Sunday mornings at my home were a little different. When we reached middle school, my father started providing tuition in Mathematics. He had a classic Midas touch. Anyone who loved numbers would score above 95 in the board examinations. Surprisingly, his own children were the only exceptions! One was a quizzer. The next was linguistics. The third was a survivor. Every Sunday morning, almost with a church-like discipline, the entire household was readied to accommodate seven or eight individuals.
He would often start with a story or an activity or a riddle. We fiddled. We nudged each other or scratched our heads. Sometimes, we even screamed in frustration. But with a clever sparkle, he would look at us amused and point at the solution. Thinking out of the box was his forte. Solving sums using different methods was his game. No assignment was tedious or regimented. And of course, never predictable. My first mentor, he introduced me to a strategy that is now widely used and referred to as Task Based Method.
So, what exactly is this strategy?
Task based learning a method that emerged in the 1980s – is primarily a strategy by which students or learners complete a task that simulates a real world scenario. Ideally, teachers act as facilitators and provide clear instructions on the steps. The task can be conducted in groups or pairs. From flash cards to LED screens, facilitators can use any resource to guide the students. These tasks assigned to learners can be of various types – worked out examples, application based or diagnostic.
Who should use it?
In most cases, task based learning is used in language learning and developing communication skills. Naturally, language teachers enjoy assigning the three-cycle assignments to encourage learners to participate actively. In contemporary Mathematics, Science & Commerce classrooms, learners enjoy seeking solutions thereby making the instructions interesting and relevant.
What benefits does it yield?
From critical thinking to accelerating knowledge internalisation, from independent thinking to active exploration, task based learning ensures closer involvement.
Divergent thinking is cultivated in the classroom and flexible application becomes the order of the day. Students also collaborate, remain focused, and develop in- depth understanding of concepts.
How can a teacher implement this method in the classroom?
This method requires a clearly demarcated 3 stage implementation. During the first and introductory phase, an exercise is assigned with a clear set of instructions. In the second stage, learners work in pairs or groups to solve the assignment. In the final stage, students analyse the results, reflect, debate outcomes and close the lesson.
Recently, I wanted to teach how to write a certain kind of essay for college admissions. Initially, I had discussed the purpose of the essay and how to brainstorm. Then I handed each group a set of papers with some information printed. The groups had to reorganize the chits in a logical order. Naturally, the sequence of each group was completely different from that of another. The ensuing discussions and arguments were extremely logical, creative, very enlightening and even downright humorous. It helped all students to realign their reasoning, especially after I shared the desired structure for the essay.
What challenges do learners face when a task is assigned?
Frankly, much depends on external stimulation like reinforcement, inspiration and definitely interest of learners to ensure the success of this methodology. Some exercises often baffle students. Sometimes, the targeted outcome is not achieved. At other times, the task is inadequate and does not generate interest. Especially in STEM fields, the challenges are greater.
To conclude, the philosophy of a lesson is acquisition of knowledge and an increased ability to apply the same in professional or personal capacities. This method makes the class more purposeful and goal oriented. Of course, challenges pose a threat. But that is part of life. Like my father would say, “The solution is right in front of you. Go, find it!”
(THE WRITER IS COORDINATOR, MAHADEVI BIRLA SHISHU VIHAR; SERIES EDITOR, ENGLISH PRESS AND MEMBER, IPPL)