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![Implementation of innovation
may be enhanced when
• innovations are easy to understand
• the teacher is allowed time and space to try out
the innovation
• teachers are able to observe colleagues while
trying out the innovation
•[it] is perceived by teachers as practically doable
and compatible with practical constraints
Van den Branden, 2009
http://wp.me/p28EmH-6N](https://image.slidesharecdn.com/takingtotasks-150707063417-lva1-app6891/85/Taking-to-tasks-14-320.jpg)
Uploaded byShona Whyte
Taking to tasks
This document summarizes Shona Whyte's presentation at the 17th International CALL Research Conference in Tarragona exploring how novice teachers design tasks for both technologically mediated and non-technological classroom activities. It discusses the context of pre-service teacher education in France and challenges novice teachers face in implementing innovative teaching methods. It also describes a study conducted with 25 first-year MA students who worked in groups to design, implement, and reflect on a common classroom activity. The groups rated proposed tasks and received feedback. Observations of task implementation in the classroom showed variability in technology use and learner participation. Peer observation and self-reflection revealed differences between task design and real-world implementation.
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Taking to tasks
- 1. TAKING TO TASK(S) Exploringtask design by novice teachers in technologically mediated and non-technological activities Shona Whyte 17th International CALL Research Conference, Tarragona, 7 July 2015 http://wp.me/p28EmH-6N
- 2. Tarragona soundbites poor teaching:“teaching methods were atrocious” (Monica Ward) poor technology: “infinite mindless feedback” (Kris van den Branden) poor interactional context: no “communicative privacy” (Kurt Kohn) poor gladiators: correct application of sword to one’s own jugular is a matter of honour (Gemma)
- 3. academics said Best TBLThedge: Kris van den Branden “create interaction which leaves memory traces and changes in behaviour often associated with learning” Optimism award: Vance Stevens “experts will emerge”
- 4. TAKING TO TASK(S) Exploringtask design by novice teachers in technologically mediated and non-technological activities http://wp.me/p28EmH-6N Shona Whyte Wordpress
- 5. My students tookto tasks like a duck to water. taking to task(s) I took my students to task after their poor performance on the assignment.
- 6. background teacher education projects(iTILT) difficulties in getting to grips with task- based or task-oriented teaching technology as only one element of teaching/learning environment http://wp.me/p28EmH-6N
- 7. context English Language Teachingin French state school contexts (upper, lower secondary; primary) pre-service teacher education: Masters in Teaching English at ESPE/University of Nice first year Masters students: short teaching placements with mentor teacher http://wp.me/p28EmH-6N
- 8. education reform Inspection Paid teachingplacement (mentor teacher) + college courses Entrance exam (English studies) undergraduate English studies undergraduate English studies undergraduate English studies Inspection MA Teaching English Paid teaching placement (mentor teacher) university courses Entrance exam (English studies) teaching placement teacher undergraduate English studies
- 9. Language programmes Parcours spécifiques/ nouvelles disciplines 1. Les classes bilangues permettent de commencer la deuxième langue dès la classe de 6e. Les sections européennes ou de langues orientales, généralement proposées en classes de 4e et de 3e, proposent un enseignement de langue renforcé de 2 heures hebdomadaires. Des ateliers de pratique de la langue ont lieu dans le cadre de l’accompagnement éducatif. 2. Les sections européennes ou de langues orientales offrent un enseignement disciplinaire en langue étrangère (histoire et géographie, mathématiques...) sur une partie de l’horaire de cette discipline. 3. En série littéraire un enseignement de littérature étrangère en langue étrangère est désormais proposé. Il s’appuie notamment sur des adaptations ou des interprétations au théâtre, au cinéma ou à l’opéra. La pratique de l’oral est inscrite au coeur de ce nouvel enseignement. Apprendre à communiquer en langue étrangère 1. La pratique de l'oral est prioritaire dans l'apprentissage des langues étrangères en classe. Les élèves doivent être capables de communiquer pour favoriser leur mobilité en Europe et dans le monde. 3. Pour atteindre cet objectif, l’enseignement des langues a profondément changé et s’inscrit dans une perspective européenne commune forte. 5. Un nouveau programme commun à l’ensemble des langues vivantes étrangères et régionales met l’accent sur la communication orale et vise des niveaux de compétences à atteindre par les lycéens qui prennent appui sur le Cadre européen commun de référence pour les langues French Ministry of Education, 2013
