October 24 #LINCchat - TBLT & Skills Development
<div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Identifying a real-world need for language, analyse / parse that end goal in order to scaffold until Ss can perform that task.</div><div><br></div><div><a href="https://twitter.com/EALStories">@EALStories</a> Tasks are real-world tasks: writing an email with correct grammar &amp; spelling and not just grammar exercises &amp; spelling tests.</div><div><br></div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> TBL=functions &amp; pragmatics. Deconstruct sth you want Ss to have proficiency in. Define what success means. More than form filling</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> +Teaching the Ss the basics of deconstructing=nurturing their independent language learning skills &amp; teaching transferable skills</div> s1.thingpic.com
<div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> TBLT: tasks-at the centre of the teaching/learning process|tasks replicate real-life instances of communication/use of language</div><div><br></div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> First Task Based Learning a project/activity that has a goal, achieves something. Then task as in what we used 2 call "functions"</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> Goals &amp; clear outcomes are essential, for sure</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> Well, outcomes? In a general way (e.g. Food Drive. Language outcomes not set. Gen idea. NO RUBRICS or ASSESSMENTS. Mental notes</div><div><a href="https://twitter.com/EALStories">@EALStories</a> Assessment of language is a challenge with TBLT for sure</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> Many ways to assess lang. I had visibles Food Drive: posters, thank you's, descriptions, stats (managing info) But no pass/fail!</div><div><br></div>
<div><a href="https://twitter.com/JenArtan">@JenArtan</a> What about learning sth out of sheer passion and interest? TBL can be so dry. Ss need motivation</div><div><a href="https://twitter.com/EALStories">@EALStories</a> Are you suggesting a multi-mixed-methods approach? All programs have some constraints - some more than others</div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Agree with Jen. All work no play makes Johnny a dull boy</div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> There has to be a mixed methods approach. No one size fits all for our ELLs</div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Yes, such as my seniors visit to a historic site this past week. None of them must pass citizenship test. Just keen</div><div><br></div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> When tasks are not driven by set topics &amp; curriculum, teachers and students can come up with great ones</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> That's why I don't believe <a href="https://twitter.com/hashtag/PBLA?src=hash">#PBLA</a></div><div><a href="https://twitter.com/CameronJMoser">@CameronJMoser</a> Big challenge is profusion of goals, interests, proficiencies. Overlapping goals and interests in focused class helps</div> s1.thingpic.com
<div><a href="https://twitter.com/EALStories">@EALStories</a> For me, the biggest challenge in TBLT is skills development. How can students learn the transferable skills they need?</div><div><a href="https://twitter.com/KraseNetzel">@KraseNetzel</a> This is a challenge for me too. Knowing how to correctly teach the skills necessary to accomplish the tasks.</div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> Sometimes the best learning for the teacher comes after the task has been completed. Critical reflection - so key for us too!</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> Often for the students, too - especially with proper scaffolding in place; a great transferable skills</div><div><a href="https://twitter.com/ElleninSaigon">@ElleninSaigon</a> My last <a href="https://twitter.com/hashtag/LINCchat?src=hash">#</a><b><a href="https://twitter.com/hashtag/LINCchat?src=hash">LINCchat</a></b> class, I focused on giving and getting instructions in all 4 skills and I did almost all of the scaffolding with games.</div> s1.thingpic.com
<div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> +relevance/motivation/integrated skill-development/learner autonomy -time consuming/lack of proper support/neglected skills</div><div><br></div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Benefits? I wish my university language classes had been task-based. Learning to translate doesn't help me navigate life</div><div><br></div><div><a href="https://twitter.com/DawnTorvik">@DawnTorvik</a> 1 benefit of a real WT is its usefulness for Ss. Material is avail but challenge is high level of authentic language for low Ss</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> Which means a lot of work for teachers to adapt materials, I guess</div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> BIG TIME</div> s1.thingpic.com
