From the teacher’s point of view, carefully designed tasks are the main tools to support active processes of learning. In designing or adapting learning tasks, a teacher takes into account all major aspects of teaching and learning: the structure of contents and learning objectives, the students’ initial levels of achievement, understanding and skill, learning opportunities, media, and the working atmosphere in class.
EDC/HRE is essentially organised as task-based learning. Volumes II-VI give many demonstrations and descriptions of task-based learning – integrated into a sequence of four lessons to allow realistic planning. Task-based learning falls into three basic categories: simulation of reality, exploration of reality and production. The following table gives some examples for these categories.
Task-based learning | ||
Simulation of reality in class | Exploration and taking action in real-life situations | Production |
Role plays Decision-making games Playing statues Conferences Talk shows Debates Hearings Tribunals |
Interviewing an expert Interviews in the street Surveys and research Internship Job shadowing Case studies Taking part in school government Taking part in lesson planning |
Presentation Handout Poster Flyer Wall newspaper Video or music clip Internet site Presentation Report: news of the week Exhibitions Portfolios |
Skills training |