Appendices

Page 1

APPENDIX 1: SAMPLE OF TASK OUTCOME The poem below is one of the outcomes of Task 3.6. The poem describes the first stage of Willis´ framework for TBL. Participants authorized making their poems public. The Pre-task Stage If you want a task to succeed You must think of a pre-task indeed Exposure, use and motivation are the key As well as students working in harmony. A lot of planning is involved But you can keep your tasks to hold. The topic and instructions ought to be clear If you want everybody to hear. Recalling and activating words and phrases Is one of the preliminary phases. Pictures, questions, mind-maps and experience Are all to be used at our convenience. Brainstorming, memory challenge and odd one out Can be used, no doubt. Audios, demonstrations and videos Can be some of our heroes. Preparation time, turn-taking and mixed levels Can become a race But it is something we have to face. In the end, security, variety and interest must be All present in the pre-task realm.


APPENDIX 2: TEACHERS’ OPINIONS ON THE COURSE EXPERIENCE Teachers’ opinions were included as additional comments on the course evaluation questionnaire. All participants authorized making their comments public.

Participant (first cycle): “Both readings and course activities took us trough a dialectic process which allowed for learning, reflection and analysis.” Participant (first cycle): “At the beginning I just wanted to satisfy my curiosity about TBLT, but as I got involved in the course I realized I could learn much more about it. I think I did; besides, the course made me more aware about my role as a teacher and it provided me with very useful tools to continue developing.” Participant (first cycle): “ ...I must confess I took this course for two reasons, first because the teaching center where I work requires teachers to attend teachers’ development courses. Unfortunately, such courses are expensive and I cannot afford them. Besides, my work schedule is full. Second, I recently lost a job because I knew nothing about TBLT. So, when I saw the invitation for this course I thought I could kill two birds with one stone: it was free and it was online so, I could get rid of the annoying thought of knowing nothing about TBLT. However, I never thought I was going to have such a big surprise. I was not expecting such a well-organized course where one is taken through so much reflection as in my personal case. I learned a lot and I enjoyed it very much. It was really worth taking it. Thanks a lot.” Participant (second cycle): “I took this module somehow looking for techniques to improve my teaching. But I found much more than that; I found a space for reflection which has been of great value to me.”


Participant (second cycle): “The articles included in the course were very good. The contents were interesting, at the adequate level and they included different points of view. Concerning interactive exercises I like them very much, they were different from one another and this added variety to the course and made it attractive.” Participant (second cycle): “I found it excellent that the course objectives dealt not only with the acquisition of knowledge but that many of the activities allowed us to approach task-based learning in an experiential way by developing our own tasks. This was very good for us as teachers. I liked the fact that the course was not only focused on information but also on reflection and criticism.” Participant (second cycle): “The course content is excellent; we looked at TBLT from different perspectives: its theoretical foundations, its different stages, the difficulties to implement this approach; its advantages and disadvantages. The last two points were particularly interesting since they gave the course a balanced and realistic perspective. I am sure that what I learned in this course will positively influence my teaching practice.” Participant (third cycle): “This course is much more than information, it is much more than reading books. The course experiments with information; this makes it dynamic and efficient.” Participant (third cycle): “This course invites us to analyze and reflect on our teaching practice and it helps us to renovate ourselves and to implement not only TBLT but new trends in general.” Participant (third cycle): “Personally, I liked the TBLT module a lot; it definitely opened my mind regarding my teaching practice. I learned a lot and it was a wonderful journey.”


APPENDIX 3: RESULTS OF COURSE EVALUATION QUESTIONNAIRE Nineteen teachers in three cycles answered the questions below anonymously. Question

Answers ABOUT THE COURSE

1. The course in general was: • • •

15 participants: very well-organized very well-organized 4 participants: some aspects were well-organized, some aspects were well-organized, others others weren’t weren’t poorly organized

2. If you found problems in the course, those were: • • • •

technical academic due to lack of communication other

17 participants: technical 1 participant: other (lack of time) 1 participant: no problems were found ABOUT THE CONTENTS

3. Course objectives: • • •

were reached and they went beyond my expectations were reached and they satisfactorily met my expectations were not reached completely

17 participants: were reached and they went beyond my expectations 2 participants: were reached and they satisfactorily met my expectations

4. Course content: • • • •

was very good, very useful and really relevant for my teaching practice was acceptable and somewhat relevant for my teaching practice was not new and it was irrelevant for my teaching practice other

18 participants: was very good, very useful and really relevant for my teaching practice 1 participant: was acceptable and somewhat relevant for my teaching practice

5. Activities assigned for each of the units were: • • • •

too many enough few other

18 participants: enough 1 participant: too many


6. Time allotted to the different units of the course was: • • •

Enough, I was able to complete each of the units on time Not enough, more time should be allotted to each unit Limited, some units required more time to be completed

11 participants: Enough, I was able to complete each of the units on time 5 participants: Limited, some units required more time to be completed 3 participants: Not enough, more time should be allotted to each unit

EVALUATION 7. Course evaluation criteria was: • • • •

Very adequate Adequate Not adequate Other

18 participants: Very adequate 1 participant: Adequate

8. The evaluation rubrics included in the ‘tools’ section: • • •

were useful and clear to understand what was 18 participants: were useful and clear to understand expected from me in each of the activities what was expected from me in each of the activities were confusing and useless to understand what was expected from me in each of the units I was not aware of their existence

COURSE MATERIALS 9. The materials included in the course (on-line articles, printed texts, book summaries, interactive exercises, etc.): • • •

were very useful and illustrative need to be modified were not very useful

19 participants: were very useful and illustrative

7 participants: Web resources should be better 10. In future courses: exploited 5 participants: audio-tapes, video-tapes and/or CD• Web resources should be better exploited ROM should be included • audio-tapes, video-tapes and/or CD-ROM should 2 participants: it is fine as it is 2 participants: other (time allotted to each unit should be included be balanced) • other 1 participant: other (books should be included) 2 participants: no answer was provided 11. The forum and the gallery: 18 participants: promoted multi-directional integration dynamics (community learning, tutors, • promoted multi-directional integration dynamics students) (community learning, tutors, students)


• •

were not well exploited, they did not allow for 1 participant: no answer was provided feedback other PERSONAL PERFORMANCE

12. My participation in the course: •

contributed significant elements for other participants • was limited to what each of the activities requested • was not very collaborative, I was not interested in other people’s work • other

11 participants: contributed significant elements for other participants 6 participants: was limited to what each of the activities specified 2 participants: other (my delayed participation affected my peers’ work so it was not collaborative & I cannot talk for others)

13. My peers’ participation: • • • •

always allowed me to incorporate new elements to my personal reflection only occasionally caught my interest was not very significant other

17 participants: always allowed me to incorporate new elements to my personal reflection 2 participants: only occasionally caught my interest

ABOUT THE TUTOR 14. The tutor’s participation: • • •

was positive and enriching was acceptable but could be improved needs to make some changes

18 participants: was positive and enriching 1 participant: was acceptable but could be improved


Turn static files into dynamic content formats.

Create a flipbook
Issuu converts static files into: digital portfolios, online yearbooks, online catalogs, digital photo albums and more. Sign up and create your flipbook.