7.6 Active learning requires a follow-up

Task-based learning must be reflected, and also may require an immediate debriefing, for example if the students have strong feelings – joy, disappointment, anger – after a role play.

In a plenary session chaired by the teacher, the students share their ideas and reflect their activity. What have we learned? How have we learned? For what purpose have we learned? Without this reflection effort, task-based learning is merely action for its own sake. In terms of constructivist learning, the reflective follow-up is the time for abstract and systematic analysis and judgment. The teacher can give instruction – concepts, additional information – for which the task-based learning activity has provided the context.