- 10. new opportunities university rolein pre-service teacher education beyond disciplinary knowledge collaboration among student teachers (MA students), experienced teachers (mentors) and university tutors access to classroom learners following task-oriented teaching programmes 3 ideas
- 11. “it is onething for educators and curriculum developers to promote TBLT as a pedagogy; it is quite another for teachers to implement this innovative way of teaching at the grassroots level of the classroom” Erlam, 2013 http://wp.me/p28EmH-6N 1 Practice orientation
- 12. Erlam 2013 L2 Task DescriptionTask criteria listing Samoan, Year 4 designing a puletasi or ielavalava ‘Designer’ students interview their ‘client’ classmates, note names, ages, ’design’ choice, preferred colours. Whole class fashion parade. information gap, focus on meaning, real-world activity ordering/ sorting French, Year 10 agreeing on priority survival items Learners as survivors of desert plane crash agree on ordered list of survival items to be retrieved information gap, outcome, rely on own linguistic resources matching German, Year 8 beginners battleships Learners work in pairs using a numbered grid to ‘hit’ points located by letters and numbers on axes to destroy opponent’s forces information gap, focus on meaning, outcome, real- world game problem- solving French, Year 10 make up animal riddles (focus: comparative) Learners construct animal riddles on model provided by teacher using comparative structure, then guess each other’s riddles reasoning gap, outcome, real-world activity creative project Japanese, Year 10 story book competition Learners write a story for younger pupils, books are scored for creativity and language in a competition judged by older pupils information gap, outcome, real-world activity
- 13. Erlam 2013 L2Task Description Task criteria matching German, Year 8 beginners battle ships Learners work in pairs using a numbered grid to ‘hit’ points located by letters and numbers on axes to destroy opponent’s forces information gap focus on meaning, outcome, real-world game
- 14. Implementation of innovation may be enhanced when • innovations are easy to understand • the teacher is allowed time and space to try out the innovation • teachers are able to observe colleagues while trying out the innovation •[it] is perceived by teachers as practically doable and compatible with practical constraints Van den Branden, 2009 http://wp.me/p28EmH-6N
- 15. “the instructors inthis study had the desire to read and engage with research (Borg 2013), but they did not have the necessary tools and support to be able to do so” “implementing these research ideas regularly is not possible given the structure of the teaching context, their inexperience as instructors and their graduate coursework” Gurzynski-Weiss, 2015 http://wp.me/p28EmH-6N 2 theory-driven approach
- 16. “the use oftasks implies ‘design’: prospective and dynamic, with fluid boundaries between workplan and process “look at ‘design’ in terms of how teachers construe the pedagogic potential of different tasks, and how they work with them in the classroom” “richer understandings of ‘task’ as a pedagogic tool within a context of use, and richer conceptualisations of the scope of ‘design’” Samuda, 2007 http://wp.me/p28EmH-6N 3 implementation
- 17. present study support studentteachers in design and implementation of teaching activities encourage reflective practice for professional development understand teacher attitudes to changing practice
- 18. present study 25 first-yearMA students 18h action research course to complement a 2-week classroom placement 6 groups of 3-5 participants design, implement and reflect on common teaching activity group work on task design pre-intervention presentation group feedback on task criteria (questionnaire) teaching and observation (data) post-intervention presentation/reflective paper final questionnaire task?
