Ellis (2003) gives an overall picture of task components. He believes that each task is consisted of five major elements.
Goal: goal is the general purpose of the task to practice the ability, e.g., to describe objects correctly.
Input: input refers to the verbal or nonverbal information supplied by the task, e.g., picture, written text …
Condition: condition is the way in which information is presented to learners, e.g., shared or split.
Procedure: procedure is the methodological course of actions to be followed in performing the task, e.g., group vs. pair work and providing planning time vs. no planning time.
Predicted outcome: predicted outcome of the task, as Ellis (2003) asserts, consists of two factors: product and process.
Task Types
One of the prominent concerns of task-based learning and teaching is engaging learners in a variety of tasks to promote acquisition. Learners' different pedagogical needs usually make teachers to have different approaches in classroom activities. This requires instructors to use various task types. According to Long who developed the concept 'task type' (as cited in Van den Branden, 2006, p. 30), "this concept allows for the classification of concrete language tasks on the basis of their common characteristics, though they may differ in detail." Ellis (2003) mentions that types of tasks were labeled variously in the field. For instance one way of labeling tasks with regard to the organization of information in the task is 'gap' tasks (information-gap, opinion-gap, and reasoning-gap) which stimulate the learners to use language in order to close the gap (Prabhu, 1987). There is also a task typology which is labeled based on the extent to which the participants in a task are required to interact to accomplish it (reciprocal, non-reciprocal tasks). Ellis maintains that tasks can be named according to the kind of activity they require of the learner (role-play or decision-making tasks) or according to the language skills and areas of linguistic knowledge (writing or listening tasks; vocabulary or grammar
Therefore, creating goals helps establish what direction I am trying to go in, and also allows me to figure out how to solve a problem. Another example is if I fail a test, I will try to examine the errors within my work; however, I will then create a goal for myself to make sure I do better on the test the next time. Finding the errors and creating goals to fix the errors makes me an independent learner. I am taking the charge that I want to do better; therefore, I am going to create a goal that helps me succeed. By fixing the errors, I then challenge myself, inside and outside the classroom.
Wood, Robert E. 1986. Task Complexity: Definition of the Construct, Organization, Behavior and Human Decision Processes, 37, 60-82
b) – I will design my instruction by providing multiple means of representation, providing multiple means for action and expression, and by using recognition and strategic network.
One of the most important skills that students need to learn is how to learn. Knowing specific techniques and strategies to help with learning can enable students to become strategic, effective, and lifelong learners (Sturomski, 1997). Strategies used for learning can be simple or complex, cognitive or metacognitive. Simple strategies are strategies that many of us use. Simple strategies may include asking questions, taking notes, or rereading a passage that is confusing to us. Complex strategies, on the other hand, may be a set of several strategies used together. For example, a complex strategy for writing might include three simple strategies of prewriting, writing, and editing. Each complex strategy includes several simple strategies in and of itself. Strategies can also be categorized as cognitive and metacognitive. Cognitive strategies help a person process and manipulate information. Much like simple strategies, cognitive strategies are very task-specific and are useful when learning and performing certain tasks such as filling out a chart and answering specific
Work was minutely subdivided and learned by repetition. When a group had learned one subdivision of information, they were tested by the teacher before passing on to the next section.
A specific work plan should be developed and tasks divided. First, the steps of the particular task should be outlined, then what resources will the team need to complete the task.
These tasks can be taught individually or in a small group setting. Traditionally, DTT is taught on a 1:1 individual basis, a progressive DTT approach allows the educator to remain flexible with the trials and make in-the-moment changes based on needed variables. The learner starts by learning small skills and moves to more complicated skills as each skill is mastered.
Gagné’s approach to instructional design is considered a seminal model that has influenced many other design approaches and particularly the Dick & Carey systems approach. Gagné proposed that events of learning and categories of learning outcomes together provide a framework for an account of learning conditions. The diagram below, from the third edition of The Conditions of Learning (Gagné, 1977), illustrates his vision of how the events of learning impact the conditions learning, which ultimately result in the learning outcomes, or learning capabilities.
Activities that asks students to recall, define, recognize, and practice. Comprehension - Involve interpreting the meaning of a graph or diagram or decoding a word. Application level – students are made to transfer known information to applicable situations. Analysis level – students think of how whole elements can be broken down into component elements. Synthesis Level – Thinking tasks at this level require students to take some parts of previously learned information and create completely new, whole products. Evaluation level – students are given tasks to judge quality, credibility, worth, and productiveness. Students thinking at this level provides evidence, logic, and values in support of
CUP allows the student to transfer what they already know in their native language to the concepts presented in English therefore, allowing the student to understand the input of another language while still using their native language. Educators can assist an English Language Learner by using the Quadrant model devised by Cummins’ concerning the task difficulties according to context usage. The four sections are based on context reduction or context embedded combined with demanding or undemanding cognition. The student would benefit with context-embedded assignments that include visuals or oral clues more than just a context-reduced assignment where the student would just listen to a lecture without visual clues. The purpose of the Quadrant model is for teachers to commence assignments that are less demanding so that the student can build the confidence necessary to continue with assignments that are more demanding in the
We can then say that for a machine to have a goal it must have two fundamental things; a description of what the end state should be and the ability to persist until it reaches this state...
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
goal to try to accomplish that accurately makes sense. And stick to whatever goal I set and not
As goal contents have varied features like modesty, specificity, concreteness, abstraction, proximal or distal so they have different effects on the goal striving process.
To distinguish a student by their learning style, there must first be a review of the student’s abilities and the factors affecting their learning. When reviewing these factors there will be a sense of when the students responses are more consistent and help a teacher figure out when a student learns the best and how they learn as an individual. There are six different things that could affect the learning of a student: brain processing, senses, physical needs, environment, social needs, and emotional attitudes (Creative learning,1997).