stephanie williams-internet-based projects
DESCRIPTION
jornades de llengües estrangeres , Salou , 24,25 i 26 de novembre 2011TRANSCRIPT
LANGUAGE LEARNING WITH
INTERNET-BASED PROJECTS
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
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)
THINK, PAIR , SHARE
Searching the Internet for material:
• Which search engines do you use and why?
• How do you find exactly what you want?
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
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.
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.
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.
INTERNET-BASED PROJECTS
Examples of Internet-based projects
• Poster presentation• Fact file• News Bulletin• Reader Internet project• Webquest
READER INTERNET-BASED PROJECT
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
READER INTERNET-BASED PROJECTS
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
INTERNET-BASED PROJECT
A WebQuest
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.
http://webquest.sdsu.edu/webquestwebquest-es.html
INTERNET-BASED PROJECTS
A WebQuest About WebQuestsBy Bernie Dodge & Tom March
INTERNET-BASED PROJECTS
Project work evaluation:
• Process documented through diaries, portfolios, checklists...
• Evaluation table (rubric)
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
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
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
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.
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
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.
Wrap up
Conclusion
Questions?
Thank you for your participation, enjoy the conference and happy teaching!
And a special thanks to the organisers of the conference!
Thank you!