Documentation:Vantage College Curriculum/Task Based Learning

Task-based Learning

In order to provide a principled and systematic instructional methodology to support the flipped model of course content delivery, a modified version of the Task-Based Learning Model has been incorporated. Unique to the UBC Vantage model is the use of dual reporting, covering both discipline-specific and linguistic reflection.

The UBC Vantage College model for task-based delivery

Pre-task phase

The primary purpose of the pre-task phase is to introduce key resources and activate the learners' schema. At UBC Vantage, this phase is also used to have students reflect on their existing knowledge of the concept under consideration, in addition to reflecting on how that is mediated by their current linguistic ability.

Pre-task materials might be presented as readings, web resources or short instructional videos. Schema might be activated via short quizzes, checklists or question prompts.

Task phase

Tasks are:

• processed based;
• based on pedagogical patterns;
• generally group or team based.

The reporting phase includes both a concept and language report.

Resources

• Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford University Press: Oxford, U.K.