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Junín G R I S O L I A P A G A N O (1)

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Capacitación con ETR INglés y RTIC sobre WebQuest.

Capacitación con ETR INglés y RTIC sobre WebQuest.

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  • It possesses an instructive structure that favors a good use of time and resources, and it also favors organization. It is an activity generally done in groups which promotes cooperation and collaboration among learners. It has highly motivating elements such as: the use of authentic material, solving creative tasks, autonomy development, personal satisfaction since the work is appreciated and evaluated. It possesses within it the idea of interdisciplinary work as contents from other areas are worked with. It helps to the development of cognitive processes as the students have to: analyse, organise, compare, induce, deduce, etc., to transform the information and create something new.
  • As we said before, a WebQuest is a pedagogical activity based on the completion of tasks and the learning of contents from different areas. So, learners are required to carry out a project which promotes interdisciplinary work by taking on roles from real life (something to be created, problem to be solved, position to be debated, creative work, something that requires thinking!) . let’s say that two methodological approaches that integrate the four macroskills in foreign language teaching could be applied through the use of the WebQuest. They are: 1. Task-Based Learning 2. Content-Based Learning And another approach could be added: 3. Project-Based Learning from the Web.
  • Having in mind the elements of the WebQuest referred to before, we might say that the pre-reading stage relates to the introduction, the task planning section and the beginning of the process. The reading stage has to do with the instruction in reading strategies while consulting the web resources selected by the teacher in order to obtain the necessary information to do the final task. Finally, the post-reading stage is related to the completion of the task when the learners transform the information into something different, and also related to the evaluation and conclusion. It can be added that this model takes into account intensive as well as extensive reading. Perez Torres proposes to include a reading workshop during the reading stage.
  • The acquisition of vocabulary might occur both accidentally, when the learner is reading and looking for information; or through explicit instruction by solving lexical tasks proposed by the teacher. Both types of acquisition are favored by the online environment. In order to promote vocabulary acquisition, Pérez Torres (2006) also proposes the inclusion of a vocabulary workshop within the WebQuest in the process step. The purpose of this decision is to assure an efficient pedagogical value to the WebQuest in foreign language teaching and learning.
  • Among the factors we should bear in mind when designing a WebQuest we might mention: The learner: level, age, linguistic knowledge. The vocabulary needed. The didactic unit in which the WebQuest is integrated. Strategies to be practised. Text genre. Contents. Linguistic and non-linguistic objectives Resources found on the Web.
  • As regards the steps to design a WebQuest, it is important to consider the following aspects: Explore the possibilities and define the WebQuest topic Establish the roles. Define the task Describe of the process Select the resources Describe learners’ evaluation Complete the other sections and create the web page Finally, the WebQuest should be placed on the Web. It is not necessary to be a Web Page Designer since there are lots of webpages that help teachers to create the WebQuest following easy steps

