stephanie williams-internet-based projects
DESCRIPTION
jornades de llengües estrangeres , Salou , 24,25 i 26 de novembre 2011TRANSCRIPT
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LANGUAGE LEARNING WITH
INTERNET-BASED PROJECTS
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CONTENT
Today we will look at:
What an Internet-based project is.Ways of searching the Internet.Why incorporate Internet-based projects in the L2 classroom.Requirements.Examples of Internet-based projects.Assessing a Webquest.The Evaluation process.The benefits of Internet-based projects.ConclusionQuestions
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INTERNET-BASED PROJECTS
What is an Internet-based project?
• Project requiring use of the Internet for research purposes – Stages of the research process:
Needs, Strategy, Collect, Sift, Synthesize, Assess
• Project types: – Short writing tasks; Essays; Presentations eg. Poster,
Powerpoint; Reports; Debates; Webquests...
• Time allocated:– Short-term (1-3 days) or long-term (1-5 weeks)
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THINK, PAIR , SHARE
Searching the Internet for material:
• Which search engines do you use and why?
• How do you find exactly what you want?
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THINK, PAIR , SHARE
Searching the Internet for material:
‘Information hunt’ activity
Find:
1. Date of the last London Marathon
2. The capital of Wales
3. The number 1 male tennis player in 1991 (some knowledge of the subject being researched necessary)
4. Who wrote Alice’s Adventures in Wonderland
5. The director of the film Alice’s Adventures in Wonderland
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INTERNET-BASED PROJECTS
How to search the Web faster, easier & more efficiently
5 basic steps:
• Use more than one search engine:
- All purpose search engine: www.google.es- Meta search engine: www.dogpile.com- Niche search engine: www.blinkx.com
• Learn how to use your search engine(s) well.
• Rephrase your query if necessary.
• Get to know common search terms.
• Bookmark useful websites for later use.
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INTERNET-BASED PROJECTS
Why incorporate Internet-based projects in the L2 classroom?
• A structured way for teachers to begin to incorporate the Internet in the class.
• Uses students natural enthusiasm for the Internet to further learning.
• Provide fast access to a great source of information.• Motivating and challenging.• Encourage cooperative learning & stimulate interaction.• Encourage critical thinking skills.• Improve students’ language skills, content learning &
cognitive abilities.• Encourage learner autonomy.
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INTERNET-BASED PROJECTS
Incorporating an Internet-based project into your teaching - what you will need to do:
• Choose the topic.• Set a time limit.• Find resources appropriate to your students’ age and
level.• Make the task clear.• Decide on the project outcome.
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INTERNET-BASED PROJECTS
Examples of Internet-based projects
• Poster presentation• Fact file• News Bulletin• Reader Internet project• Webquest
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READER INTERNET-BASED PROJECT
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Solar energy:http://www.ucsusa.org/clean_energy/technology_and_impacts/energy_technologies/how-solar-energy-
works.html
Biomass energy:http://www.ucsusa.org/clean_energy/technology_and_impacts/energy_technologies/how-biomass-
energy-works.html
Wind energy:http://science.howstuffworks.com/environmental/green-science/wind-power.htm
Renewable Energy
READER INTERNET-BASED PROJECT
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READER INTERNET-BASED PROJECTS
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Frank Lloyd Wright: http://www.greatbuildings.com/architects/Frank_Lloyd_Wright.html
Norman Foster: http://www.greatbuildings.com/architects/Norman_Foster.html
Antonio Gaudí:http://www.greatbuildings.com/architects/Antonio_Gaudi.html
Architecture
Santiago Calatrava:http://www.greatbuildings.com/architects/Santiago_Calatrava.html
READER INTERNET-BASED PROJECTS
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INTERNET-BASED PROJECT
A WebQuest
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WEBQUEST
A WebQuest is:
- An inquiry-oriented activity.
- Designed to use learners’ time well.
- Focuses on using information provided and not searching for it.
- Requires students to analyse, synthesize and evaluate information.
- Caters for multiple intelligences.
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http://webquest.sdsu.edu/webquestwebquest-es.html
INTERNET-BASED PROJECTS
A WebQuest About WebQuestsBy Bernie Dodge & Tom March
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INTERNET-BASED PROJECTS
Project work evaluation:
• Process documented through diaries, portfolios, checklists...
• Evaluation table (rubric)
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INTERNET-BASED PROJECTS
RubricPossible Points
Student's Evidence of Researching the Famous PeopleDid you use the websites provided by the WebQuest? 5 pointsDid you answer all the questions on the "Famous Person" Worksheet? 5 pointsDid you answer the questions in complete and readable sentences? 5 points
__________________ out of 15
Student's Evidence of Searching for the Local HeroDid you answer all the questions on the "Local Hero"Worksheet? 5 pointsDid you answer the questions in complete and readable sentences? 5 points
___________________out of 10
Group's Presentation and PosterDid every member in the group speak up clearly in the presentation? 5 pointsDid every member in the group make eye contact? 5 pointsDid the poster show at least 3 qualities of a hero? 5 pointsDid the poster show the illustration? 5 points
___________________out of 20
TOTAL ___________________ out of 45
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INTERNET-BASED PROJECTS - EvaluationUnraveling the Underground Railroad Rubric
20 15 10 5
Total: ____/ 20 ____/ 100 *The maximum amount of points is 20. To get a final grade, multiply the total number of points by 5 to get a score divisible by 100.
