Task based learning in a blended environment

Aligning Philosophy of Education and Practice:Moving from Lecture/PowerPoint to Task-based Learning

Marion R. Synnott, Ph.D.

Conference TitleConference Dates Conference Location

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What most frustrates you

in your classrooms?

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I experienced similar frustrations . . .

And decided something had to change!

(LIKELY ME)

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What was modeled for me as an undergraduate

What was modeled for me in my graduate program

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In spite of what was modeled for me as a grad student . . .

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What I knew:

I wasn’t engaging and motivating my students.

I was disappointing myself.

If not lecture and PPTs,

WHAT?

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I broke each class into a series of mini learning activities that included (but were not limited to):

• Videos• In-class

exercises (and competitions)

• In-class and online discussions

and research activities

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What I lacked was a pedagogical framework to build my approach on . . . then, serendipitously, along came Jane Vella.

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TASK-BASED LEARNING

(Vella’s framework

– in a nutshell)

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Vella’s assumptions about learners and learning

1. Learners arrive with the capacity to do the work involved in learning.

2. Learners learn when they are actively engaged – cognitively, emotionally, and physically – with the content; i.e., what we do is what we learn.

3. New content can be presented through learning tasks and these learning tasks can integrate lecture and laboratory.

4. Learning tasks promote accountability.

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VELLA’S CLAIM:

EVERYTHING CAN BE TAUGHT USING LEARNING TASKS.

She defines a LEARNING TASK as . . .an open question put to members of a small group, who have been given all the resources they need to respond

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Open questions . . .

• The “right” answer emerges from an

honest response by the learner in his/her

context.

• Invite reflective response

• Invite critical thinking

• Demand reflection

• Stimulate creativity

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• Can present new content in an infinite number of ways (e.g., mini lecture (never longer than 10 mins.), video clip, learned article, demonstration, etc.)

• Can use an inductive-deductive or deductive-inductive approach– Can begin inductively by examining the

life, history, and context of the learner as they relate to the topic (e.g., the way we did today)

– Can begin deductively by examining the latest theoretical content (e.g., if I had begun with Vella’s theoretical framework)

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1. What learning has occurred during the session?

2. How will students transfer that learning, i.e., how will they use their new skills, knowledge, and attitudes (KSAs) in non-classroom settings?

3. What impact will the learning and transfer have in other settings?

THREE KEY QUESTIONS RELATED TO

EACH LEARNING

TASK

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SEVEN STEPS OF PLANNIN

G

1. Who (participants, leaders, the number of participants)

2. Why (the situation that calls for this educational program)

3. When (the time frame)

4. Where (the site)

5. What (the content – knowledge, skills, attitudes (KSAs))

6. What for (achievement-based objectives)

7. How (learning tasks and materials)

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1. Inductive work

2. Input

3. Implementation

4. Integration

FOUR TYPES OF LEARNING

TASKS

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-from Jane Vella -from my Career Development class

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An informal evaluation of my practice then and now

Chickering & Gamson’s (1987) Seven Principles of Good Practice in Undergraduate Education

Lecture/PPT Modality Task-based Learning

1. Good practice encourages student-faculty contact.

2. Good practice encourages cooperation among students. 3. Good practice encourages active learning.

4. Good practice gives prompt feedback.

5. Good practice emphasizes time on task.

6. Good practice communicates high expectations.

7. Good practice respects diverse talents and ways of learning.

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It’s easy to lose sight of the basics of good adult

education.

There are

SO MANY

distractions!

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Philosophy of education

• In his seminal writings on participatory education, Myles Horton refuses to separate education from life and life from education. He sees education as a lifelong process that involves experience and the whole of the person.

• In We Make the Road by Walking, Horton discusses educational practice with Paulo Freire and comments, “I am less interested in methodology or techniques than I am in a process that involves the total person, involves vision, involves total realities.” (Horton & Freire, 1990, p. 176)

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My philosophy of education

• The transformative power of adult education is limited only by the restrictions superimposed on it by practitioners and learners.

• My students and I are co-creators of the learning community we inhabit. There is a reciprocity that exists between me as a facilitator, the learners (including me), and knowledge. If I engage in dialogic teaching, it will result in a form of transformative exchange in which we as a community co-learn and co-teach.

