4 minute read
Differentiation via open tasks
By Dr Julia Reckermann
Dr Julia Reckermann is a junior professor for TEFL at the University of Paderborn, Germany. She has been working in the TEFL context at different universities and schools in Germany since 2009.
Teen EFL classes are heterogeneous in their composition and it is the teacher’s task to cater to the learners’ different needs through individualisation and differentiation. Ideally, all learners further their FL competences while working on the same topic, but at their individual levels of ability and interest. One idea of how this challenging demand can be put into practice is the use of open tasks, or target tasks as suggested by task-based language teaching (see, e.g., Nunan 2004). Such tasks are used at the end of a teaching unit, so that the learners can apply and individually expand their knowledge about a certain topic. The goal of these tasks is clear, but the process of how to reach this goal as well as the eventual outcome is open. This serves for a high level of
12 CORE CHARACTERISTICS OF OPEN TASKS
3 the content/topic is relevant for the learners and links to their previous knowledge.
EXAMPLES OF SUCH TASKS FOR THE TEENAGE EFL CLASSROOM INCLUDE:
3 they are real-life tasks.
3 they challenge ALL learners and allow them a feeling of success.
3 they can be worked on and solved at different levels of proficiency.
3 there is a clear goal, but content
foci, learning process and eventual outcome allow for individuality.
3 the learners work on them mostly autonomously.
3 they are supplemented by different means of support.
3 fluency goes before accuracy.
(see Reckermann, 2017, p. 209. Based on Ellis, 2013; Leisen, 2010; Müller-Hartmann et al., 2013)
Present your favourite hobby / YouTube-star / city / film / book / comic
Prepare your standpoint for a discussion on climate change / social media (over) use / school uniforms
Write a letter / postcard / e-mail / text message to a music band / influencer / politician / film producer
inner differentiation and allows the learners choice and autonomy in various respects. Firstly, there is a core topic (e.g. hobbies), but the actual sub-topic (e.g. basketball) is chosen by the learners based on their interests. Secondly, the outcome is, at least to a certain extent, open and up to the learners’ preferences and competences. For example, the presentation of one’s favourite hobby can be done via a poster, an oral presentation, a PowerPoint, a video or a picture. Lastly, the working process that leads to the final product is open, in that the learners can work independently or in small groups, can use different sources of information (books, internet, etc.), can work at their individual competence levels (e.g. using simple vs complex sentences) and seek support whenever needed. Bearing in mind that teenage learners sometimes struggle with their emotions, decentral working phases allow them a certain space to ‘draw out’, while at the same time they are allowed to organise their own learning. Also knowing that teenagers do not necessarily favour speaking in front of the class, possible presentations can take place in smaller groups, in writing or in the form of a prepared video or podcast. To ensure that all learners are rightly challenged and work at their own levels, the teacher carefully guides and scaffolds them and prepares support. Supportive devices can include: tip cards with crucial vocabulary, chunks, sentences; books, magazines or the internet for collecting information; materials on the core topic, e.g. pictures, informative texts; a self-assessment grid; a planner that helps the learners to organize their working phase; etc. Of course, such an open task is set into a meaningful cycle of pre-, target- and post-task activities. Pre-activities raise the teens’ interest in the topic and introduce them to crucial language competences and topic knowledge. Post-activities include the presentation of results and a reflection of the learners’ individual learning process and progress. Particularly reflection and self-assessment are core elements of the work on open tasks. On a regular basis, the learners should, in cooperation with the teacher, reflect on their stage in the working process, on difficulties and successes, on a possible gain in competence as well as on possible prospects for future projects. This can be done orally, either in small groups or with the whole class, or more individually, e.g. in a project log. For selfand teacher-assessment, learners need clear and transparent criteria so that they know what is expected from them. This is not necessarily easy, since as soon as teachers leave a lot of aspects up the learners’ choice and ability, outcomes will vary greatly.
Overall, the use of open tasks can be one idea to meet teen EFL learners’ individual preferences, interests and abilities and allow them to gain target language competences as well as life skills (autonomy, self-assessment, social skills) at their individual levels and based on their interests.
