structure.

- Have a clear purpose: learners should know the outcome

they are expected to produce when they finish performing
the task. The outcome may vary. It might be making a
YouTube video tutorial, finding a solution for a problem or
writing an email requesting information.
-Result in an outcome that can be shared with more
people;
 STAGES

THE TBL FRAMEWORK (Willis 1996:52

Pre-Task
Introduction to topic and task

Task cycle
Task planning Report

Language focus
Analysis
Practice
 Pre-task:

The pre-task stage of a TBL lesson is the moment when the teacher
sets the task, contextualises the topic of the lesson, raises students’
interest and prepares learners to perform the task. When preparing
students to perform a task, teachers might need to help students
with both content and language. This can be done by activating
students’ general knowledge on a certain topic and by helping
students anticipate the type of language they will need to perform
the task proposed. It is extremely important that students
understand the objectives of the task during this stage.
 TASK CYCLE

In this stage of the TBL lesson, learners perform the task proposed.
They are supposed to perform the task in small groups or pairs, and
use their existing knowledge of language to express themselves in a
spontaneous way. As the focus is communication, the teacher is not
supposed to carry out extensive error correction at this stage, but
should monitor and provide support.
When students finish performing the task, they need to
plan how they are going to report it to the rest of the class
or to other groups. They may rehearse and research
the language necessary in order to share the outcome of
what they had done.

Finally, students report the outcome of the task to other

students.
 Language focus
The post-task stage is when students evaluate their performance. This
might be done by comparing the outcome of their task to that of a
proficient user of the language. It can also involve feedback provided
by the teacher and subsequent practice of language items that
emerged from the task. It is important to stress that form-focused
language work should be in response to students’ production.
That means that the teacher will not teach a grammar lesson and
expect that learners use that specific structure while performing
the task, neither should the teacher work on a pre-selected
language item in this phase of the lesson. This makes the role of
the teacher as a monitor extremely important in TBL.
What is the difference between a task, an exercise and an
activity?

By Professor Richards:

An exercise is a teaching procedure that involves controlled,

guided or open ended practice of some aspect of language. A
drill, a cloze activity, a reading comprehension passage can all
be regarded as exercises.
The term activity is more general and refers to any kind of
purposeful classroom procedure that involves learners doing
something that relates to the goals of the course. For example
singing a song, playing a game, taking part in a debate, having a
group discussion, are all different kinds of teaching activities.
A task is normally defined as follows:
• It is something that learners do, or carry out, using their
existing language resources or those that have been provided
in pre-task work.
• It has an outcome which is not simply linked to learning
language, though language acquisition may occur as the
learner carries out the task.
• It is relevant to learners’ needs.
• It involves a focus on meaning.
• In the case of tasks involving two or more learners, it calls
upon the learners’
• Use of communication strategies and interactional skills.
• It provides opportunities for reflection on language use.
CASE STUDIES

Adapted by :Dra. Rosa Bertha Llontop Yaipen

 CASE STUDIES
I.-Choose the correct alternative

1.-Ms Gonzales an English teacher at Tupac Amaru High School is in

her class with students from fifth grade.She asks her students to
form teams of five and she gives them a task about Recommending
places in Lambayeque to a friend from Cusco.

Read carefully and identify which stage is missing.

• Create a mind map containing interesting places to be visited.

• Suggest places and ask learners to share what they know about
them / carry out research.
• Ms Gonzales gave feedback on content and language that
emerged during the task. Some aspects dealt with during
feedback were:

- adjectives to describe places

- language to make comparisons
- language to make recommendations

a.-Pre-task b.- Task cycle c.-Language focus

2.-A classroom activity in which students are given parts to act

out in a given situation. They usually work in pairs or groups.

a.- role-play C.- problem solving D.- survey

3.-Students think of ideas (usually quickly) about a topic (often
noting these down). This is often done as preparation before
writing or speaking.

A .-guided writing B role-play C.-brainstorming

4.-Students work in pairs or groups talking together to find the

solution to a problem.
A .-problem solving B.-guided writing C.-role play

5.-Students produce a text after a lot of preparation by the

teacher. The teacher may give the students a plan to follow, or
ideas for the language to use.

A .-guided writing B role-play C.-brainstorming

6.-Students find out information from others by asking questions
or using questionnaires in order to practice speaking skills
and/or specific language.
a.- role-play C.- problem solving D.- survey

7.-Activity with a task and discussion of the task → activity to

focus on language used in the task.
a.-TBl b.- PBL c-PPP

8.-Mr Perez is explaining about famous soccer players in Peru

and he asks his students to compare some of them. According to
the instruction Mr Perez is asking them
a.-an activity b.- a task c.- an example
9.-Ms Guerrero a principal from Ramon Castilla high school is
monitoring a class.The principal realizes the students participate
in an active way .Mrs Garcia the English teacher explores the
topic with the class, highlights useful words and phrases, helps
students understand task instructions and prepare.

According to the activities mentioned above, Mrs Garcia is in the

stage:

a.-Pre-task b.- Task cycle c.-Language focus

10.- At Meliton Carbajal High school Mr Cabrejos an English
teacher presented his topic and he asked his students from third
grade the following question "What did you do on your trip?

What kind of question did Mr Cabrejos ask?

a.-closed questions b.- open-ended questions c.-useful

questions
 ANSWER KEY
1.-B
2.-A
3.-C
4.-A
5.-A
6.-D
7.-A
8.-B
9.-A
10.-B
What is BLENDED LEARNING?
For some educators, blended learning—that is,
learning that combines face-to-face instruction
with online work.