- 19. design brief You nowwish to give these learners a ‘communicative activity’ to practise this area further. You want the students to interact as much as possible and involve as many different members of the class as possible. Although reading and writing may be involved, you are most concerned to provide opportunities for speaking skills. You want the activity to last roughly between 15 and 30 minutes. Samuda, 2005
- 20. task criteria 1. emphasisemeaning versus form 2. include an information gap 3. involve learners’ own resources 4. produce an outcome or result Erlam, 2015
- 21. Level Description Taskcriteria “Pass the bomb” debate Upper secondary I (15-16 years) Learners take turns to present arguments in favour of or against teenage use of social media as quickly as possible to avoid holding “bomb” when it goes off rely on own linguistic resources, real-world activity Who’s who guessing game Upper secondary I (15-16 years) Learners take turns to give clues to words in 60 or 90 seconds: winner generates most correct guesses information gap, outcome, rely on own linguistic resources, real-world activity Do’s and don’ts/ Storytelling Lower secondary III/IV (13-14-15 years) One learner tells story to allow partner to put separate comic strip panels into correct order. information gap, focus on meaning, outcome What happened to my bedroom? Lower secondary III/IV (13-14-15 years) Learners describe bedroom floorplans to identify three differences. information gap, outcome, real-world activity Class rules Lower secondary I/II (11-12-13 years) Learners match sentence strips to images and decide whether actions are permitted, forbidden or compulsory at school ? (real-world context) Driving test Lower secondary I/II (11-12-13 years) Learners roleplay driver and driving instructor to negotiate route information gap, real-world activity task design
- 22. Meaning versus form Arethe pupils acting as users of English, rather than learners of English? Are the pupils mainly concerned with expressing and comprehending meaning, not focusing on linguistic form? Information gap (= écart d’information) Do pupils close an information gap as a result of the communication that takes place? As a result of the communication do pupils find out something that they didn’t know? Learner resources Is it true that the language needed to complete the task has not all been specially pre-taught? Does the task allow learners to use language they have learned on other, unrelated occasions? Outcome or result Do the pupils use English to achieve an outcome, and not as an end in itself? Do they have to achieve a result to show that the task is completed? feedback on task design
- 23. Proposed activities Average rating /8 points (N = 23) Standard deviation Max Min Who's who guessing game 6.86 1.0 8 5 Bedroom design 6.39 1.5 8 3 Rules/storytelling 5.98 1.1 8 4 Pass the bomb debate 5.76 1.2 8 4 Class rules 5.65 1.5 8 3 Driving test role-play 4.77 1.4 7 2 participant ratings
- 24. Ivy No ra An na Ast rid Izz y Ja so n Cel ine Ca rrie Cin dy Sh aro n Ab by Su ky Ch ris Do m Ja ck Lar ry Ali ne To dd Am y Me liss a Se b Kri ste n Ro b 6.8 6.7 6.56.5 6.5 6.5 6.3 6.3 6.3 6.2 6.1 6.1 6.0 5.9 5.7 5.7 5.6 5.5 4.9 4.7 4.7 4.6 4.3 7.5 8 7 8 8 8 8 8 8 8 7 7 8 7 8 7 7 6.5 8 8 8 5 6 7 7 7 7 8 7 7 8 8 8 7 6.5 7.5 7 6 7 6.5 6 5.5 6 6 5 5 7 7 7 7 7 6 6 6 7 7 6.5 6.5 6.5 6.5 6 6 6 6 3 5 5 5 4 7 6 6 6.5 7 6 6 6 6 6 6.5 6 5.5 6 5 6 6 6 3 5 4 4 4 6.5 6 6 6 5 6 6 5.5 4.5 5 5.5 6 5 5 5 4 6 5.5 * 4 3 4 4 6 6 6 4.5 4 6 5 4.5 4 3 4 4.5 3.5 4 4 4 2 3 * * 2 * 3 Ivy Nora Anna Astrid Izzy Jason Céline Carrie Cindy Sharon Abby Suky Chris Dom Jack Larry Aline Todd Amy Melissa Seb Kristen Rob
- 25. Who’s who guessinggame Driving test role-play Ivy Celine Suky Nora Jack Rob 6.8 6.3 6.1 6.7 5.7 4.3 7.5 8 7 8 8 6 7 7 6.5 7 6 5 7 6 6.5 7 6 4 7 6 6 6 5 4 6.5 6 6 6 5 4 6 5 4.5 6 4 3
- 26. Feedback on task design MEAN (N=23) Who'swho Bedroom Do’s and don’ts Bomb debate Class rules Driving test Is the focus on meaning? 79% 90% 67% 81% 96% 65% 76% Is information exchanged? 55% 84% 87% 51% 45% 48% 14% Is language use (not) pre- planned? 77% 85% 72% 87% 76% 77% 63% Is there an outcome? 83% 72% 93% 80% 72% 92% 86%
- 27. implementation What happened inthe classroom? What role did technology play?
- 28. Participantrating(5pointLIkert) Harry Celine Ivy Carrie Fred Melissa Seb Kristen Aline Abby Anna Jack 1 2 34 5 Participation (self) Participation (peer) How well did learners participate?
- 29. Participantrating(5pointLIkert) Harry Celine Ivy Carrie Fred Melissa Seb Kristen Aline Abby Anna Jack 1 23 4 5 Speaking (self) Speaking (peer)How much did learners speak?
