This project looked at how task-based learning (TBL) might effect an immersive, productive and motivating experience for learners and promote the most in-demand common work skills such as problem-solving, collaborating and analysing.
Focusing on task based learning to create common works skills.
The project looked at task based learning and the impact it may have on creating motivation for learners and promoting common work skills such as problem-solving, collaborating and analysing. A series of tasks were trialled with users and a Google classroom was created for tutors to add their thoughts, film their reflections and add learners’ work. The activities had a positive impact on learners, they become more motivated as they were directed by the tasks and gave them the skills they needed to participate in wider society.
OTLA 8
1. Reflect on what works best in your teaching and learning to meet the diverse needs of learners - The project reminded tutors to dig deeper to find out more about learners’ lives and what they want to achieve outside of the classroom. Rather than focusing on isolated language points, this project emphasised the need to think about the bigger picture and the purpose of the class. Tutors discovered the value of frequent reference to the tasks and constant encouragement. Providing space for learners to discuss their aims openly raised their aspirations as they took encouragement from each other. Fostering peer support and developing common work-skills through task based learning enabled different learners to respond in their own ways and participate accordingly.
10. Evaluate your practice with others and assess its impact on learning - One of the key aspects of the project was how tutors shared their understandings, discoveries, surprises, plus points and negative points – such as how learners responded to being asked to do something outside the classroom, how learners could be motivated to complete their task-targets, how the original ILP did or did not lend itself to the task-based targets, etc. Just as learners took on responsibilities related to the tasks, so did tutors who went beyond what they might normally have done regarding evaluation of learning and recording learners’ progress.
17. Enable learners to share responsibility for their own learning and assessment, setting goals that stretch and challenge - The project responded to this standard in two ways. Firstly, through learners’ setting of task-oriented goals and the steps needed to achieve them, they invested in their own learning to achieve meaningful goals. With certain learners there was far more investment in their targets than previously. However, the project also showed that responsibility for learning emerges best when the responsibility is shouldered and directed by the task itself so learners are not placed in a position of being (solely) responsible for their learning but are responding to the needs of the task. The key challenge is to establish a task which suitably involves the learner.