TASK ANALYSIS

WHAT IS TASK ANALYSIS?

A task analysis is a fundamental tool for teaching life skills. It is how a specific life skill task will be introduced and taught. The choice of forward or backward chaining will depend on how the task analysis is written.

A good task analysis consists of a written list of the discrete steps required to complete a task, such as brushing teeth, mopping a floor, or setting a table. The task analysis is not meant to be given to the child but is used by the teacher and staff supporting the student in learning the task in question.

TO BE CONSIDERED IN A TA

Three levels of knowledges:

ü  FACTUAL

ü  CONCEPTUAL

ü  PROCEDURAL

ü  METACOGNITIVE

Task analysis is one of the most effective ways to teach elementary, secondary, and even college students to thoroughly complete an assignment and master a skill(s). This article highlights everyday activities that can be broken into component parts to reach a specific learning goal.

Task analysis, in simple terms, is a process that breaks down an activity into smaller parts. By using task analysis in the classroom, teachers find that goals are more easily reached and that students are more likely to recall material at a later date. Sequences or steps are followed and practiced, making complex goals more attainable and hazy directions clearer!

TOPIC: TEACHING WITHOUT THEACHING BY ROBERTO GUZMAN

In this talk Roberto discusses his three phase system which he uses to teach English without teaching English, to improve the learning experience for students and the teaching practice for professors.

Roberto mentioned about the importance of the analyzing, to synthesis and evaluate and think in a new language, he developed a system called Teaching without Teaching English which evolve into the language whenever they listen a conversation, tape and they have to identify if the people are specific when they are talking about that can help in the develop of comprehension, the second one is detect logical fallacies that can make the reasoning process, and the last one is identify levels of cognition. Roberto mentioned about that one important thing in his way of teaching is let his students to make mistakes in order to provide a better learning, and also let them use Spanglish, and also to have an idea of a word or about how to pronounce it after a time students will start to learning, thinking and speaking in English spontaneously and also they realize that they can make mistakes and learning in this way.

The only way of learning is understanding the language is a wonderful living thing and also that there is no way that someone can learn a language by simply memorizing rules by concentrating only in grammar but also when students are comfortable making mistakes the exchange in the classroom become so much more dynamic.

WHAT IS THEORETICAL FRAMEWORK?

The theoretical framework is presented in the early section of a dissertation and provides the rationale for conducting your research to investigate a particular research problem.

Consider the theoretical framework as a conceptual model that establishes a sense of structure that guides your research. It provides the background that supports your investigation and offers the reader a justification for your study of a particular research problem. It includes the variables you intend to measure and the relationships you seek to understand. Essentially, this is where you describe a “theory” and build your case for investigating that theory.

The development of the theoretical framework helps to clarify your implicit theory in a manner that is more clearly defined.  It helps you to consider other possible frameworks and to reduce biases that may sway your interpretation. The theoretical framework is how you conceptualize the nature of your research problem, its basis and the analysis you will choose to investigate that problem. This framework determines how you perceive, make sense of, and interpret your data.

Bloom’s Taxonomy

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom’s Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as “skills and abilities,” with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice. 

The Original Taxonomy (1956)

Here are the authors’ brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives (Handbook One, pp. 201-207):

Knowledge 

“involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting.”

Comprehension

“refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications.”

Application 

refers to the “use of abstractions in particular and concrete situations.”

Analysis 

represents the “breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit.”

Synthesis 

involves the “putting together of elements and parts so as to form a whole.”

Evaluation 

engenders “judgments about the value of material and methods for given purposes.”

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom’s Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of “educational objectives” (in Bloom’s original title) and points to a more dynamic conception of classification.

Why To Use Bloom’s Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

* Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

* Teachers can benefit from using frameworks to organize objectives because

* Organizing objectives helps to clarify objectives for themselves and for students.

* Having an organized set of objectives helps teachers to:

1. “plan and deliver appropriate instruction”;

2 .“design valid assessment tasks and strategies”;and

3. “ensure that instruction and assessment are aligned with the objectives.”

The positive efects of using virtual classroom as a repository to support a face to face english teaching class at UTEC

The positive efects of using virtual classroom as a repository to support a face to face english teaching class at UTEC

A well-maintained virtual class should enable students of all learning styles to receive the best possible education, in a way that they may not in an exclusively lecture-based environment which tends to be focused on auditory learners only. If the resources on a virtual classroom do not cater to the needs of the students both in terms of their format (text files, audio files, videos etc.) and their content the Virtual classroom is effectively rendered useless as it does not add to the students’ learning experience. It should contain just enough information to allow students to reinforce their work in lectures and gain a broader and deeper understanding of the subject, preferably through a range of presentational styles.

as you can see there are many positive effects based on researchs made by students in different áreas

Traditionally, the school has been the place where learners and teachers meet each other day for the purposes of instilling knowledge. However, with the advent of computer technologies in the early 1990s, many products and solutions have been developed to fully exploit the internet. Since then, virtual learning environments  have emerged to supporting teaching and learning activities across the internet. These days, we have something called the virtual classroom

there are different steps to create a virtual classroom