For the task-based syllabus, the learners are set in a group, where each of them

has different ability. The objective of doing so is to let them learn in a conducive
situation whereas to enable them to create ideas since each of them has own
imagination to be exposed. We believe that this will help children to enhance
their creativity as they work together and let them realize that each idea is
useful to ensure a better result of their project. The theory introduced by Howard
Gardner (1981) , the Multiple Intelligences where each of us possess different
kinds of minds, therefore learn, remember, perform and understand in different
ways.
The second part to be put in account is the educational setting, which means
how we want the learners to handle the project. We are sure to use all the skills
involved in actual teaching, the listening and speaking, the reading and the
writing. This may help the learners to understand better when they learn by
following steps and procedure. They should be exposed with few samples before
they proceed to their own project. Samples are important as guidelines to the
learners and at the same time, the teacher as a facilitator to help when in needs.

The charts itself tells us about how effective the learning happened by doing.
Besides, the theory on constructivism by McBrien & Brand proved that learners

learned best by construct the knowledge themselves rather than just receiving it
from others.

The duration and schedule for each project is depend on the task itself. We
consider the childrens level of progress and their needs, too. The most important
thing is that the children get the learning in a meaningful situation so that the
knowledge they get can be used not only in that particular day but as long term
knowledge.
This discussion actually began with John Carrolls 1963 paper, A Model of School
Learning, which directly linked learning to time. He proposed that true learning
depends on the amount of time a student spends actively engaged in the
learning process compared to the amount of time the student needs in order to
learn. For example, if Bill needs 60 minutes to recognize and know ten new sight
words or be able to type 25 words per minute with no errors, and he spends 30
minutes on the learning, then Bill will not master the material. Bill will learn half
the words or type at half the speed and/or make errors.
Later research studies amplified this concept. These studies explored how time
can be more efficiently used in classrooms and the instructional practices that
lead to active student learning. The California Beginning Teacher Evaluation
Study (BTES) of grades 2 through 5 in a large number of elementary schools
identified teaching activities and classroom conditions that advanced student
learning. BTES findings highlighted three important time concepts: allocated
time, engaged time and academic learning time.
This research proved how important for a teacher to give proper time on task to
pupils in order to create more effective lesson to them.