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    IBP IBP Presentation Transcript

    • 1
    • Word Processors Familiarization withcomputer & keyboard Internet based Project work Using Websites Searching, locating making use of Websites 2
    • Without special knowledge, teacher canincorporate the Internet into the languageclassroom, on both a short-term and a long-termbasis. (You may create what you need if you have time, oryou can make use of what already exists)It provides language learners with theopportunity of cooperative learning andinteraction which are crucial elements of learninglanguage communicatively 3
    • You can use Internet-based projects for simplylanguage learning purposes, but it is also possiblefor learning some other interdisciplinary subjects.For language teachers who teach “foreignlanguage”, this opportunity provides real worldcontexts and that case may be a great source ofmotivation for learnersCollaboration, cooperation, interaction fosterimplementation of critical and analytical thinkingskills 4
    • Maybethe most famousworldwideInternet Project isWikipedia(www.wikipedia.org)a collaborativeencyclopaediaproduced by andfor the Internetcommunity.What i know is… 5
    • Project work can range;froma simple low-level project like making a posterpresentation about a famous persontohigh-level investigative work wherelearners research a subject and present polemicalviews and opinions in a report or debate. 6
    • GENERAL STEPS FOR INTERNET BASED PROJECT WORK1-Choose the project topicWill your learners be researching famous people,an event or an issue?2-Make the task clearWhat information will they need to find —biographical, factual, views and opinions? 7
    • GENERAL STEPS FOR INTERNET BASED PROJECT WORK3-Find the resourcesWhich websites will your learners need to visit?Do these websites contain the information theyneed and are they at the right level?Refer to what we have learnt on selecting andevaluating websites.4-Decide on the outcomeWhat is the final purpose of the project? (Forexample, will your learners be making a poster, apresentation or holding a debate?) 8
    • A low level project: An actor Cindy Crawford Brad Pitt 9
    • mind-map search skills Private LifeBackground ACTOR /ACTRESSFilms Awards Others 10
    • Posterwork 11
    • A high level project:Global Warming GLOBAL WARMING Evidence Evidence Countries Possible Plausible For Against Involved Effects Solutions 12
    • A high level project: Global Warming Group Work: TV Debate You can divide the class into four groups, working towards a special television debate on global warming: 1- TV debate presenters. 2- Scientists who deny that global warming exists, or that it is potentially dangerous. 3- Environmental campaigners wanting to inform the public of the dangers. 4-TV studio audience.Each group should prepare their role, doing further research ifnecessary, and preparing charts and other visual aids if they willbe of help to them. 13
    • Internet-based simulations bring real-lifecontexts to the classroom,In your notes there is an example about A businessEnglish simulationThe Internet gives learners access to authenticwebsites that provide stimulating andrelevant content that enables them tocarry out these simulations.This sample simulation looks at the case of a PERSONALASSISTANT having to ORGANISE THEİR MANAGERSBUSINESS trip to the United Kingdom. 14
    • The benefits of such simulations1-It uses real websites, and a potentiallyreal situation,2-It enhances learners’ purposeful andselective reading3-Enables learner to process information,gain planning skills4-Provides real contexts that require truecommunication (especially info gap)5-Adresses technology skills 15
    • A Webquest is an inquiry-oriented lesson formatin which most or all the information that learnerswork with comes from the web. 16
    • Webquests can be teacher-made orlearner-made, depending on the learningactivity the teacher decides on.What makes webquests different from projects orsimulations is the fairly rigidstructure they have evolved over the yearsTwo types of webquest are identifiedShort-term webquestsLonger-term webquests 17
    • Short-term webquestsMay spread over a period of a couple ofclasses or so, and will involve learnersin visiting a selection of sites to findinformation, and using that information in classto achieve a set of learning aims.Longer-term webquestsLonger-term webquests might last a fewweeks, or even a term or semester. Aftercompleting a longer-term webquest, a learner willhave analysed a body of knowledgedeeply, transforming it in someway. They produce a report, a presentation, aninterview or a survey. 18
    • Main Sections of a webquest-INTRODUCTION -TASK -PROCESS -EVALUATION 19
    • INTRODUCTIONIntroduces the overall theme of thewebquestGives background information on thetopicIntroduces key vocabulary andconcepts which learners will need tounderstand in order to complete the tasks 20
    • TASKExplains clearly and precisely what thelearners will have to do as they worktheir way through the webquest.Task should be highly motivating andintrinsically interesting for the learners,Task should be relevant to real-lifesituations. 21
    • PROCESSGuides the learners through a set ofactivities and research tasks, using a setof predefined resources.These resources are Internet-based, and areusually presented in clickable form, (a set ofactive links to websites within the task document) 22
    • PROCESSIn language-based webquest, the process stagemay introduce or recycle lexical areasor grammatical points which are essentialto the task.The process stage of the webquest will have oneor several products which the learners areexpected to present at the end.These products will often form the basis of theevaluation stage. 23
    • EVALUATIONThis stage can involve learners in self-evaluation, comparing and contrasting whatthey have produced with other learners,Learners should give feedback on whatthey feel, what they have learnt andwhat they achieved.It will also involve teacher evaluation 24
    • http://zunal.com 25
    • http://zunal.com/webquest.php?w=130140 26
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    • What does Webquest creation require?Research skillsYou should be able to search the Internet to find necessarysources quickly and accuratelyAnalytical skillsNot every piece of information from web is accurate andreliable. (Know that quality is not guaranteed.) You shouldevaluate and criticize web sources according to somecriteria.Word processing skillsYou need to use a word processor to combine text, imagesand weblinks into a finished document. 31
    • CREATING A WEBQUEST IN THREE STAGES1- Exploring the possibilities2- Designing for success3- Creating the webquest 32
    • EXPLORING THE POSSIBILITIES (decide what you are going to base the webquest on)-Choose and chunk the topic:decide on a macro (or large) topicbreak it down into micro (smaller) chunks of topic areas which will beaddressed in the process stages-Identify learning gapsIdentify which areas your learners would benefit fromdesign tasks for the process stage accordingly.-Inventory resourcesCollect the resources for the webquest, (links to appropriate websites,images, media files)-Uncover the questionFormulate a central question or idea which has no single answer, andwhich necessitates research and interpretation.This is the central purpose of the webquest. 33
    • DESIGNING FOR SUCCESS (state the learning outcomes and knowledge transformation stages)-Brainstorm transformationsdecide what your learners will be doing with the information they find onthe websites.-Identify real-world feedbackTry to find ways in which the information necessary for the webquestmight be gathered from real people - by the use of email, polls andquestionnaires.You may teach how to use tools like Survey Monkey(www.surveymonkey.com).-Sort links into rolesAssign the links to various sections of the process stage of yourwebquest-Define the learning taskDefine the products which are the direct result of working through thewebquest. 34
    • CREATING THE WEBQUEST (production of the webquest and its implementation)-Write the web page-Turn your webquest plan into a website and put it on a web server. (Youcan use template or you can create as Word Document and save asHTML format)- Engage learnersthink about an engaging and stimulating introduction as a lead-in to thequest itself.-Scaffold thinkingFormulate the instructions in the webquest itself. (These instructionsshould not only guide the learners through the webquest, but shouldalso deal with the learning gap identified in the exploring thepossibilities stage, and guide them towards answering the question.)-Decision: implement and evaluateTry out the webquest with a group or two, take feedback from them andalso consider how it went for you, and make appropriate changes forfuture use. 35