<div><a href="https://twitter.com/YuliyaESL">@YuliyaESL</a>I also find lack of dedicated space for big ideas a limitation of TBLT that cannot be addressed without stepping outside the TBLT box</div><div><a href="https://twitter.com/vislief">@vislief</a> Can't TBL be part of a wider approach? One tool in the box?</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> It could, for sure; however, for those of us teaching in LINC it's the ONLY approach</div><div><a href="https://twitter.com/vislief">@vislief</a> I don't understand, Augusta. You can't use other approaches?</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> Not really. Not much flexibility :(</div><div><a href="https://twitter.com/vislief">@vislief</a> I haven't been introduced to PBLA yet. I started the course sequence mid-stream.</div><div><a href="https://twitter.com/JoyOfESL"> @JoyOfESL</a> In LINC, we've had academic freedom taken away recently if only b/c complying with <a href="https://twitter.com/hashtag/PBLA?src=hash">#PBLA</a> leaves little time/energy.</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> Only if you let it be... Vicky, PBLA is not the be all and end all of SLA. It is an experiment (ill fated imo)</div><div><a href="https://twitter.com/ElleninSaigon">@ElleninSaigon</a> Ideally, of course! But, many <a href="https://twitter.com/hashtag/LINC?src=hash">#LINC</a> providers are slaves to the system &amp; insist that all class activities be task-based.</div> s1.thingpic.com
<div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a>I don't understand Q3</div><div><a href="https://twitter.com/EALStories">@EALStories</a> That's b/c we had to cram it into 140 char. How do you use tasks? Needs assessment? Skill-building? Skill-using? Format assess?</div><div><a href="https://twitter.com/Corrie0330">@Corrie0330</a> I think they’re useful for all.</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> The question feels like it is drawn up through prism of PBLA.My take on TBL is broader..</div><div><a href="https://twitter.com/EALStories">@EALStories</a> <a href="https://twitter.com/hashtag/PBLA?src=hash">#PBLA</a> does have a particular view of a task. Does this help or hinder students' learning?</div><div><a href="https://twitter.com/YuliyaESL">@YuliyaESL</a> This was my research question last year :) . I have to leave soon to keep up with another RWT - taking my daughter to bed, so …</div><div><a href="https://twitter.com/YuliyaESL">@YuliyaESL</a>I invite everyone - teachers, admins - to participate in my research project on PBLA implementation - yuliya.desyatova@mail.utoronto.ca </div><div><br></div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> imo everything I have seen of PBLA,and incoming students have told me, hinders their learning. PBLA makes things up - pseudopedagogy</div><div><a href="https://twitter.com/Corrie0330">@Corrie0330</a>I think it depends on how we present and approach it</div><div><br></div> s1.thingpic.com
<div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Tasks are planted at the end of my modules. We do SB and SU activities as we work our way toward an assessment end of week</div><div><br></div><div><a href="https://twitter.com/gabyG_jolie">@gabyG_jolie</a> TBL for skill building is great</div><div><br></div><div><a href="https://twitter.com/JenArtan">@JenArtan</a>I teach SLTs. Tasks also used as assessments. Functions. Demonstrate customer service skills (role play, videos, etc)</div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a>What does SLT stand for?</div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> Specialized Language Training - my Ss are learning language for retail with a real world placement at Home Depot</div><div><a href="https://twitter.com/EALStories">@EALStories</a> aka EWP (English for the workplace) or ESP (English for Specific Purposes) sometimes here in AB. ELT is fraught with acronyms.</div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> FYI, ITA. Overrun is more like it! Sounds like a good TESL game (contest to name the acronyms in our field)</div><div><a href="https://twitter.com/vislief">@vislief</a> I put them all in a <a href="https://coggle.it/">https://coggle.it/</a><a href="https://twitter.com/JenArtan">‏ </a></div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> Thanks for that - I thought that she had just misspelled "google". Sorry <a href="https://twitter.com/vislief">@vislief</a>. </div><div><a href="https://twitter.com/vislief">‏ @vislief</a> Thanks to <a href="https://twitter.com/ambartosik">@ambartosik</a>, my instructor. It was first week tech tool.</div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> Similar to mindomo - I've just spent the last three minutes getting sidetracked by it! <a href="https://padlet.com/tv46819/ESLeduttechtools2016">https://padlet.com/tv46819/ESLeduttechtools2016</a></div> s1.thingpic.com
