Task-Based Curriculum Design: For Basic General Education and Upper Secondary School
Keywords:
Curriculum design, Task-based learning, Basic General Education, Upper secondary education, Situated planning, Evidence-based assessment, Teaching teamsSynopsis
This handbook supports task-based curriculum design in basic and upper secondary education. It connects intended learning, teaching activities, and assessment through tasks that ask students to solve, produce, or explain something for a clear purpose. Its thirteen chapters address learners and their context, the formulation of a main task, interdisciplinary work, lesson sequencing, and learning support. They also examine assessment during the learning process, feedback, resource selection, and the review of teaching decisions. The book includes four application cases, a bank of challenges organized by subject and educational level, workshops for teaching teams, and planning formats. The proposed activities encourage teachers to examine students' responses and drafts, adjust support, and provide opportunities for revision before the final submission. This is a practical guide intended for adaptation to different school settings; it does not report an experimental validation of its materials. It is aimed at teachers seeking to organize coherent units, support participation, and use students' work to improve teaching.
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References
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Tomlinson, C. A. (2017). How to differentiate instruction in academically diverse classrooms (3rd ed.). ASCD.
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Ministerio de Educación, Deporte y Cultura. (s.f.). Currículo vigente. https://educacion.gob.ec/curriculo-priorizado/
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