Task-Based Learning  

by Dave and Jane Willis

Aston University, UK
What is a Task?
By task, J. Willis means a goal-oriented activity with a clear purpose. Doing a communication task
involves achieving an outcome, creating a final product that can be appreciated by other. Examples
include compiling a list of reasons, features, or things that need doing under particular circumstances;
comparing two pictures and/or texts to find the differences; and solving a problem or designing a
brochure.
Tasks can be used as the central component of a three part framework: "pre-task,"
"task cycle," and "language focus." These components have been carefully designed
to create four optimum conditions for language acquisition, and thus provide rich
learning opportunities to suit different types of learners.
The following framework outlines the roles of the teacher and learners during a task-
based learning (TBL) lesson. Note especially the degree of teacher control, and the
opportunities for learner language use.
 
Task-Based Learning Framework
 Components of a TBL Framework

PRE-TASK PHASE
 INTRODUCTION TO TOPIC AND TASK

Teacher explores the topic with the class, highlights useful words and phrases, and helps learners
understand task instructions and prepare. Learners may hear a recording of others doing a similar
task, or read part of a text as a lead in to a task.

  TASK CYCLE  

TASK PLANNING REPORT

Students do the task, in pairs or
small groups. Teacher monitors
from a distance, encouraging all
attempts at communication,
not correcting. Since this
situation has a "private" feel,
students feel free to
experiment. Mistakes don't
matter.
Students prepare to report to
the whole class (orally or in
writing) how they did the task,
what they decided or
discovered. Since the report
stage is public, students will
naturally want to be accurate,
so the teacher stands by to give
language advice.
Some groups present their
reports to the class, or
exchange written reports, and
compare results. Teacher acts
as a chairperson, and then
comments on the content of
the reports.

Learners may now hear a recording of others doing a similar task and compare how they all did it. Or
they may read a text similar in some way to the one they have written themselves, or related in
 topic to the task they have done.

LANGUAGE FOCUS

ANALYSIS PRACTICE
Students examine and then discuss specific features of Teacher conducts practice of new words, phrases, and
the text or transcript of the recording. They can enter patterns occurring in the data, either during or after the
new words, phrases and patterns in vocabulary books. Analysis
Sometime after completing this sequence, learners may benefit from doing a similar task with a different partner
       
 
 
Conditions for Learning
Learners get exposure at the pre-task stage, and a chance to recall things they know.
The task cycle gives them speaking and writing exposure with opportunities for
students to learn from each other.
The task cycle also gives students opportunities to use whatever language they have,
both in private (where mistakes, hesitations, and approximate renderings do not matter
so long as the meaning is clear) and in public (where there is a built-in desire to strive
for accuracy of form and meaning, so as not to lose face).
Motivation (short term) is provided mainly by the need to achieve the objectives of
the task and to report back on it. Success in doing this can increase longer term
motivation. Motivation to listen to fluent speakers doing the task is strong too,
because in attempting the task, learners will notice gaps in their own language, and
will listen carefully to hear how fluent speakers express themselves.
A focus on form is beneficial in two phases in the framework. The planning stage
between the private task and the public report promotes close attention to language
form. As learners strive for accuracy, they try to organise their reports clearly and
check words and patterns they are not sure of. In the final component, language
analysis activities also provide a focus on form through consciousness-raising
processes. Learners notice and reflect on language features, recycle the task language,
go back over the text or recording and investigate new items, and practise
pronouncing useful phrases.
 
Implication on teaching grammar
 
Language Analysis Activities
People have often been under the impression that task-based learning means "forget
the grammar." This would not be a wise move.
The aim of analysis activities is to encourage learners to investigate language for
themselves, and to form and test their own hypotheses about how language works. In
the task-based cycle, the language data comes from the texts or transcripts of
recordings used in the task cycle, or from samples of language they have read or heard
in earlier lessons. Having already processed these texts and recordings for meaning,
students will get far more out of their study of language form.
Analysis activities can be followed by quick bursts of oral or written practice, or
dictionary reference work (see Willis & Willis, 1996 for specific ideas). Finally,
students need time to note down useful words, phrases, and patterns into a language
notebook. Regular revision of these will help vocabulary acquisition.
 