<div><a href="https://twitter.com/CameronJMoser">‏ @CameronJMoser</a> It channels learning, helps in a narrow range, leaving general development so/so. They're only in class for so long though</div><div><br></div><div><a href="https://twitter.com/EALStories">@EALStories</a> Sometimes I'm concerned that our tasks are too narrow; general, transferable skills development suffers &amp; Ss may be in class for SO long.</div><div><br></div><div><a href="https://twitter.com/CameronJMoser">@CameronJMoser</a> We usually have Ss in our program for at most three terms, one year, have to focus on their greatest needs</div><div><a href="https://twitter.com/EALStories">@EALStories</a> We used to have a limit in Edmonton but it was lifted a few years ago.</div><div><a href="https://twitter.com/linguaLINC">@linguaLINC</a>I s a person ineligible for LINC classes after being in Canada for a certain length of time? Or does an organization decide this?</div><div><a href="https://twitter.com/CameronJMoser">@CameronJMoser</a> Ineligible after become citizen or proficiency behind class range. Practical terms, many orgs find ways to move Ls who stuck around forever<a href="https://twitter.com/linguaLINC">‏</a></div><div><a href="https://twitter.com/linguaLINC">@linguaLINC</a> Thanks! I was surprised to learn about students who came to Canada 10+ years ago.</div><div><br></div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> I like using them for needs assessment and skill using. They are great for assessment, too, when it's truly formative</div><div><br></div><div><a href="https://twitter.com/danalbergman">@danalbergman</a> TBL supports vocabulary development, math skills, teamwork which requires communication.</div><div><br></div><div><a href="https://twitter.com/vislief">@vislief</a> Seems like skill building, skill using, plus developing relationships between students</div><div><br></div> s1.thingpic.com
<div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> I feel everything I &amp; learners do in class is real life.That's because I am a lang learner &amp; it is part of nat process</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> I for sure consider what we do in class "real life", even though some call them pedagogical tasks</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> Thinking about your wonderful poems. SO real, meaningful, &amp; cathartic as well as lang learning going on.Only stilted checklists NOT RWT.</div><div><a href="https://twitter.com/EALStories">@EALStories</a> My TBLT prof in university used to say that TBLT didn't acknowledge his world, b/c he was a teacher &amp; the classroom "not real".</div><div><a href="https://twitter.com/CameronJMoser">@CameronJMoser</a> I have spent 19 of my 37 years in school. Would be sad to think that those weren't really years </div><div><br></div> s1.thingpic.com
<div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> For me the balance is the result of ongoing, continual formative (very casual) assessment. Intuition. Tuning into Ss.</div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Once I get to know a group, we develop a rhythm, but it's always shifting as the group changes in ability, attitude..</div><div><br></div><div><a href="https://twitter.com/KraseNetzel">@KraseNetzel</a> Mix both. Practice a skill and then use it for a task in pairs or groups</div><div><br></div><div><a href="https://twitter.com/gabyG_jolie">@gabyG_jolie</a> I think that's the rt app. Mix both. Practice a skill and then use it for a task in pairs or group</div><div><br></div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> Very carefully! Approvals need to be sought prior.</div><div><br></div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> I use needs assessment to decide if/how much skill development vs. skill using. Sometimes driven by PBLA assessment cycle : (</div><div><br></div> s1.thingpic.com
