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DIPLOMA IN EDUCATION
SECTION B
TASK ANALYSIS
1
TEACHER: Ms. Heather Richards
PRE – KNOWLEDGE: Students have experience as tourists and have been exposed to the
2. Demonstrate the ability to distinguish between the different types of tourism using a
Responding)
Valuing)
2
ACTIVITY CHART:
At the end of this session students will be able to demonstrate communicative verbal and
auditory skills in a meaningful context that is familiar to them through small and whole group
discussions and activities. They would also be able to cooperate with others in small groups and
This task analysis targets role play that connects with objective two (2) that is located in the
middle of the activity table. The second objective of the lesson is to enable students to
distinguish between the different types of tourism. Role play was chosen for testing their ability
to do so because it links subject content to real life context that allows students to become
interested in dialogue which may boost their presentation skills and enhance group interaction.
Justification: This task is important because it creates an opportunity for students to explore the
different types of tourism within a real world context using their experience as travelers and
tourists. As Van Ments (1983) explains role play allows students to see the relevance of what
they are doing and this increases their ability to relate to the context used within the content. It
creates an opportunity for the teacher to act as a facilitator by providing the topic and guidelines
while allowing students the independence to direct how the role play is executed.
Strategy: Role play integrates the cognitive, affective and psychomotor skills of students.
Although the primary focus for this task is on the cognitive skill of analysis because students are
required to distinguish between the different types of tourism, it is important that all three
domains of learners are engaged to ensure the learning strategy is aligned with the whole child
approach in education.
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Analysis: Role play facilitates a constructivist approach to learning that allows students to use
their prior knowledge and experience from their personal travels both locally and abroad and the
travels of relatives to construct their own meanings and understandings the different types of
tourism. Through the social activity of role play students will be able to take ownership of their
own learning as they use personal experiences to portray the type of tourism their group is
assigned while utilizing language, communication and sub skills such as pronunciation and
intonation during their presentations. Sub-skills such as listening for gist and specific
information will also be utilized and developed when students view the presentations of their
peers and attempt to distinguish the type of tourism they were assigned. By allowing students to
physically engage in the lesson through role play that utilizes personal experiences, students will
be able to create and apply their knowledge as they build interest in the topic and develop their
critical thinking skills as they distinguish between the different types of tourism.
STEP2: Each group will randomly select a type of tourism to present in a role play
STEP 3: Groups will be given a handout containing the instructions and rubric for the role play
that the teacher will briefly explain (e.g.
- use your personal travels and pre-knowledge of the different reasons people travel to depict
your assigned type of tourism.
- use cues, language and gestures that do not overtly reveal the type of tourism assigned.
-during presentations of other groups listen for the gist of what is being portrayed in order to
create a concept map distinguishing between the different types of tourism at the end of the
session .
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-marks will be allotted for creativity (5), content (10), presentation (5), evidence of cooperation
(5) and communication skills (5)
STEP 4: Three (3) minutes will be allotted for each group to brainstorm, create a scenario and
characters that depict the different types of tourism
STEP 5: Groups will be allotted five (5) minutes each to present their role play
STEP 6: During role play actors will assume the role of their characters and use relevant
language, vocabulary and cues related to the type of tourism assigned
STEP 8: The audience will listen to and interpret each presentation to determine and record the
type and characteristics of tourism portrayed by each group
STEP 9: Teacher will engage the whole class in a discussion of each skit to (a) gauge whether
students correctly distinguished the different types of tourism and (b) make corrections if
necessary.