Lotta Topp In Bondage

Education for Meaningful learning tasks

The tasks teaching is emerging in many educational environments as one of the most appropriate methodologies for the development of basic skills.

This idea of \u200b\u200bteaching, which for some is new, as was done in the 80's when both the term and the concept of 'task', began to take hold among the teaching professionals language.

"A task is an activity or set of activities duly organized and linked together to achieve a goal or a target specific availing of the target language to carry out" . (Aquinino Sánchez)

This concept of 'work' leads us to conclude that the nature of the tasks is not necessarily linked to language, but rather to action. Therefore, it seems it can be very useful in the development of basic skills.

So p ara group iCOBAE an integrated task is an organized teaching sequence ; such a way that helps students achieve the realization of a complex connected to different areas of knowledge and life experience of the students.

Therefore several issues are clear:

1. When it comes to homework, it is a set of activities (also called sub-tasks) .
2. These sub tasks are sequenced in order of complexity and arranged so that the above support the following.
3. tasks as they pursue a goal of "final task."
4. action, development of skills, strategies and skills, teaching is the core which moves the task.
5. functionality and usefulness of what is taught is crucial to enable task-based learning. What is taught and learn to be part of the experiential life of students. It makes no sense (no motivation) to learn things that will be used in everyday life, not help solve real problems.

The learning sequence a task must meet the learning model that I mentioned in other entries (Meaningful learning ) or what Sanchez called Aquinino in the field of language teaching, the organizational model of school three PPP (presentation, practice, production).

1. Pre-task or tasks in connection with prior knowledge.

2. Task (controlled practice) file or contextualization.

3. Practical tasks or activities of semi-controlled by the teacher and the students.

4. Development activities or tasks (independent practice phase).

5. Activities that create new networks of meaning, ( phase production and reprocessing).

6 - exhibition or presentation of the final task. ( phase transfer).

Sometimes it is difficult to plan wisely school work as a task, especially given in mind that in compulsory education are slaves of a curriculum and areas zoned for teachers are not accustomed to teaching programming mode or integrated global focused more on learning in the process that the learning outcome. In this sense iCOBAE us a proposal for integrated task in which, starting as a reference curriculum evaluation criteria, we were able to develop the core competencies and achieve the objectives.