<div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> A challenge when number of tasks/assessments is high and not negotiable=PBLA. Setting aside time every week/careful planning</div><div><br></div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Good point. Time for explicit grammar goes out the window when you become an artifact collection machine.</div><div><br></div><div><a href="https://twitter.com/EALStories">@EALStories</a> Yes, and learners want grammar and they need pragmatics because this is how we put the language together in different contexts</div><div><br></div><div><a href="https://twitter.com/vislief">@vislief</a> Assess each task for 4 skills, try to include as many as possible. Augment if necessary.</div> s1.thingpic.com
<div><a href="https://twitter.com/Corrie0330">@Corrie0330</a> I always try to examine what I need to say, hear, read to complete one of my needs in the community and move outwards.</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> Real world task analysis at its best : )</div><div><br></div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> All exposure to authentic language = affordance. We are teaching transferable all the time.</div><div><br></div><div><a href="https://twitter.com/KraseNetzel">@KraseNetzel</a> So difficult b/c low learners really struggle with transferring skills. Need to make it very explicit</div><div><a href="https://twitter.com/EALStories">@EALStories</a> I've really found this to be true this term with a CLB 5 Literacy class. Very low transferability of skills</div><div><br></div><div><br></div><div><br></div> s1.thingpic.com
<div><a href="https://twitter.com/JenArtan">@JenArtan</a> Higher levels - I like the elevator pitch speaking task. Focuses learning, demands concision.</div><div><br></div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> Ss plan field trips; Ss research/summarize/teach each other; Opinion sharing; Ss introduce community events to classmates</div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> I like to take the lesson into the real world as much as possible. Trip to grocery store. Engagement motivates. Motivation drives improvement</div><div><br></div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> Presentations. They cover everything. I love teaching them. LINC ACTIVITIES BINDER 5-7 is dynamite. Student confidence explodes!</div><div><br></div><div><a href="https://twitter.com/gabyG_jolie">@gabyG_jolie</a> Role playing - one of my favorite task based activity. Student blogs also.</div><div><br></div><div><a href="https://twitter.com/KraseNetzel">@KraseNetzel</a>I love the idea of role plays but find my CLB 2 class does very poorly with them</div><div><br></div><div><a href="https://twitter.com/gabyG_jolie">@gabyG_jolie</a>f If I have a low level class, I like to act out the role play first...perhaps with a more advanced or fluent Ss- one of my favorite task based activity and student blogs </div><div><a href="https://twitter.com/EALStories">@EALStories</a> I'd love to see a video of that, Gaby!</div><div><a href="https://twitter.com/gabyG_jolie">@gabyG_jolie</a> I'd like to be recorded for sure!...still a new passion</div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Yes, good point re role play. Give them lots of time during week to build skills toward final role play.</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> Maybe best to keep them short. Just 4 exchanges OR act out story like in Grammar Dimensions - Princess &amp; Frog.</div> s1.thingpic.com
<div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> Tech: collaborative wikis/culture glossaries/edulinc chats/opinion sharing-forum posts &amp; replies/blogs</div><div><br></div><div><a href="https://twitter.com/EALStories">@EALStories</a> Do you tease out the skills? We don't assess grammar, spelling, vocabulary, pronunciation in LINC except in the context of RWT.</div><div><br></div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> No assessment for most of these, just making time to address various needs; possible to frame as tasks, though</div><div><br></div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> CLB document needs updating to reflect tech impact on communication/RWT; in the meantime, up to us to address the need.</div> s1.thingpic.com
