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Training teachers to create and use TBLT Initiating the process Creating tasks Classroom management Jemma Buck. Université de Nantes - CRINI laboratory.

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Presentation on theme: "Training teachers to create and use TBLT Initiating the process Creating tasks Classroom management Jemma Buck. Université de Nantes - CRINI laboratory."— Presentation transcript:

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2 Training teachers to create and use TBLT Initiating the process Creating tasks Classroom management Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

3 Tasks and action 1 Reluctant colleagues –Creating a team ethos, among colleagues and among students –Tackling the problem head on –Cascade training Lack of materials LANSAD sector particularities Actions speak loud, but so do words Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

4 Tasks and action 2 Issues to be addressed –Motivation –Social dynamics –Learner beliefs –Washback effect Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

5 Task requirements Final outcome – complex performance tasks Clear instructions and mission Preparation / pre-tasks Focus on forms Feedback Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

6 Task types at Nantes University 4 task types –Blended learning –Carousel –Case-study –Scenario (Webquest) Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

7 Task types 1 Blended learning –Micro-tasks = learning platform, small groups, preparation, audio, reading, information- gathering, personal action on grammar, vocabulary etc. –Macro-tasks = performance in class: interaction, mediation Carousel –Workshop rotation Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

8 Task types 2 Case study –Small group, role-play, information gathering –Discussion, mini-meeting, conference presentation –Report Scenario (Webquest) –Mission and new identity –Information gathering –Discussion, presentation of solutions, argumentation and justification –Report Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

9 Classroom management Letting go! Fixed groups Fluid groups Focus on form(s) and/or vocabulary Feedback Error status Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

10 Treasure hunting Online resources Fléchage = giving the link Self-discipline Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

11 Intelligent search engines Google scholar (scholar.google.com) Exalead.com Noodletools.com Clusty.com Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

12 Audio on-line Mikesradioworld.com NPR BBC …copyright Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

13 Task creation Guidance sheets Q1 = Is it useful for the performance task? Q2 = Does it help their learning? Q3 = Is it idiot-proof? Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

14 Go create! Website Password: kangaroo –Folder A = already created tasks (webquest, scenario, case study and carousel) –Folder B = dossiers to be worked up into either a webquest, scenario, case study or carousel –Folder C = what I did with each of Folder B dossiers Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009

15 Thank you for your attention! Jemma Buck. Université de Nantes - CRINI laboratory - TBLT 2009


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