Designing Tasks to Promote Language Use
Any topic or theme can give rise to different types of tasks, which can be generated
with the help of the typology TBL Task Design:
 

 
Typology for TBL Task Design
 
ORDERING,
  SORTING,  
CLASSIFYING
  COMPARING,
LISTING
MATCHING
YOUR TOPIC
   
 
CREATIVE TASKS,
PROBLEM SOLVING  
PROJECT WORK
SHARING
PERSONAL
  EXPERIENCES,  
ANECDOTE
TELLING
Each type involves different cognitive processes. The top three types increase in
cognitive complexity from left to right, but are generally cognitively less challenging
than the three at the bottom. These may involve more complex cognitive operations or
combinations of simpler task types.
Integrating grammar using a task-based model of instruction
 

Topic: How does upbringing affect attitudes?

Step 1

The teacher introduces the theme by telling a short anecdote about her school days, which
demonstrates, for example, the relaxed approach to the dress-code operating in her school. She uses
this story to check the meaning of easygoing  and its opposite, strict.
Step 2

The teacher invites one or two learners to recount related experiences. She suggests that many people
react against a strict upbringing by adopting very easygoing attitudes as parents, and vice versa. Since
there is some argument about this, she suggests that the class conduct a survey, in which they canvass
each other to see if there is any correlation between previous experience and present attitudes. She
organises the class into pairs to prepare questions, which they write down.

Step 3

The teacher organises the pairs of students into groups of four, and asks them to try out their questions
on each other, and to make a mental note of the answers. She monitors the interactions, noting down
examples of student productions that could be improved, but she doesn't correct them at this point.

Step 4

The teacher asks the class to listen to a recording of some fluent English speakers chatting on the same
theme. The conversation includes various examples of the language of coercion. The teacher asks some
general gist questions about the conversation - for example, which of the speakers had a strict
upbringing, which had an easygoing one? She then hands out a transcript of the recording, and replays
the tape while they read.

Step 5

Students then study the transcript with a view to finding language that might be useful in the survey task,
particularly language related to the notions of being strict and easygoing. They list these in two columns:
adjectives and verbs. Students work in pairs on this task, and then the teacher elicits ideas on to the board.
For example:
ADJECTIVES VERBS
tolerant I was allowed…
He made me….
I won’t let them….
 
She then asks the class to complete the blank spaces after each verb, and to make generalisations about
the grammar of the verbs. She also elicits the question forms of the verb structures: were you allowed
to ... ?  etc.

Step 6

The students then return to their survey task - but are first given a chance to redraft and refine their
questions in pairs. They are then paired off with different students than the ones they were talking to
earlier (in Step 3).

Step 7

The teacher then asks students, working in their original pairs, to prepare a report on their findings, with
a view to answering the question: How does upbringing affect attitudes? Individual students are asked
to present their report to the class. A general discussion ensues.

 
Discussion

The lesson is a task-based one because, rather than being plotted around a pre-selected item of
grammar, the purpose of the lesson is to achieve a task outcome: in this case, deciding how upbringing
affects attitudes. While this may seem contrived - just as contrived, in fact, as pre-selecting a grammar
item - it could be argued that the task focus encourages learners to take more creative risks with their
language. They needn't restrict themselves to the teacher's grammar agenda; theoretically, they could
choose any language from the sample text (Step 4). Finally, and most importantly, a task invests the
lesson with an intrinsic interest, apart from a concern only for language. The language is simply a means,
not an end in itself.

It should be clear that this task-based lesson shares many of the ingredients of the PPP lesson, but that the
order is radically different: the major difference being that the production stage is brought to the front of
the lesson (Steps 2 and 3) after an initial introduction to the theme (Step 1). The lesson starts in the deep
end, as it were. The production stage acts as a trial run, where learners attempt to put into words the
meanings they wish to express. The problems they have doing this should motivate them to look for
solutions in the sample text (Step 4). That is, they have an incentive to use the text as a resource, and may
be better primed for noticing features of the text than if they had just read it for the sake of reading it. The
teacher's role is to guide students (Step 5) to notice features that she herself has diagnosed as being
misused or underused in the trial run. Students are then ready, theoretically, to re-attempt the task (Step
6). As a final push towards accuracy, the report stage (Step 7), in which the students 'go public', imposes
an element of formality that forces attention on to form.
 
Conclusions
TBL offers a change from the grammar practice routines through which many learners
have previously failed to learn to communicate. It encourages learners to experiment
with whatever English they can recall, to try things out without fear of failure and
public correction, and to take active control of their own learning, both in and outside
class.
For the teacher, the framework offers security and control. While it may be true that
TBL is an adventure, it can be undertaken within the safety of an imaginatively
designed playground.
 
