Task-Based Language Teaching (TBLT)

Introduction to Task-Based Language Teaching (TBLT)
Thoughts on why it’s a great option for many CLS classes
How to integrate Concepts and Big Questions with TBLT
Enjoy a TBLT mini lesson

Transcript

1. Tasks-Based Language Teaching in CLSs 1:30-2:15pm With Kara Matheson Education Officer NSW Community Languages Schools Program Hunter Community Languages https://www.hptacls.org Please join in using: www.slido.com with #367265
2. Acknowledgment of Country I acknowledge the traditional custodians of the land on which I live and work, the Pambalong Clan of the Awabakal people. Today we come together from lands far and wide that have been cared for by the Aboriginal and Torres Strait Islander peoples for over sixty thousand years. Let us pay our respects to Elders past and present.
3. In today’s session – What and How Introduction to Task-Based Language Teaching (TBLT) Thoughts on why it’s a great option for many CLS classes How to integrate Concepts and Big Questions with TBLT Enjoy a TBLT mini lesson
4. Why is this important? Differentiation to engage all learners Evidence-based pedagogy Keep learning
5. Teaching Standards Addressed 6.2.2 Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities 2.1.1 Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of the teaching area.
6. Task-Based Language Teaching (TBLT) at Newcastle Russian School
7. About TBLT Promotes learning by doing Student-centred Tasks are social – they promote collaborative learning Exchange of meaning is the main goal Fluency before accuracy The language to be learned emerges from the task Lots of opportunities for differentiation
9. Organising around a ‘concept’ & Big Question
10. The Concept & the Big Question Today’s Big Question: How do we create a community where everyone feels included? How do we work together so that we all feel like we belong? Today’s Concepts: Inclusion & Belonging
11. Structure of a Task-Based Language Class Pre-task The task Post-task
12. Today’s task – a whole class task Let’s make a Group Agreement to guide how we behave together in class. How do we work together so that we all feel like we belong?
13. Pre-task: Intro to topic and how to do the task Explore the topic Explore Highlight useful words and expressions / phrases Highlight Give instructions Give Maybe give examples Give
14. A Group Agreement Pre-task: topic and language • How do we work together so that we all feel like we belong? • We’re going to make guidelines for our group • Our group = our class • Our Agreement = how we will behave together • Guidelines = suggestions for how to behave in class
15. A Group Agreement Pre-task: instructions 1. In pairs, agree on 2 guidelines for how we will behave in class – we want to work together in a way that we all feel like we belong 2. Write them in our Padlet: https://padlet.com/kara145/40c9601rzr1dezcn
16. Pre-task: instructions cont. Then we will look at them all together and talk about them. Then you will rate them and we will choose the best ones for our group.
17. Pre-task – instructions cont. • If you meet a new word or expression, sit with the not knowing for a bit, the meaning might become clear • Ask me or a classmate to explain any new language you want help with • Write down any new words, expressions, or interesting sentences that you encounter Learning How to Learn Tips:
18. Task time Students work in pairs Teacher floats around and observes – the ‘Guide on the Side’ https://padlet.com/kara145/40c9601rzr1dezcn
19. Post-task: Return to Whole class work Discuss suggested guidelines in Padlet Teacher gives feedback on language used – focus on form
20. Return to task time: Move to Small group work In Padlet, rate each suggestion out of 5 stars: 1 = I don’t think it will guide our class well 5 = this gives us clear, helpful guidance This is an opportunity to re-use the language, & re-visit the Big Question: How do we work together so that we all feel like we belong?
21. Task time Students work in pairs Teacher floats around and observes – the ‘Guide on the Side’ https://padlet.com/kara145/40c9601rzr1dezcn
22. Post-task: Return to Whole class work • Discuss the ratings on the Guidelines • Try to choose 5, so that we have a memorable list • Address and language needs
23. Higher order thinking skills in this lesson
24. Collaborating to create a CLS class where everyone feels inclusion and belonging Photo by Shane Rounce on Unsplash
25. In today’s session: Introduction to Task-Based Language Teaching (TBLT) – what it is and its structure, and why it’s a good fit for many CLS classes Integration of Concept and Big Question Went through a mini TBLT lesson together
26. Please let me know: kara@hptacls.org Are you using TBLT in your classes?
27. Questions and reflections… Photo by Casey Horner on Unsplash