Blended learning is realised in teaching and learning

environments where there is an effective
integration of different modes of delivery, models of
teaching and styles of learning as a result of
adopting a strategic and systematic approach to the
use of technology combined with the best features
of face to face interaction. (Krause, 2007)
Why blend?

Advances in technology provide new opportunities for teachers to design

and deliver their courses in ways that support and enhance the teachers’
role, the students’ individual cognitive experiences, as well as the social
environment; three key elements in successful learning and teaching.
Blended learning technologies can:
• Broaden the spaces and opportunities available for learning;
• Support course management activities (e.g., communication,
assessment submission, marking and feedback);
• Support the provision of information and resources to students;
• Engage and motivate students through interactivity and
collaboration.
Blended learning technologies can:
• Broaden the spaces and opportunities
available for learning;
• Support course management activities
(e.g., communication, assessment
submission, marking and feedback);
• Support the provision of information and
resources to students;
• Engage and motivate students through
interactivity and collaboration.
Blended learning is about finding better ways of supporting
students in achieving the learning objectives and providing
them with the best possible learning and teaching experiences,
as well as supporting teachers in their role (including the
management and administration of courses). Of course, the
integration of blended learning in courses will naturally vary
according to such factors as: discipline, year level, student
characteristics and needs, course or program learning
objectives, as well as the academic’s approach to teaching, and
confidence and experience in using technology.
Designing for blended learning requires a systematic approach,
starting with:
1. Planning for integrating blended learning into your course,
followed by;
2.- Designing and developing the blended learning elements;
3. Implementing the blended learning design;
4. Reviewing (evaluating) the effectiveness of your blended
learning design, and finally;
5. Planning for the next delivery of your course then involves
improving the blended learning experience for both staff and
students.
 Problem Based Learning (PBL)

PBL is focused on, experiential learning (minds

on hands on) organized around the investigation
and resolution of messy, real-world problems.
 The theoretical foundation for PBL

Constructivism (Dewey)
Plan
Do
Check/Study
Act
Experiential Learning (Kolb)
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
1. The nine steps in the PBL Process
1.-Preparation (Prep)
2. Meet the Problem (MTP)
3. Know/Need to Know/Ideas (KNKI)
4. Problem Statement (PS)
5. Information Gathering & Sharing (IGS)
6. Generate Solutions (GS)
7. Determine Best-fit Solution(s) (BFS)
8. Prepare and Present Solution (PPS)
9. Debrief the Problem (DB)
 What is Project-Based Learning?

PBL is a model for classroom activity that shifts

away from the classroom practices of short,
isolated, teacher-centered lessons and instead
emphasizes learning activities that are long-term,
interdisciplinary, and student-centered.

.
 Project-Based Learning engages students in
complex, real-world problem solving that is:
Academically rigorous Students use prior
knowledge and research skills Students determine
what new academic knowledge and research skills
are needed to acquire them Students gather
information from a variety of sources Teachers
encourage work that is complex and draws on a
full range of students’ abilities

.
 • Relevant to students and the community.
• Students choose projects based on interests.
Student learning has value in the community.
Curriculum is related to real-life issues helping
students understand what they are learning and
why they are learning it
.
 Empowers students as active learners

• Students become practitioners using and

demonstrating knowledge, not just storing it.
• Students negotiate project ideas and
assessment criteria with teachers and
community members.
• Teachers act as coaches and facilitators
Teachers encourage intellectual risk-taking
During PBL teachers/facilitators will:

• Provide opportunities for in-depth

investigations of worthy topics.
• Allow learners to become more autonomous as
they construct personally-meaningful artifacts
that are representations of their learning.
• Motivate students by engaging them in their
own learning
PBL affords students opportunities to develop
Gardner’s Multiple Intelligences, thus accommodating
a wide variety of learning styles.
Gardner’s Multiple Intelligences

1. Verbal-linguistic intelligence (well-developed

verbal skills and sensitivity to the sounds, meanings
and rhythms of words)
2. Logical-mathematical intelligence (ability to think
conceptually and abstractly, and capacity to discern
logical and numerical patterns)
3. Spatial-visual intelligence (capacity to think in images and
pictures, to visualize accurately and abstractly)
4. Bodily-kinesthetic intelligence (ability to control one’s
body movements and to handle objects skillfully)
5. Musical intelligences (ability to produce and appreciate
rhythm, pitch and timber)
6. Interpersonal intelligence (capacity to detect and respond
appropriately to the moods, motivations and desires of
others)
7. Intrapersonal (capacity to be self-aware and in tune with
inner feelings, values, beliefs and thinking processes)
8. Naturalist intelligence (ability to recognize and categorize
plants, animals and other objects in nature)
9. Existential intelligence (sensitivity and capacity to tackle
deep questions about human existence such as, What is the
meaning of life? Why do we die? How did we get here?
What are Learning Styles?

Information enters your brain three main ways: sight,

hearing and touch, which one you use the most is
called your Learning Style

Visual Learners learn by sight

Auditory Learners learn by hearing
Tactile Learners (kinesthetic) learn by touch
.
CASE STUDIES

Adapted by :Dra. Rosa Bertha Llontop Yaipen

1.- Mrs Garcia is planning her class and she realized some of her
students have troubles in speaking skill.She decides to ask her
students to learn a song.According to the decision of Mrs Garcia
she is going to use:
.
a.- Problem Based Learning b.- Project based learning c.-PPP

2.- Mr Perez a principal from Jose Olaya High school is having a

meeting with his colleagues and one of them says: Here our
students do not want to study, they sleep during the class,they
do not live with their parents so What are we doing?
Mr Perez ask his colleagues some opinions about this case.
According of it the principal should suggest:

a.- Problem Based Learning b.- Project based learning c.-PPP

.