INTERNET BASE PROJECT WORK

LONG TERM AND SHORT TERM PROJECTS MORE PREPARATION GROUP ACTIVITIES (ALLOW INTERACTION, COOPERATIVE WORK) LEARNING PURPOSES BUT ALSO CROSS OVER KNOWLEDGE IMPROVE MOTIVATION CRITICAL THINKING SINCE STUDENTS NEED NOT ONLY TO GET INFORMATION BUT TO TRANSFORM IT

LONG TERM AND SHORT TERM PROJECTS

MORE PREPARATION

GROUP ACTIVITIES (ALLOW INTERACTION, COOPERATIVE WORK)

LEARNING PURPOSES BUT ALSO CROSS OVER KNOWLEDGE

IMPROVE MOTIVATION

CRITICAL THINKING SINCE STUDENTS NEED NOT ONLY TO GET INFORMATION BUT TO TRANSFORM IT

| Steps Choose the project topic Make the task clear Find the resources Decide on the outcome

Steps

Choose the project topic

Make the task clear

Find the resources

Decide on the outcome

GET INTO WORK Basic 1. PREPARE STUDENTS FOR THE PURPOSE OF THE TASK. SELECT INPUT ACTIVITIES. WARM THEM UP 2. CHECK THE SOURCES IN INTERNET (ANY WEB PAGE) 3. EXTRACT THE INFORMATION IN MIND DIAGRAMS 4. SHOW STUDENTS EXAMPLES 5. ASK STUDENTS TO WORK ON THEIR OWN.

1. PREPARE STUDENTS FOR THE PURPOSE OF THE TASK. SELECT INPUT ACTIVITIES. WARM THEM UP

2. CHECK THE SOURCES IN INTERNET (ANY WEB PAGE)

3. EXTRACT THE INFORMATION IN MIND DIAGRAMS

4. SHOW STUDENTS EXAMPLES

5. ASK STUDENTS TO WORK ON THEIR OWN.

ADVANCED 1. Brain storm the vocabulary in the project 2. Check the sources for information. Find out complementary ideas students can understand. 3. Discuss on the information found 4. a. Choose the means to develop the project b. Choose the roles of participants and the number of them

ADVANCED

1. Brain storm the vocabulary in the project

2. Check the sources for information. Find out complementary ideas students can understand.

3. Discuss on the information found

4. a. Choose the means to develop the project

b. Choose the roles of participants and the number of them

4. a. Choose the means to develop the project b. Choose the roles of participants and the number of them 5. Decide on the tasks each participant will develop 6. final task presentation

4. a. Choose the means to develop the project

b. Choose the roles of participants and the number of them

5. Decide on the tasks each participant will develop

6. final task presentation

INTERNET-BASED SIMULATIONS ADDRESS REAL LIFE SITUATIONS INTO THE CLASSROOMS WEBQUESTS Miniprojects that are basically used with material taken from internet. Short term quest. Search of information and use it in the class for learning purposes

ADDRESS REAL LIFE SITUATIONS INTO THE CLASSROOMS

WEBQUESTS

Miniprojects that are basically used with material taken from internet.

Short term quest. Search of information and use it in the class for learning purposes

Long term quest. Analyze a body of knowledge deeply and transform it in some way. Students will create something others can interact with online. Procedure Choose the topic Providing background information (vocabulary, concepts, input) Give students the information on the role they need to assume. Usually reporters/researchers

Long term quest. Analyze a body of knowledge deeply and transform it in some way. Students will create something others can interact with online.

Procedure

Choose the topic

Providing background information (vocabulary, concepts, input)

Give students the information on the role they need to assume. Usually reporters/researchers

The process stage of a webquest leads learners through activities and tasks using predefined resources Evaluation Web quest creation A. research skills, to choose the material B. analytical skills C. word processing skills

The process stage of a webquest leads learners through activities and tasks using predefined resources

Evaluation

Web quest creation

A. research skills, to choose the material

B. analytical skills

C. word processing skills

Webquest creation Exploring the possibilities Choose and chunk the topic Identify the learner´s gaps Inventory resources Uncover the question Designing for sucess stage Brainstorm transformations Identify real word feedback

Exploring the possibilities

Choose and chunk the topic

Identify the learner´s gaps

Inventory resources

Uncover the question

Designing for sucess stage

Brainstorm transformations

Identify real word feedback

Sort links into roles Define the learning task Creating your webquest stage Write the web page Engage learners Scaffold thinking Decision, implement and evaluate

Sort links into roles

Define the learning task

Creating your webquest stage

Write the web page

Engage learners

Scaffold thinking

Decision, implement and evaluate

THANKS

THANKS