|How to use this MOOC|
|What you will learn in this MOOC: Learning outcomes divided by Knowledge, Skills and Competences|
|Module 1: An introduction to non-formal approaches to foster language learning||Video: Introduction to module 1|
|Video: Introduction to non-formal education||
What is non-formal education? Do you know the topic already?
|Video: the 6 characteristics of non-formal education|
|Optional Activity: think of an non-formal activity yourself|
|Video: Benefits of non-formal education for language teaching||
|Video: What is Task-based language teaching|
|Do you want to know more about TBLT? Video: Interview with a language teacher|
|Additional materials if you want to know more about TBLT|
|Video: Language awareness|
|Tips and strategies|
|Module 2: Language teaching and ICT||Video: Introduction to module 2|
|Video: Getting started with file management|
|Tips & Strategies|
|Video - Where to find and how to search for learning materials|
|Tips & Stategies|
|Video: Checking sources through critical thinking|
|Activity: evaluate your materials|
|Video: Adapting and creating content|
|Activity: create a handout for students|
|Video - Sharing material|
|Activity - sharing with google drive|
|Tips & Strategies|
|Video - Digital tools for supporting writing activities|
|Activity: translate a task|
|Tips & Strategies|
|Video - Watching & Listening|
|Activity - record your own video|
|Tips & Strategies|
|Video - Interacting with students online|
|Sources and Tutorials|
|Tips & Strategies|
|Module 3: TBLT Curriculum||Video: Introduction to module 3|
|Video: What is a task and what are the types of a task||
|Activity: Are these activities tasks?|
|Text: What are the elements of a task (pre-, task, post-)?|
|Video: What is a TBLT curriculum|
|Activity: Why is it important to have a language curriculum?|
|Video: Learner's needs, skills and capacities|
|Activity: Which task is suitable for adults?|
|Text: CERF - a system to determine language levels|
|Text: Factors that influence the difficulty of a task|
|Setting the learning goals||
In this part of the module, you will learn what learning goals/objectives are, and how important they are. There is also an example for you to see.
|Choosing the method of instruction||
How would you organise your students in order to do an activity? In pairs, in groups, individually, or with the whole class? Read this pdf file and learn when it's best to use each method.
|Choosing the method of instruction|
|Video: Adapting your material|
|(Optional) Additional material for adapting activities|
|Principles for a successful TBLT curriculum||
This pdf file includes 8 principles that can serve as a guide to help you create a successful TBLT curriculum. All the points are taken from Rod Ellis - a British linguist and an expert in TBLT.
|Video: Main curriculum elements||
|Activity: Make your curriculum|
|Some general tips|
|Module 4: TBLT in Classes||4.1 Introduction (Video)||
This video introduces you to the module and outlines the goals of this module. The trainers, Emma and Jessica, take you through what you will learn in the upcoming units. In it you will learn more about obstacles of the TBLT method, what TBLT looks like in a classroom, the role of the facilitator/teacher and student, and strategies for online and blended classrooms.
|Pre-Task (Video 1)||
In this video you will learn how to prepare a pre-task of a TBLT lesson. The example will be a lesson on movies. You will learn how to begin an in person and blended class. The video discusses ways to gain the interest of your students through images, music, videos, and social media/internet. Also, you will learn how to engage your students online through the application Jamboard.
|Task (Video 2)||
This video will provide an example of a task and how to lead it. The sample topic is movies, so you will learn how to teach idioms to suggest and expressions for agreement/disagreement. Lastly, you will learn how to support your students while they use the target vocabulary.
|Post-Task (Video 3)||
This video shows you how to use the digital tool, Canva, to have your students create a flyer as part of a post-task activity. It presents a sample flyer that you can download as a pdf below in the activity. The video guides you in how to assess the flyer and what you should look for in evaluating your students' work.
|Post-task Example of a Flier||
You can refer to this flier in order to get an idea of what a post-task assignment can look like.
|“Role of a Teacher” (Video 1)||
This video shows the role of the teacher in a language classroom. It presents 9 different teacher roles: Manager Organizer Assessor Prompter Participant Tutor Facilitator Model Monitor
This video shows the role of the teacher in a language classroom. It presents 9 different teacher roles:
|“Role of a Teacher” (Video 2)||
This video presents the shift in education from a teacher centered model to student centered model. It explains how the role of a teacher has changed/is changing to focus more on facilitating and more hands-on teaching experiences for students - just like the TBLT method encourages.
|How to Choose Materials||
This video will first show you “where” to find materials to use in your classroom. Then, you will learn about “why” you may choose material for a certain topic, like listening, reading, or speaking comprehension. Lastly, you will receive tips on how to pick material for different ages and skill levels.
Choosing Materials in your TBLT Class
Material is anything which is used to form the basis of a language learning activity or task: a newspaper article, a photograph, a video, a song, a poem, an animation – anything you can imagine!
Materials can come from different resources:
The materials can include:
Pictures: magazine advertisements, posters, a photograph of a scene, of a trip, etc.
In order to choose your material, you should think carefully about the purpose of using each piece of material:
All these are questions you should be thinking in order to match the material with the correct moment to be used during your tasks and classes. Also remember, that the material has to calculate the learners age and interests, needs and language level.
On the other hand, you may be in a situation where you and the participants are the only “material” available. What you can do is look within and around you, draw on the experiences/feelings/observations of the participants. Once your task has been decided upon, the materials can be created from what is available: people, countries, buildings, news, etc. It is possible to create meaningful activities and tasks using only the context and people as resources, giving them the chance to express themselves, speak and write about themselves or listen to others and exchange ideas.
|Reviewing the Lesson Plan (Video)||
This video takes you through the completed lesson plan example. It guides you step by step through the 'Looking for a Job' lesson plan and gives you tips and considerations to follow when creating your own lesson plans. Create your lesson plan following the TBLT structure: The Pre-task is a good time to practice new vocabulary In the Main Task you could focus on grammar, ie. the past tense The Post-task which could be a role play where the students put their new grammar and vocabulary skills into practice
This video takes you through the completed lesson plan example. It guides you step by step through the 'Looking for a Job' lesson plan and gives you tips and considerations to follow when creating your own lesson plans. Create your lesson plan following the TBLT structure:
The Pre-task is a good time to practice new vocabulary
In the Main Task you could focus on grammar, ie. the past tense
The Post-task which could be a role play where the students put their new grammar and vocabulary skills into practice
|Module 4 Summary & Tips|
|Module 5: Task-based assessment in TBLT||Video: Introduction to module 5|
|Video: Understanding assessment in TBLT|
|Text: Assessment criteria|
|Activity: Watch the video and assess students according to the following set of criteria|
|How to give feedback|
|Activity: Think about the previous activity and choose the most suitable way in order to give students feedback|
|Video: Principles of reflective practice for language teachers|
|Activity: Think about the skills you have acquired during the course, which aspects of your teaching practice would you like to work on in the future?|
|Video: characteristics of Assessment in TBLT|
|Video: The importance of self and peer assessment|
|Activity: Importance of self-assessment in TBLT|
|Text: Approches to Self-Assessment||
There are various approaches to self-assessment.
In this text, we will explore some of them to learn more about the tools we
teachers can use.
|Video: Needs Analysis and Learning Outcomes|
|Practical activity: Criteria to set suitable learning outcomes|
|Video: Collecting meaningful data for assessment|
|Video: Planning evaluation of the learners´ progress|
|Activity: What Elements Will You Choose To Evaluate The Following Activity Depending On The Learners´ Levels|
|Tips and tricks|