- 30. 1 2 3 4 5 Participants (N=12) Harry CelineIvy Carrie Fred Melissa Seb Kristen Aline Abby Anna Jack Integral Incidental Motivational Pedagogical use of technology
- 31. 1 2 3 4 5 Mean participant rating(5 point Likert; N=12) users meaning close gap find out sthg not pre-taught other language outcome completion Self Peer design versus implementation
- 32. peer observation A critical incidentis an important incident or occurrence that could be related more broadly to your teaching or to pupils’ learning. Examples of types of incidents include: ‘an incident where your action really made a difference in the learner's outcome, either directly or indirectly;’ ‘an incident where things did not go as planned,’ or ‘an incident that was typical and rewarding.’ Adapted from Breen et al., 2001
- 33. language accuracy instructions time management off-taskbehaviour participation/motivation initiative success/failure of communication design problem detasking by teacher task avoidance by learner Number of participant comments (N=32, 25 participants) 0 2 4 6 8 10 classroom management task design/ implementation language 2 7 16 7 7/32
- 34. strong versus problematic task design Werepre and post evaluations different according to task- orientation? Were there differences in critical reflection?
- 35. Strong task designGroup Céline Ivy Suky Who’s who guessing game before before after before after before after users 0.95 1 1 1 1 1 1 meaning 0.84 1 1 0 1 0.5 1 close gap 0.93 1 1 1 1 1 1 find out sthg 0.75 1 0.5 1 1 1 not pre-taught 0.84 1 1 1 1 0.5 1 other language 0.86 0 1 1 1 1 1 outcome 0.82 1 1 1 1 1 1 completion 0.61 1 0.5 1 0.5 1 1 6.86 7 7 7 7.5 7 7
- 36. Who’s who guessinggame Céline Harry Ivy Suky Language accuracy Classroom management instructions 1 1 1 time management 1 1 off-task behaviour Individual learners participation/motivation initiative 1 1 Task design/implementation success/failure of communication design problem detasking by teacher task avoidance by learner
- 37. Problematic task design Group JackNora Rob Driving test before before after before after before after users 0.68 1 1 1 0 1 meaning 0.84 1 1 1 1 1 1 close gap 0.09 0 1 0 1 0 1 find out sthg 0.18 0 1 0 not pre-taught 0.48 0 1 1 1 0 0 other language 0.77 1 1 1 1 1 outcome 0.86 1 1 1 1 completion 0.86 1 0 1 1 1 4.77 5 6 6 5 4 4
- 38. Problematic task design(driving) Jack Nora Rob Language accuracy Classroom management instructions time management off-task behaviour Individual learners participation/motivation 1 initiative Task design/implementation success/failure of communication design problem 1 detasking by teacher 1 task avoidance by learner 1
- 39. "I dropped should/shouldn'tfrom my second lesson because I realised it was a huge mistake to try and force this notion into an activity that was designed just with another goal. My unique goal was to make them able to guide another person and not to use should/shouldn’t. I think it was unnecessary and a mistake from us and not from the students. Their reaction was highly expectable (= predictable); they did what they were supposed to do" Rob
- 40. What had troubledme during the lesson is that without really having thought about it, I started writing out on the board the different instructions that were being given by the instructor, such as “fasten your seat-belt, turn left, turn right, go straight, etc.” The problem after having done that is that the following students kept looking at the board and basically reading “the answers.” At this point my activity was not going so well anymore, but in the heat of the moment I did not realize what had caused it to dysfunction. This transformed the activity, which had been quite authentic so far, into a “reading exercise.” Now that I think about it, I realize that this might have been the cause, but at the same time I understand why I did it. I did that because I was afraid that they would not be able to do the activity and would be stuck. Jack
- 41. some conclusions student teachersable to design, implement and evaluate teaching tasks to varying degrees role of technology not central if not specified in design brief “garden path” approach may be more beneficial: learn more from less successful tasks
- 42. interactive Teaching in Languagewith Technology (Erasmus+) Social Networks in Teacher Education (LLP) Telecollaboration for Intercultural Language Acquisition online collaboration with classroom teachers MOOC: use of video in the language classroom pre-service teacher collaboration on teaching tasks
- 43. TAKING TO TASK(S) Exploringtask design by novice teachers in technologically mediated and non-technological activities http://wp.me/p28EmH-6N Shona Whyte @whyshona http://efl.unice.fr whyte@unice.fr