Clan-Members » The initiator of it all, Dr Jon Coh

The ‘extension’ aspect of the programme involved the teachers in planning and performing a short lesson early and late in the programme. Both lessons were on the same topic so that they could be compared. They were not specifically instructed to use tasks. The early lessons were predominantly teacher-fronted and whole class. There were no tasks JJ Arcega-Whiteside Game Jersey , although there were some group the later lessons, all of the teachers used at least some pair or small group work, sometimes through tasks.


Criterion 1: meaning focus
All of the lessons (not surprisingly) were strongly meaning focused. Of course, the thrust of the first criterion is aimed at language teachers who may have a language focus rather than a meaning or content focus. Thus it is of more interest that these teachers began to include a language focus in pre- and post-task activities. In the later lessons these foci included not only vocabulary (which all of the teachers had explicitly introduced in their early lessons) Miles Sanders Game Jersey , but also areas such as subject-verb agreement, articles, and word classes. For example, the biology teachers designed a split information task which required distinguishing between nouns used to classify entities (for example Andre Dillard Game Jersey , heterotroph) and adjectives used to describe processes (for example, heterotrophic) in order to correctly complete a chart.
Criterion 2: gap
A gap, where at least one participant has information, reasoning Clayton Thorson Game Jersey , or an opinion that another needs in order to successfully complete the activity, is perhaps the key criterion for tasks since it promotes interaction. The teachers showed the greatest growth in understanding and implementing this criterion; they came to understand that not all group activities were tasks.


In the early lessons, there were no tasks because they lacked gaps. The biology teacher passed out a reading passage on nutritional processes accompanied by a partially filled-in graphic organizer on types, subtypes Shareef Miller Game Jersey , and examples which could be completed by copying from the text. Although students were instructed to work in groups, there was no need to and most did not. The chemistry teacher passed out a set of cards with different isotopes of different elements to groups and gave the instruction, ‘You can play with the cards’. (The video shows how puzzled everyone was since the cards did not make the aim or procedure transparent and the instructions were not modified.) The maths teacher provided groups with a list of items to organize as an introduction to set theory. All three activities could be successfully completed without any interaction, despite instructions to work in groups.


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