References and Further Reading
Willis, J., & Willis, D. (1996). (Eds.). Challenge and change in language teaching. Oxford: Heinemann ELT.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.
Williams, J. (1995). Focus on form in communicative language teaching: Research Findings and the classroom
teacher. TESOL Journal, 4(4),12-16.
For more on applying a TBL approach, designing tasks, making recordings, and dealing with typical problem
situations:
Willis, J. (1996). A framework for task-based learning. Harlow,U.K.: Longman Addison- Wesley.
For a fuller paper on the TBL framework, more on consciousness-raising activities, and many examples of teacher
innovations:
 
Another example you`ll find at: http://cd.ed.gov.hk/kla_guide/EngHTML/exemplar/exe12.html
 
 
 Samar College, Inc.
COLLEGE OF GRADUATE STUDIES
Catbalogan City, Samar

Discussant: Leonilo N. Rapanan

Topic: R.A 7836
Subject: School Legislation

Module;

. Objectives:

At the end of the discussion you should be able to;

1. Understand the R.A 7836.

2. Described the R.A 7836.
3. Appreciate the importance of R.A 7836 as a professional teacher.

Introduction:

Through the enactment of R.A 7836. “ The teachers professionalization Act of 1994”. It marked teaching
as a profession concerned primarily with classroom instruction at the elementary and secondary levels
accordance with the curriculum prescribed by Department of Education, Culture and sports(DECS) then
wethier on a part- time or a full- time in a private or public schools. It looks the conditions affecting the
practice of the teaching profession and whenever necessary, adopt a measures as may deemed
properly for the maintenance of high professional and ethical standards that should be followed by the
teachers..

Topic presentation: ( Please refer to my presentation)

Activities: Select one question.

1. At present, is there any amendment takes place of R.A 7836?

2. Cite a particular R.A supporting the R.A 7836.

Evaluation:

1. Who will entitled to take the licensure exam for teacher?

2. What collegial body has the power to revoke the certificate of registration(license of teacher) of
the teacher?
https://findanyanswer.com/what-is-the-definition-of-teacher-in-pd-1006-and-ra-7836

https://www.slideshare.net/mobile/antonettebermundo1/republic-act-no-7836-32212775
 
https://findanyanswer.com/what-is-the-definition-of-teacher-in-pd-1006-and-ra-7836
 

Republic Act No. 7836 12

to 12 educational system in 2011, teachers have been in demand. This is because the program
requires students to have one year of kindergarten, six years of elementary education, four years
of junior highschool and two years of senior highschool, which is referred to as grades 11 and
12. The program needs additional teachers to accommodate students advancing to senior high
school. For aspiring teachers, the Republic Act No. 7836 or the Philippine Teachers
Professionalization Act of 1994 strengthens the supervision and regulation of the practice of
teaching in the Philippines. All teachers are required to take and pass Licensure Examination for
Teachers (LET). What is the definition of teacher in PD 1006 and RA
7836?
Asked By: Paulica Stein | Last Updated: 6th February, 2020

Category: education secondary education

4.4/5 (1,026 Views . 33 Votes)

Definition of Teacher Refers to all persons engaged in teaching at the elementary and secondary levels,
whether on a full-time or part-time basis, including guidance counselors, school librarians, industrial arts
or vocational teachers and all other persons performing supervisory and/or administrative functions in
all

Click to see full answer

Thereof, what is the difference between PD 1006 and RA 7836?

In PD 1006, in order that a candidate may be deemed to have successfully passed the
examinations, he must have obtained a general average of at least 70 per cent in all
subjects, with no rating below 50 per cent in any subject. But in RA 7836, the rating was
not inscribed in the act.

Likewise, what is PD 1006 all about? The presidential decree 1006 is a decree given

by the late president Ferdinand E. Marcos on year 1977 providing the
professionalization of teachers regulating their practice in the Philippines and other
purposes. The best thing they have done to produce better teacher for the Filipino
children today.

Besides, do PD 1006 RA 7836 help you to become a professional teacher?

The PD 1006 made a teachers' license a requirement for teaching. After this PD

1006 another law on teachers' professionalization was declared it is the Republic
Act 7836 known as Philippine Teachers Professionalization Act of 1994. Just like PD
1006 this law recognized the vital role of teachers in nation building.

What is professionalization teaching?

Teaching as a Profession Professionalization is a process whereby occupations have
become, or seek to become, publicly recognized as professions according to the degree
to which they meet the alleged criteria. The length of the period of teacher education
was extended.