What is your philosophy

of education?

Adult Education = Social Change

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Assumptions about learners and learning

I agree with Vella that learners:• Arrive with the capacity to do the work involved in learning.• Learn when they are actively engaged – cognitively, emotionally, and

physically – with the content; i.e., what we do is what we learn.• Can learn new content through learning tasks and these learning tasks

can integrate lecture and laboratory.• Will hold themselves more accountable for their learning if they

engage in learning tasks.

What I’ve learned about myself is that it is imperative

that I maintain a strong and meaningful connection between

my philosophy of education and my practice in the classroom.

What are you doing to ensure your philosophy and practice are, and remain, connected?

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Are decisions about practice lecturer-driven, i.e., will a great lecturer make up for minimal student engagement?

My claim: ABSOLUTELY NOT!

While the deep learners (Atherton, 2011) may be able to retain and integrate new KSAs with minimal engagement, the surface learners (Atherton, 2011) will most assuredly not.

For most of us, it’s not the deep learners that are our biggest concern. They could learn with or without us!

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A final assumption about learning . . .

Learning is messy. We as educators need to be prepared to get in and muck about, to take risks, to not be afraid to try new things, to get over our tendency

to make excuses for our inability to engage and motivate our students.

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My next steps . . .

• Step #1: Overlay Vella’s framework with Josie Baudier, Stephanie Foote, and Traci Stromie’s “Curriculum Alignment Matrix”*

*http://tinyurl.com/sloan-cam

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My next steps . . .

• Step #2: Apply this multidimensional framework to other courses I teach

• Step #3: Continuously monitor the connection between my philosophy and practice

• Step #4: Continue to look for other ways to do what I love better

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References

Atherton, James. (2011). Learning and teaching: Deep and surface learning. Retrieved 21 October 2012 from: http://www.learningandteaching.info/learning/deepsurf.htm.

Baudier, Josie, Foote, Stephanie, & Stromie, Traci. (n.d.). Curriculum Alignment Matrix. Retrieved 16 October 2012 from: http://tinyurl.com/sloan-cam.

Chickering, Arthur W. & Gamson, Zelda F. (1987). Seven principles for good practice in undergraduate education. Washington Center News, Fall 1987. Retrieved 16 October 2012 from: http://wwwtemp.lonestar.edu/multimedia/SevenPrinciples.pdf.

Horton, Myles, & Freire, Paulo. (1990). We make the road by walking: Conversations on education and social change. Philadelphia, PA: Temple University Press.

Vella, Jane. (2001). Taking learning to task: Creative strategies for teaching adults. San Francisco, CA: Jossey-Bass.

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Other books by Jane Vella

Vella, Jane. (1995). Training through dialogue: Promoting effective learning and change with adults. San Francisco, CA: Jossey-Bass.

Vella, Jane. (1997). How do they know they know? Evaluating adult learning. San Francisco, CA: Jossey-Bass.

Vella, Jane. (2002). Learning to listen, learning to teach: The power of dialogue in educating adults. San Francisco, CA: Jossey-Bass.

Vella, Jane. (2007). On teaching and learning: Putting the principles and practices of dialogue education into action. San Francisco, CA: Jossey-Bass.

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• Talking head: Image retrieved 10.19.12 from: http://www.google.ca/imgres?q=talking+head&start=73&hl=en&rls=ig&biw=1280&bih=595&tbm=isch&tbnid=aWLhPiliBF2kYM:&imgrefurl=http://exposingthemyths.blogspot.com/2011/07/pat-brown-hasnt-got-clue-how-things.html&docid=Y9TDigwmmAg1cM&imgurl=http://3.bp.blogspot.com/-kulxmQdm0i4/TiVWXCsY_aI/AAAAAAAAAAs/fFBV4_mNMAM/s1600/talking%252Bhead.jpg&w=1505&h=1181&ei=DKCBUNC5OcnjigLKtoCwCw&zoom=1&iact=hc&vpx=835&vpy=115&dur=203&hovh=199&hovw=253&tx=155&ty=116&sig=112878518443330486557&page=4&tbnh=135&tbnw=172&ndsp=26&ved=1t:429,r:5,s:73,i:21

