Stephanie williams-internet-based projects

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


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


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.


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.


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.


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


A WebQuest About WebQuestsBy Bernie Dodge & Tom March


Project work evaluation:

• Process documented through diaries, portfolios, checklists...

• Evaluation table (rubric)


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!

Education

Stephanie williams-internet-based projects