19 Related Question Answers Found

What is the importance of RA 9293?
RA 9293 Teachers Professionalization Act

practice teaching under this Act. under this Act. refers to the Professional Regulation Commission. and
improving the quality of basic education.

What is the importance of RA 7836?

Republic Act (R.A.) 7836 (The Philippine Teachers Professionalization Act of 1994) mandates the conduct
of the Licensure Examination for Teachers (LET). It was enacted in recognition of the ''role of teachers in
nation-building and development through a responsible and literate citizenry.

What are the Code of Ethics for Professional Teachers?

A professional code of ethics outlines teachers' main responsibilities to their students and defines their
role in students' lives. Above all, teachers must demonstrate integrity, impartiality and ethical behavior
in the classroom and in their conduct with parents and coworkers.

What is PBET?
PBET stands for Professional Board Examination for Teachers (Philippines)

Leonilo Rapanan 5:49 AM (4 (na) minuto

ang nakalipas)

sa ako

https://findanyanswer.com/what-is-the-definition-of-teacher-in-pd-1006-and-ra-7836
 
Philippine Teachers Professionalization Act of 1994
Inbox

Leonilo Rapanan 5:42 AM (13 minuto

ang nakalipas)

sa ako

https://attorney.org.ph/legal-news/299-philippine-teachers-professionalization-act-of-1994
 

SagotIpasa

Leonilo Rapanan 5:39 AM (16 (na) minuto

ang nakalipas)

sa ako

https://pcw.gov.ph/republic-act-7836-philippine-teachers-professionalization-act-of-1994/
 

Fwd: Republic Act No. 7836

Inbox

Leonilo Rapanan Sab, Nob 28, 12:34 PM (17

oras ang nakalipas)

sa ako

---------- Forwarded message ---------

From: Leonilo Rapanan <leonilo.rapanan12@gmail.com>
Date: Tue, Nov 24, 2020, 6:33 AM
Subject: Republic Act No. 7836
To: <leonilo.rapanan12@gmail.com>

https://www.slideshare.net/mobile/antonettebermundo1/republic-act-no-7836-32212775
 

SagotIpasa

What Republic Act is Licensure Examination for Teachers?

For aspiring teachers, the Republic Act No. 7836 or the Philippine Teachers Professionalization Act of
1994 strengthens the supervision and regulation of the practice of teaching in the Philippines.
All teachers are required to take and pass Licensure Examination for Teachers (LET).

What is the meaning of Presidential Decree?

A decree is a rule of law usually issued by a head of state (such as the president of a republic or a
monarch), according to certain procedures (usually established in a constitution). The executive orders
made by the President of the United States, for example, are decrees (although a decree is not exactly
an order).

Is teaching a profession PDF?

Profession is the phenomenon of vital activity created by division of labor that social, economical and
technological factors require. Profession of teaching is based upon a specialization on a certain
field, teaching skills, didactics and some certain personal characteristics that the profession requires.

What is RA No 7836?
Republic Act 7836. AN ACT TO STRENGTHEN THE REGULATION AND SUPERVISION OF THE PRACTICE OF
TEACHING IN THE PHILIPPINES AND PRESCRIBING A LICENSURE EXAMINATION FOR TEACHERS AND FOR
OTHER PURPOSES. SECTION 1. Short Title. — This Act shall be known as the "Philippine Teachers
Professionalization Act of 1994."

 
What is the difference between professionalism and
professionalization?
Again it depends on how restrictive your use of the term, the term professionalism is wider and much
broader. Professionalization is about movement towards becoming a profession, which is a specific
category of knowledge based service sector occupations Page 3 that are based on abstract knowledge.

What are the different categories of professionalization?

The analysis revealed four types of professionalization: formalized NSFs managed by paid staff, NSFs
managed by volunteers and a few paid staff off the field, NSFs with differing formalization and paid staff
on the field, and moderately formalized NSFs managed by volunteers.

What is teaching PDF?

Our definition was: Teaching is the process of attending to people's needs, experiences and feelings, and
making specific interventions to help them learn particular things. We are looking at teaching as a
specific process – part of what we do as educators, animators and pedagogues.

Can we say teaching is a profession in Nigeria?

Although teaching is the largest profession in Nigeria, it is the least remunerated compared with
other professions.

What is decree professionalizing teaching?

On January 1, 1977 President decree 1006, entitled Providing for the Professionalization of Teachers,
Regulating their Practice in the Philippines, otherwise known as the Decree Professionalizing
Teaching was proclaimed. With this presidential proclamation, teaching became professionalized in the
Philippines.

