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Task Demands & Support

Task Demands & Support
by

Khalsa Al Rawahi

on 24 February 2013

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Transcript of Task Demands & Support

Understanding my puzzle Understanding the puzzle: Demands on learners Cognitive demands: learners have to..
understand the connection between the texts and the pictures
recognise the written words in the text as they hear them on the tape
recognise that the pictures show where the children live and key features of each child’s everyday life
understand question words and what specific information each question requires Understanding the puzzle: Demands on the learners Other task demands Sharing my own story Task Demands and Support:
Understanding Classroom Puzzles Have you ever left your classroom with a strong feeling of disappointment?

your learning outcomes were not achieved?

your students looked at you as if you were an alien?

your well-prepared activities were not successful as you thought? Well, if you have, you are in the right workshop! EFM Teacher’s book, Grade 5, p.58 Note: Task Expected outcomes 1. What did the task require?

2. What helped you complete the task? Activity Flashback 1. Task demands

2. Task support Task as a learning environment Children as (mentally) active learners
They have their own understandings of adults’ purposes and expectations.
They might be confused about the task but they won’t show it because they want to please the teacher.
Balance between task demands and task support is important.
(Cameron, L. 2001) Goldilocks Principle Task demands Task support Result: task is too difficult Goldilocks Principle Task demands Task support Result: task is too easy Goldilocks Principle Task demands Task support Result: task is task allows enough challenge for learning Zone of Proximal Development “the ‘gap’ that exists for an individual (child or adult) between what he is able to do alone and what he can achieve with help from one more knowledgeable or skilled than himself”
(Wood, D. 1998) Understanding the puzzle: Demands on the learners Language demands: Learners have to.. understand teacher’s instructions, questions and feedback
find the vocabulary to describe what they see in the pictures
pronounce the words for themselves
use familiar words they can recognise in the text to guess the meaning of new vocabulary and understand the context
identify key words in questions and the text
find the answers in the texts Interactional demands
check answers in groups

Metalinguistic demands
give feedback on their and each other’s answers

Physical demands
write the answers

Involvement demands
engage with the task easily as they have done this type of tasks previously and the vocabulary is recycled Therefore, Understanding the puzzle: Task support Cognitive support
familiar topics: children, family, countries, school, hobbies
pictures
familiar format of activities

Language support
recycled vocabulary
teacher’s explanation and examples

Interactional support
group work
familiar routines Too high demands Too difficult task Learners switched off Learning outcomes are not achieved Unfortunately, my learners were not able to...
recognise the written words in the text as they hear them on the tape
understand question words and what specific information each question requires
pronounce the words for themselves
use familiar words they can recognise in the text to guess the meaning of new vocabulary and understand the context
identify key words in questions and the text
find the answers in the texts

Moreover, they were unable to make use of the task support provided! Let's have a close look What could I do to make the task more manageable for my learners?
Full transcript