Transcript

  • 1.
    • Asistencia Técnica Inglés –
    • Jornada TIC
    • “ La WebQuest para enseñar Inglés en la Escuela Secundaria”
    • Junín, 2008
  • 2. Reflection Task
    • What is the aim of Foreign Language Education at Secondary School?
    • What and how should our students learn?
    Turn to your left and in pairs discuss the questions with your partner for 2 minutes .
  • 3. Language culture technology text context Communicative competence literacy Lingua Franca literature Representational language task projects Intercultural competence dicourse assessment New Curriculum Design Document: Key concepts
  • 4. English Teaching in the 21st century
    • International intelligibility
    • Intercultural communication strategies
    • Content of another curriculum area
    • Student as global citizen in a complex multicultural world
    • INTERCULTURAL PERSPECTIVE
  • 5. The teaching of English at ESB Axes English and Communication English and the Use of Technological Resources English and Literature Contextual Dimension Textual Dimension Communicative Situations Lexical Aspect Grammatical Aspect Phonological Aspect
  • 6. What approach? Literacy based instruction Intercultual Perspective Grisolía, C. (2008): Exploring the usefulness of incorporating the WebQuest as a motivating strategy to learning English at Secondary School. Universidad de Jaén. España CLIL Project Work Task-based Approach
  • 7. Projects and task-based learning
    • What is a task?
    • Turn to your left and discuss it with your partner for 2 minutes
  • 8. Task
    • Can any task be part of a project?
    • Is a Project a sequence of tasks of any kind?
    • Turn to your right and discuss it with a partner for 2 minutes
  • 9. Task Types
    • First generation tasks: liguistic purpose
    • Second generation tasks: to manipulate language and use cognitive abilities
    • Third generation tasks: educational purpose as well as linguistic and cognitive one.
  • 10. Steps in project planning
    • Deciding the theme or topic of the project.
    • Planning the final task or outcome.
    • Deciding what the objectives of the unit will be.
    • Specifying what content will be taught.
    • Selecting, designing and sequencing the tasks.
    • Planning instruments of evaluation of process and product.
  • 11.
    • A WebQuest provides opportunity for planning project work from a task-based approach viewing it as an extension of content-based instruction (CLIL)
  • 12.
    • A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet” (Dodge 1995)
  • 13. Elements of the WebQuest
    • Introduction
    • Task
    • Process
    • Resources
    • Evaluation
    • Conclusion
  • 14. Benefits for foreign language learning
    • has an instructive structure
    • fosters cooperation and collaboration
    • is highly motivating
    • fosters interdisciplinary learning
    • helps to develop cognitive processes
  • 15. Methodological approach Learning Project-based Content-Based Task-Based
  • 16. WQ Model to teach English as Foreign Language (Grisolía, 2008) Pre- Reading phase INTRODUCTION TASK PROCESS Prior knowledge activation Reading phase Reading and vocabulary workshop Task preparation Writing Fase de Post-Lectura Task completion workshop EVALUATION CONCLUSION
  • 17. Reading Comprehension Development
    • Pre – Reading
    • Reading
    • Reading
    • Workshop
    • Post – Reading
  • 18. Vocabulary Acquisition
    • Accidental Learning
    • Vocabulary Tasks
    • Vocabulary Workshop
  • 19. Process Writing
    • Writing
    • Revising
    • Editing
    • Publishing
  • 20. Factors to bear in mind when designing a WebQuest to teach a FL (Grisolía, C. 2008) Learners: Level, age, Vocabulary needed Didactic unit linguistic knowledge. Strategies to be in which the WQ practised. is integrated. Text genre, etc. Resources Linguistic and non-linguistic objectives. Contents. FACTORS
  • 21. Steps to design a WebQuest
    • Exploration of the posibilities and definition of the WebQuest topic
    • Establishment of roles. Definition of the task
    • Description of the process
    • Selection of resources
    • Description of the learners’ evaluation
    • Completion of the other sections and creation of the web page
  • 22. The WebQuest … constitutes one of the pedagogical strategies that can offer a great value to the educational use of the Web…
  • 23. Taller : “Construyendo una WebQuest” Objetivos WebQuest Clasificación Elementos Junín,2008
  • 24.
    • Objetivos del Taller
    1) Apropiarse de los Beneficios de la WebQuest, 2) Conocer las etapas, 3) Construir una WebQuest .
  • 25. No es la única ni principal manera de trabajar para logar el desarrollo del pensamiento crítico de los alumnos, pero sí una nueva estrategia de este momento que brinda un valor agregado más a los recursos de los docentes, y permite la transformación y la construcción del conocimiento, utilizando la Web . La WebQuest
  • 26. Clasificación de las WebQuests
    • a corto plazo
    • a largo plazo
    • miniquest
  • 27. Elementos de una WebQuest
    • Introducción
    • Tarea
    • Proceso
    • Recursos
    • Evaluación
    • Conclusión
  • 28. Introducción
    • Texto corto dirigido a los alumnos
    • Debe ser motivador (captar la atención)
    • Presentar la actividad
    • Describir un contexto en líneas generales
    • Enunciar roles
    • Pregunta general sobre el tema central
  • 29. Tarea
    • Descripción clara del resultado final
    • Establecer qué herramientas utilizarán los alumnos
  • 30. Proceso
    • Descripción detallada de los procesos que realizarán los alumnos
    • Es conveniente enumerar los pasos o etapas del proceso.
  • 31. Recursos
    • Enumeración de los recursos que el alumno debe utilizar
    • Por ejemplo: sitios Web ya revisados por el docente, artículos periodísticos, música, entrevistas, libros, etc.
  • 32. Evaluación
    • Criterios y aspectos de la evaluación, con consignas claras y comprensibles
    • Por ejemplo: se utilizan rúbricas de evaluación.
  • 33. Rúbricas de evaluación Incompleto Medio Bien Excelente Objetivos del trabajo Descripción de las características del producto final que reflejan un desarrollo incompleto de la tarea. Descripción de las características del producto final que reflejan un desarrollo adecuado de la tarea. Descripción de las características del producto final que reflejan dominio de la tarea. Descripción de las características del producto final que reflejan un elevado dominio de la tarea. P roducto final Aspectos técnicos y formales: (redacción, presentación visual, organización, ortografía etc.) Descripción de las características del producto final que reflejan un desarrollo incompleto de la tarea. Descripción de las características del producto final que reflejan un desarrollo adecuado de la tarea. Descripción de las características del producto final que reflejan dominio de la tarea. Descripción de las características del producto final que reflejan un elevado dominio de la tarea. Producto final Contenido y Organización del trabajo (trabajo en equipo. Conceptos pertinentes al tema propuesto) Descripción de las características del producto final que reflejan un desarrollo incompleto de la tarea. Descripción de las características del producto final que reflejan un desarrollo adecuado de la tarea. Descripción de las características del producto final que reflejan dominio de la tarea. Descripción de las características del producto final que reflejan un elevado dominio de la tarea.
  • 34. Conclusión
    • Resume la experiencia
    • Estimula la reflexión a través de una pregunta
    • Invita a ampliar conocimientos
  • 35. Ejemplos de WebQuest
    • http://www.a-virtual.net/wq/webquest/soporte_tablon_w.php?id_actividad=50&id_pagina=1
    • http://www.isabelperez.com/webquest/aids/index.htm#intro
    • http://www.juntadeandalucia.es/averroes/sanwalabonso/wqyct/wq_heal_the_world/introduccion.html
    • http://www.xtec.cat/~amacias/index.htm
    • http://mailer.fsu.edu/~rgp6722/garnet-rgp6722/websites/gaucho_webquest/index.htm
  • 36. A modo de conclusión
    • “ ... aprender una cosa viviéndola y haciéndola es algo mucho más formador, cultivador y vigorizante que aprender simplemente por comunicación verbal de ideas …” (Froebel, 1826)
  • 37. Muchas Gracias por su atención!!! [email_address] [email_address]