What is the process of professionalism?

Professionalization is a process whereby occupations have become, or seek to become, publicly
recognized as professions according to the degree to which they meet the alleged
criteria. Professionalization can be seen as having two strands. One strand is concerned with the
improvement of status.
  

What is professionalism PDF?

Professionalism refers to the set of skills and values that, in the case of medicine, characterize the
essence of humanism in professional work. Professionalism, ethics, and bioethics are closely linked.

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Copyright 2020 FindAnyAnswer All rights reserved.

ARTICLE III
EXAMINATION AND REGISTRATION

SECTION 13.    Examination, Registration and License Required. — Except as otherwise

specifically allowed under the provisions of this Act, all applicants for registration as
professional teachers shall be required to undergo a written examination which shall be given at
least once a year in such places and dates as the Board may determine upon approval by the
Commission.  A valid certificate of registration and a valid professional license from the
Commission are required before any person is allowed to practice as a professional teacher in
the Philippines, except as otherwise allowed under this Act.

SECTION 14.    Scope of Examination. — The examinations for the elementary and secondary
school teachers shall be separate.  The examination for teachers in the elementary level shall
consist of two (2) parts, namely:  professional education and general education.  The
examination for teachers in the secondary level shall consist of three (3) parts, namely:
professional education, general education, and field of specialization.

SECTION 15.    Qualification Requirements of Applicants. — No applicant shall be admitted to

take the examination unless, on the date of filing of the application, he shall have complied with
the following requirements:
(a)    A citizen of the Philippines or an alien whose country has reciprocity with the Philippines
in the practice of the teaching profession;

(b)    At least eighteen (18) years of age;

(c)     In good health and of good reputation with high moral values;

(d)    Has not been convicted by final judgment by a court for an offense involving moral
turpitude;

(e)     A graduate of a school, college or university recognized by the government and possesses
the minimum educational qualifications, as follows:

(1)    For teachers in preschool, a bachelor's degree in early childhood education (BECED) or
its equivalent;

(2)    For teachers in the elementary grades, a bachelor's degree in elementary education
(BSEED) or its equivalent;

(3)    For teachers in the secondary grades, a bachelor's degree in education or its equivalent
with a major and minor, or a bachelor's degree in arts and sciences with at least ten (10) units
in professional education; and

(4)    For teachers of vocational and two-year technical courses, a bachelor's degree in the field
of specialization or its equivalent, with at least eighteen (18) units in professional education.

SECTION 16.    Report of the Results of the Examination. — The Board shall, within one
hundred twenty (120) days after the examination, report the ratings obtained by each candidate
to the Professional Regulation Commission for approval and appropriate action.

SECTION 17.    Issuance of Certificate of Registration and Professional License. — The

registration of a professional teacher commences from the date his name is enrolled in the roster
of professional teachers.  

Every registrant who has satisfactorily met all the requirements specified in this Act shall, upon
payment of the registration fee, be issued a certificate of registration as a professional teacher
bearing the full name of the registrant with serial number and date of issuance signed by the
chairman of the Commission and the chairman, vice-chairman, and members of the Board,
stamped with the official seal, as evidence that the person named therein is entitled to practice
the profession with all the rights and privileges appurtenant thereto.  The certificate shall
remain in full force and effect until withdrawn, suspended and/or revoked in accordance with
law.

A professional license signed by the chairman of the Commission and bearing the registration
number and date of issuance thereof and the month of expiry or renewability shall likewise be
 issued to every registrant who has paid the annual registration fees for three (3) consecutive
years.   This license shall serve as evidence that the licensee can lawfully practice his profession
until the expiration of its validity.

SECTION 18.    Oath Before Practice. — Every registrant shall be required to take his
professional oath before practicing as a professional teacher.

SECTION 19.    Periodic Merit Examination of Teachers. — To encourage continuing

professional growth and development and to provide additional basis for merit promotion, in
addition to their performance rating, teachers may take an oral and written examination at least
once in five (5) years as basis for merit promotion.  In taking this examination, no fee shall be
required.

Sec. 20.    Failure to Pass the Merit Examination. — If a teacher fails to pass the merit
examination, he or she shall be allowed to take the examination for a second time.  Should he or
she fail to pass the merit examination for the second time, then he or she shall be required to
take a DECS accredited refresher course or program before being allowed to retake the
examination.

Failure of any permanent teacher to pass the merit examination shall not, however, be used as a
ground for his/her dismissal or demotion.

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