<div><a href="https://twitter.com/CameronJMoser">@CameronJMoser</a> One of the things I enjoyed about TBLT when teaching LINC was that almost anything became a resource, but that was also a curse!</div><div><br></div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> I make a lot of my own materials trying to approximate real world, such as cardboard ATM <a href="http://joyofesl.blogspot.ca/2015/02/how-to-make-classroom-bank-machine.html">http://joyofesl.blogspot.ca/2015/02/how-to-make-classroom-bank-machine.html</a></div><div><br></div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> Also LINC Classroom Activities when I want to be in bed on time. ;)</div><div><br></div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> I love the <a href="https://twitter.com/NorQuest">@NorQuest</a> training videos for teaching interview skills. Some good discussion points - will try to find link.</div><div><a href="https://twitter.com/EALStories">@EALStories</a> Here it is: <a href="https://www.norquest.ca/norquest-centres/centre-for-intercultural-education/projects/completed-projects/navigating-the-interview.aspx">https://www.norquest.ca/norquest-centres/centre-for-intercultural-education/projects/completed-projects/navigating-the-interview.aspx </a></div><div><br></div><div><br></div><div><br></div><div><br></div> s1.thingpic.com
<div><a href="https://twitter.com/vislief">@vislief</a> Assume a broader definition of "task": discuss a news story is a task</div><div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a> I'll be quoting you on that. RT</div><div><a href="https://twitter.com/vislief">@vislief</a>: Assume a broader definition of "task": discuss a news story is a task</div><div><a href="https://twitter.com/EALStories">@EALStories</a> I agree; I discuss the news with my friends and family all the time so it is a RWT.</div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> A rather complex task I would say with so many skills to practice</div><div><br></div><div><br></div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> Great website where you can find many reading/listening/independent learning resources and <a href="https://t.co/H9qXVj2lkA">https://livelearn.ca/live/</a></div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> Just showed my group info on Winnipeg today - we visited the Human Rights museum virtually. Had great discussion.</div> s1.thingpic.com
<div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> Earth Day project: online research, teams create presos &amp; go to all classes. Ban the Bottle. (Also use old Can Concepts Family a&amp;b)</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> REAL TASK Delivering collected food for the Food Bank to the Fire Station - <a href="https://youtu.be/kyQ2ul4_5Fo">https://youtu.be/kyQ2ul4_5Fo</a><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a></div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> Today end PBL project. Students research hunger TO, Food Banks, made posters,boxes 4 classes, collected, sorted, delivered 2 Fire station</div><div><br></div><div><a href="https://twitter.com/whistlepunch">@whistlepunch</a> Such a great way to do something with meaning and give back!</div><div><a href="https://twitter.com/thespreadingoak">@thespreadingoak</a> &amp; huge amount English learned &amp; used. LSRW Vocab. "No. That's perishable"!! &amp; Cdn reality. Students shocked 2 learn of hunger in TO.</div><div><br></div><div><a href="https://twitter.com/LINCInstructor">@LINCInstructor</a> My students love research &amp; present projects, too. They particularly enjoy presenting to other classes; they like the challenge</div> s1.thingpic.com
<div><a href="https://twitter.com/JenArtan">@JenArtan</a> SLTs are by their very nature Task-based. Need to remember to revisit learner needs and indiv KSAs during course</div> s1.thingpic.com
<div><a href="https://twitter.com/JoyOfESL">@JoyOfESL</a>One challenge is approximating life in a classroom.</div><div><a href="https://twitter.com/EALStories">@EALStories</a> Do you find the tasks are sometimes too functional? Students want to talk about ideas, too.</div><div><a href="https://twitter.com/DawnTorvik">@DawnTorvik</a> Totally! I feel I used to have more fun in class.</div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> Agreed. And sometimes, they just want to explore the grammar. Or talk about what it means to be part of their communities.</div><div><br></div><div><a href="https://twitter.com/Corrie0330">@Corrie0330</a> We were talking about this today in Ts room. When/ where can we have fun with the language?</div><div><a href="https://twitter.com/JenArtan">@JenArtan</a> And there is so much research on the positive attributes of play-based learning! Oh the skills our Ss could be developing!</div><div><br></div><div><a href="https://twitter.com/CameronJMoser">@CameronJMoser</a> I taught youth LINC class who mostly wanted academic transitions. Made us focus in ideas and communicating them. Was a blast,</div> s1.thingpic.com

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