• Horton/Freire book jacket: Image retrieved 10.19.12 from: http://www.google.ca/imgres?q=we+make+the+road+by+walking&hl=en&rls=ig&biw=1280&bih=595&tbm=isch&tbnid=N78_qI1QTTHJdM:&imgrefurl=http://www.betterworldbooks.com/we-make-the-road-by-walking-id-0877227756.aspx&docid=AumrQcZBrb7DVM&imgurl=http://images.betterworldbooks.com/087/We-Make-the-Road-by-Walking-Horton-Myles-9780877227755.jpg&w=245&h=400&ei=_KWBUK63Fs3MigKrmYD4Dw&zoom=1&iact=hc&vpx=264&vpy=101&dur=905&hovh=287&hovw=176&tx=97&ty=165&sig=112878518443330486557&page=1&tbnh=135&tbnw=86&start=0&ndsp=22&ved=1t:429,r:1,s:0,i:71

• Philosophy: Image retrieved 10.19.12 from: http://www.google.ca/imgres?q=philosophy&start=75&hl=en&rls=ig&biw=1280&bih=595&tbm=isch&tbnid=zAOTOTP6ZtULFM:&imgrefurl=http://www.sensunels.com/viewdoc.asp%3Fco_id%3D27&docid=_NaeNCbtUbYUuM&imgurl=http://www.sensunels.com/media/immagini/58_dibi_philosophy.jpg&w=467&h=655&ei=SamBUMOsDeHIiwLo4YDoAQ&zoom=1&iact=rc&dur=483&sig=112878518443330486557&page=4&tbnh=128&tbnw=91&ndsp=30&ved=1t:429,r:22,s:75,i:74&tx=13&ty=75

• Painted hands: Image retrieved 10.19.12 from: http://www.google.ca/imgres?q=learning&hl=en&rls=ig&biw=1280&bih=595&tbm=isch&tbnid=IuL5JgICE_HLNM:&imgrefurl=http://www.bced.gov.bc.ca/personalizedlearning/&docid=Ssa1v9g_qaqP7M&imgurl=http://www.bced.gov.bc.ca/personalizedlearning/img/pl_hands.jpg&w=627&h=397&ei=_KuBUP_iFYXbiwKBiYDYAQ&zoom=1&iact=rc&dur=499&sig=112878518443330486557&page=4&tbnh=130&tbnw=183&start=69&ndsp=25&ved=1t:429,r:8,s:69,i:383&tx=89&ty=101

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Images were sourced from the following websites:

• Lose sight poster: Image retrieved 10.19.12 from: http://www.google.ca/imgres?q=lose+sight&hl=en&rls=ig&biw=1280&bih=595&tbm=isch&tbnid=knESBFRW9sQj5M:&imgrefurl=http://www.pedlars.co.uk/vintage-poster-we-must-not-lose-sight.html&docid=3aUDxOOTnImgeM&imgurl=http://www.pedlars.co.uk/media/catalog/product/cache/1/image/1280x1280/9df78eab33525d08d6e5fb8d27136e95/V/2/V21MELSU.jpg&w=1280&h=1280&ei=CwKEUL2uKcGYiQKk4IH4Aw&zoom=1&iact=hc&vpx=108&vpy=117&dur=4680&hovh=225&hovw=225&tx=123&ty=141&sig=112878518443330486557&page=4&tbnh=122&tbnw=125&start=68&ndsp=25&ved=1t:429,r:13,s:68,i:330

• Guy and question mark: Image retrieved 10.19.12 from: http://www.google.ca/imgres?q=question+mark&hl=en&rls=ig&biw=1280&bih=595&tbm=isch&tbnid=YYfg_RPwQBzTlM:&imgrefurl=http://liongadgets.com/wordpress/most-important-ten-questions-to-ask-yourself/question-mark/&docid=el4ufHamgZaiEM&imgurl=http://liongadgets.com/wordpress/wp-content/uploads/2012/09/question-mark.jpg&w=4000&h=4000&ei=3wWEUIGyL6H6iwK_vYDgDw&zoom=1&iact=hc&vpx=843&vpy=110&dur=2090&hovh=225&hovw=225&tx=87&ty=129&sig=112878518443330486557&page=2&tbnh=130&tbnw=147&start=28&ndsp=29&ved=1t:429,r:27,s:28,i:309