Task-based learning (TBL) is an approach where students learn by completing meaningful tasks using target knowledge. It originates from language education where tasks allow natural and meaningful learning of structures. A task is an activity with a goal that requires using target knowledge like IT. There are six types of tasks including listing, ordering, comparing, problem-solving, sharing experiences, and creative tasks. The TBL framework involves four stages: pre-task where teachers choose materials; task preparation where teachers introduce topics and students prepare; task realization where students complete tasks; and post-task knowledge focus and reflection.

1. Task-Based Learning (TBL)
Source: a conversion of ideas in
Jane Willis (1996). A Framework for
task-based learning. Oxford:
Longman ELT

2. Background
 CDC(2000). Information technology
learning targets. Hong Kong: Government
Printer.
 It is strongly recommended that the
teaching of this syllabus should adopts a
‘task-oriented’ approach’, in the sense that,
students are given many practical tasks
and features of the applications system are
then introduced gradually to help students
to tackle the task

3. Why task based learning?
 Mainly originates from the
language education
 By engaging learners on a
purposeful communication task,
they would be able to learn the
structure of the language in a
more natural and meaningful way
 Learning activities are organized around
tasks instead of around language items.

4. Why task based learning? …
 Subject knowledge is learnt in the
context of its application
 doubts about the validity of conventional
learning of declarative knowledge which is
distanced from the actual physical and social
context
 Allows the teacher to use authentic topic
material which is relevant to the students’
needs and encourages the development of
skills necessary for the successful
completion of “real-life” tasks

5. What is a task?
 A task is an activity where the target
knowledge (IT) is used by the learner for a
goal in order to achieve an outcome
 In a TBL framework, the knowledge needed
is not pre-selected and given to the
students who then practise it (illustration)
 Knowledge is then drawn from the teacher
to meet the demands of the activities and
task.

6. Six types of tasks (wisdom of practise)
1. Listing
 Brainstorming
 Fact-finding
 Outcome: completed list or draft concept
map
Why are there six ?

7. Six types of tasks (wisdom of practise)
2. Ordering and sorting
 Sequencing
 Ranking
 Categorising
 Classifying
 Outcome: set of information ordered and
sorted according to specified criteria

8. Six types of tasks …
3. Comparing
 Matching
 Finding similarities
 Finding differences
 Outcome: Items matched, or the
identification of similarities and/or
differences

9. Six types of tasks …
4. Problem solving
 Anaylsing real situations
 Analysing hypothetical situations
 Reasoning
 Decision making
 Outcome: solutions found or goals
achieved

10. Six types of tasks …
5. Sharing of personal experiences
 Narrating
 Describing
 Exploring and explaining, attitudes,
opinions, reactions
 Outcome: social/communicative process

11. Six types of tasks …
6. Creative tasks
 Brainstorming
 Problem solving
 non-traditional activities
 Outcome: end product can be
appreciated by wider audience

12. The TBL Framework
 Pre-task
 Teachers choose materials related the task
 Chosen materials will serve as a
springboard to the topic content
(curriculum)
 Task preparation
 Teachers introduce the topic and task
 Students prepare their own inputs for the
task

13. The TBL Framework …
 Task realisation
 Student planning a report
 Student producing a poster or a leaflet for
distribution or giving a presentation
 Post-task
 Knowledge focus
 teachers evaluate students’ reports or
presentations: a better understanding of the
knowledge
 Teachers’ reflection
 Can the tasks motivate the students to engage
in the activities?