Exemplary 4
Qualified 3
Developing 2
Beginning 1
J ournals Student maintained focus on prompt throughout Student wrote f rom the point of view of given character I nformation stemmed f rom research of the Underground Railroad
4
Student mostly maintained focus Student mostly wrote f rom the point of view of the given character Most information stemmed f rom research of Underground Railroad
3
Student of ten lacked focus Student mostly did not write f rom the point of view of the given character Some information stemmed f rom research of Underground Railroad
2
Student had no focus Student did not write f rom the point of view of the given character No information stemmed f rom research of Underground Railroad
1 Preparation for
Talk Show (Brainstorm Worksheet)
Group brainstormed a list of 10 questions, including a mix of some general Underground Railroad questions and some questions specific to each role
4
Group brainstormed a list of 7-9 questions, including mostly general Underground Railroad questions and only a few questions specific to each role
3
Group brainstormed a list of 4-6 questions, and only wrote general Underground Railroad questions OR only wrote questions specific to each role
2
Group brainstormed fewer than 4 questions and were not relevant to topic
1 Preparation for
Talk Show (Question
Worksheet)
Group answered all preparation questions on worksheet intelligently
4
Group answered most preparations questions on worksheet intelligently
3
Group answered some preparations questions on worksheet intelligently
2
Group answered no preparations questions on worksheet intelligently
1 Presentation of
Talk Show Student answered questions f rom point of view of character with confidence
4
Student mostly answered questions f rom point of view of character with some confidence
3
Student sometimes answered questions f rom point of view of character with little confidence
2
Student never answered questions f rom point of view of character
1 Computer Lab
Manners Student explored only websites that were part of the Web Quest and worked only on Web Quest material
2
Student sometimes explored other websites OR worked on other assignments
1.5
Student of ten explored other websites OR worked on other assignments
1
Student did not attempt to work on Web Quest while in computer lab
.5 Collaboration with Group Members
Student worked well with others and made excellent use of time
2
Student mostly worked well with others and made good use of time
1.5
Student sometimes worked well with others and sometimes made good use of time
1
Student did not work well with others and made poor use of time
.5
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GROUP / SELF ASSESSMENT
How did I help my group?
Name: _____________________________________
WebQuest Title: _____________________________
Date: ______________________________________
My role in the group assignment was:
_________________________________________________________ _____
My tasks were:
______________________________________________________________
______________________________________________________________
______________________________________________________________
_________________________________________________ _____________
What problems we had and how we resolved them:
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
What I did well:
______________________________________________________________
______________________________________________________________
_____________________________________________________________ _
______________________________________________________________
What I would do diff erently next time:
______________________________________________________________
______________________________________________________________
_____________________________ _________________________________
______________________________________________________________(Adapted f rom Bennett et al, 1991, p 163)
Group Think!
WebQuest Title: _____________________________
Date: ______________________________________
Examine the process and products of your WebQuest and together brainstorm
which parts make you particularly proud and which parts you would do diff erently
next time.
Adapted f rom Bennett et al, 1991, p 173)
Process
Working together by
Listening to everyone’s ideas
Helping each other
Completing your tasks on time
Products
Vegetable Garden
Letter to Principle
PowerPoint Presentation
Book
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THINK, PAIR, SHARE
Benefits of Webquests:
• Emphasis is on learning and not teaching, as Webquests are student-based activities with the teacher acting as guide and facilitator.
• Support multiple intelligences, critical questioning & brain research.
• Provide a useful integration tool that teachers can reuse, with minor adjustments.
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WEBQUESTS
Combine “the most effective instructional practices into one integrated student activity.”
(Tom March – Why WebQuests?, an introduction – circa web 1998)
Webquest Template:http://projects.edtech.sandi.net/staffdev/tpss99/mywebquest/index.htm
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Internet-based Projects
Benefits of Internet-based Projects in general:
• Encourage Student Motivation.• Encourage Autonomy.• Focus on Content Learning.• Largely Student-Centred.• Encourage Cooperative Learning.• Have a Real Purpose – an End Product.• Provide opportunities to focus on Fluency and Accuracy.• Improve students’ Language Skills & Cognitive Abilities.• Improves Digital Competency.• Build student Confidence & Self-esteem.
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Wrap up
Conclusion
Questions?
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Thank you for your participation, enjoy the conference and happy teaching!
And a special thanks to the organisers of the conference!
Thank you!