Describe the different between team and group and Identify and critically reflect on the relationship between the objectives of significant operational task and my individual role and objectives. Moreover, this task will demonstrate and evaluate how I interacted with my colleagues and show my opinion in what I would do if I look back on the significant task and why I would do that.
This part shows how I have developed my skills over the course through my personal portfolio
This part shows the reflection on the process of my skills development
1. Working with a number of colleagues on a given project or significant operational task 1.1 The differences between team and group
The word group and team usually are used interchangeably, but there are actually a number of differences between a team and a group depends on which part you have considered. Longman dictionary defined both words base on the word meaning : “group defined as several people or things that are all together in the same place” and “team defined as a group of people who have been chosen to work together to do a particular job”. Besides you can consider a difference between group and team by focusing on a relationship among members in group or team. Usually, members in a team are close to each other and their individual tasks are related to one another. Significantly, team donates more than one individual involve in goal-oriented joint action while group refer to informal clustering of more than one individual (Wilson A. 1998) and it goes beyond individual accomplishments. (Ruth
Task Based Approach to Language Learning
The past decade has witnessed the advent of task-based instructional approaches in different names including problem-based learning, situated learning and case-based learning. Though varied in names, they all seem to have one thing in common; they get learners involved with tasks or problems as contrasted with more traditional topic-centered curriculum approaches. (Merrill, 2007). Proponents of task-based learning believe that learners involved with real-world problems form appropriate schema and mental models as they collaboratively solve problems and reflect on their experience. Task-based instructional approaches have been widely adopted across a wide variety of discipline areas including medical training, social work, design, and language learning. This paper will discuss the implication of the task-based approach to second language learning where the method has been increasingly adopted and tried in many language classrooms across the world in the recent past. In this paper, the impact of task-based language learning will be explored with special regard to adult learners whose distinctive characteristics make task-based approaches more plausible and beneficial.
Task-based instruction is a small, yet fast growing, trend in contemporary second language teaching. To give an example, the ERIC database shows over 120 articles on this issue since the beginning of this millennium. In order to discuss task-based learning properly, it is important to understand what the term ‘task’ means. Task has been defined by various researchers including Nunan (2004) who wrote that “a task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language” (p.9). Earlier than Nunan, Jane Willis (1996) defined task as “an activity where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome” (p.23). While definitions vary somewhat among scholars, they all emphasize that pedagogical task involves “communicative language use where users’ attention is focused on meaning rather than grammatical form” (Nunan, 2006, p.17).
Stemming from the constructivist theory of learning, task-based instruction has emerged in response to the limitations of the traditional PPP (presentation, practice and performance) paradigm (Ellis, 2003). While the PPP approach is relatively straightforward and well-structured to be easily understood by both students and beginner teachers, it has also been criticized considerably for the characteristic that it is far too teacher-oriented and over controlled. Furthermore, the trend of globalization has urged educators and governments to improve communicative competence among second language learners, and the PPP approach has not been effective in fulfilling the mission. Short, Harste