“Socrates knew it. Jesus knew it. The Buddha knew it… These great teachers set great learning tasks because they knew the power of dialogue (Vella XIII).” This is a very noteworthy statement made by Jane Vella, author of the textbook for this course, “Taking Learning to Task.” Dialogue is a key cog in the learning process. It is through dialogue that the exchange of information from teacher to student, and student to teacher, starts. This paper will summarize the main points discussed by Vella.
Before getting into the meat of the book, Vella served an appetizer to define the term “learning task.” She defines it this way, “A learning task is a way to structure dialogue. It is an open question put to members of a small group, who have been given all the resources they need to respond. A learning task is a way of ensuring engagement of learners with the new content (Vella XIII).” Open dialogue enlists the participation of the adult student in the learning process. …show more content…
The author opens by talking about four assumptions that are necessary for the process. One, learners come with the capability to do the work involved in learning (3); secondly, students learn when they are vigorously involved – cognitively, emotionally, and physically – with the content (3); third, new material can be presented through learning tasks (5); and lastly, learning tasks promote accountability (6). As teachers and students acknowledge these assumptions, the classroom should be a bastion for open dialogue, and the exchange of information and ideas experienced
Before getting into the meat of the book, Vella served an appetizer to define the term “learning task.” She defines it this way, “A learning task is a way to structure dialogue. It is an open question put to members of a small group, who have been given all the resources they need to respond. A learning task is a way of ensuring engagement of learners with the new content (Vella XIII).” Open dialogue enlists the participation of the adult student in the learning process. …show more content…
The author opens by talking about four assumptions that are necessary for the process. One, learners come with the capability to do the work involved in learning (3); secondly, students learn when they are vigorously involved – cognitively, emotionally, and physically – with the content (3); third, new material can be presented through learning tasks (5); and lastly, learning tasks promote accountability (6). As teachers and students acknowledge these assumptions, the classroom should be a bastion for open dialogue, and the exchange of information and ideas experienced