7.3 Tasks – the teacher’s tool to support active learning

Living Democracy » Textbooks » Educating for democracy » Part 1 – Understanding democracy and human rights » Unit 3 – Educating for democracy and human rights » 7. The method carries the message: task-based learning in EDC/HRE » 7.3 Tasks – the teacher’s tool to support active learning

From the teacher’s point of view, carefully designed tasks are the main tools to support active processes of learning. In designing or adapting learning tasks, a teacher takes into account all major aspects of teaching and learning: the structure of contents and learning objectives, the students’ initial levels of achievement, understanding and skill, learning opportunities, media, and the working atmosphere in class.

EDC/HRE is essentially organised as task-based learning. Volumes II-VI give many demonstrations and descriptions of task-based learning – integrated into a sequence of four lessons to allow realistic planning. Task-based learning falls into three basic categories: simulation of reality, exploration of reality and production. The following table gives some examples for these categories.

Task-based learning
Simulation of reality in class Exploration and taking action in real-life situations Production
Role plays
Decision-making games
Playing statues
Conferences
Talk shows
Debates
Hearings
Tribunals
Interviewing an expert
Interviews in the street
Surveys and research
Internship
Job shadowing
Case studies
Taking part in school
government
Taking part in lesson planning
Presentation
Handout
Poster
Flyer
Wall newspaper
Video or music clip
Internet site
Presentation
Report: news of the week
Exhibitions
Portfolios
Skills training