The Task-Feedback
chain Model
Hands on the how to proceed teaching reading and listening (also: video watching)
Guidelines:a- Grade the task rather than the material. i.e. try to upgrade or downgrade your tasks in terms of difficulty to suit your students’ levels of proficiency. Do not try to act physically on the material itself eg. By cutting it short or making it lengthy.
b- Task fisrt- then text or tape. i.e. it should ( must!) be succinctly made clear to your students what they are supposed to perform. Thus, the task-first strategy spares them from the wandering and wondering for elongated times. Be clear, succinct to save time, energy and progress forward.
c- Process rather than product: what is of most import is not the listening/ reading or whatever per se, it is rather the things rekindled in the process of the listening/ reading…I mean the discussions, opinion exchange… all that is triggered in the process of achieving a task, let alone the task in itself.
Link-1-
Lead-in: pre-listening, introduction to topic, discussion of themes, looking at pictures, etc.
Link-2-
Pre-task work (optional): looking through worksheet, work on vocabulary, prediction, etc.
Guidelines:a- Grade the task rather than the material. i.e. try to upgrade or downgrade your tasks in terms of difficulty to suit your students’ levels of proficiency. Do not try to act physically on the material itself eg. By cutting it short or making it lengthy.
b- Task fisrt- then text or tape. i.e. it should ( must!) be succinctly made clear to your students what they are supposed to perform. Thus, the task-first strategy spares them from the wandering and wondering for elongated times. Be clear, succinct to save time, energy and progress forward.
c- Process rather than product: what is of most import is not the listening/ reading or whatever per se, it is rather the things rekindled in the process of the listening/ reading…I mean the discussions, opinion exchange… all that is triggered in the process of achieving a task, let alone the task in itself.
Link-1-
Lead-in: pre-listening, introduction to topic, discussion of themes, looking at pictures, etc.
Link-2-
Pre-task work (optional): looking through worksheet, work on vocabulary, prediction, etc.
Link-3-
Set a clear task: activities to develop reading/ listening for gist or specific details...
Link-4-
Play the tape or students read text: Ss are not supposed to understand every little tiny tiny word in the tape or text, they should get only what they need to achieve that especial task.
Link-5-
Feedback on task [( St to St) or (St to T) or …]: don’t ask unfair questions ( they could be retroactive in effect)- you set a clear task- have they done it? Don’t throw an extra pile of question now!
Link-6-
Could they do the task? Yes or No?1- If No, you go back to link-4- i.e. play the tape or students read the text again to close up the gaps left in their work. Ss try to work out things they didn’t get at first place. You do that as many times as needed.
2- If Yes, you have to move to…
Link-7-
Conclude: tie up loose ends, lead to follow on activities, review what has been gotten, etc.
N.B: links-3, 4, 5, 6, 7 are recurrent in the sense that they could be used more that once in a single lesson of listening/ reading (also, watching a video). That depends on how many tasks you set for your students.
Reference:
Jim SCRIVENER.2005.Learning Teaching. Thailand: MacMillan Heinemann.
No comments:
Post a Comment