Web quests in the language classroom 2014
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This document discusses WebQuests, which are inquiry-oriented lesson formats designed to use students' time online effectively. A WebQuest guides students through analyzing online resources to solve an authentic problem. It has six components: introduction, task, process, resources, evaluation, and conclusion. There are two main types - miniquests for shorter lessons and full WebQuests. Both aim to develop students' higher-order thinking skills through collaborative, student-centered learning. The document provides examples and discusses how WebQuests can be adapted for ESL classrooms by making information analysis, research, and persuasive writing skills.
Web quests in the language classroom 2014
- 1. XXI LIDILE CONVENTION “Free English” Lic. Cyndi Cardoso Ramírez Abril 2014
- 2. What kind of Internet-based activities do you asign your students? How much of your students’ time do you think is spent on internet?
- 3. Concept developed in 1995 in San Diego State University by Bernie Dodge andTom March. “Internet based teaching- learning activities”. Dodge defines is as a “Constructivist lesson format, wrapped around a doable and interesting task that is a scale-down version of what adults do”. Real-life tasks It is an educational tool that serves as a respond for the inconvenients of usual Internet searches: Unreliable information, endless data, non-scientific, informal resources. What is a ‘WebQuest’?
- 4. Students receive a task or a problems that needs to be solved. They analyze the information found on Internet and transform it to create a product and present their own ideas and draw their own creative conclusions. Students receive specific roles (most of the time) The task in the WebQuest MUST include high-level cognitive process such as: Analyze Synthetize information Create Retale Compare and contrast Publish Characteristics of aWebquest
- 5. Essentially, there are two kinds ofWebQuests: Types ofWebquest
- 7. Miniquest: Stage, task, product. Requires an ‘experienced’ teacher to design them and can be completed in a 50 min. class or 2 . The MiniQuest
- 9. Characteristics Miniquest WebQuest Components Stage Task Product Introduction Task Resources Process Evaluation Conclusion Class time 1 or 2 50 min. session A week through a month Educational construct Self-learning, motivatoin,High-cognitive skills Self-learning, motivatoin,High-cognitive skills Students’s role Provided by the context Provided by the group and the task Questions Explicit Implicit Group setting Individually or groups Groups Multidiplinary Not generally Posibly Miniquest vs.WebQuest
- 10. There are more than fifty types of tasks : “Taskonomy” of aWebquest
- 11. Examples
- 12. Examples
- 13. Examples
- 14. Examples
- 15. Examples
- 17. Students don’t waste time looking for information they manipulate and process it. Authentic material All levels Multidisciplinary Student-centered (interest and motivation) Information analysis, research skills and persuasive skills Distance learning Teacher role: “not a sage on the stage, but a guide on the side” (Dodge, 2000) Didactic aplications of theWebQuest to the ESL Classroom
- 19. http://www.webquest.es/tareonomia-de-la-webquest http://www.webquest.org/index-resources.php http://es.wikipedia.org/wiki/WebQuest http://www.webquest.es/ Aula 21, (20014) Webquest Investigar en laWeb. Una propuesta metodólogica para usar internet en el aula. Retrieved May 10, 2014 from: http://www.aula21.net/tercera/introduccion.htm Dodge, B. (2014) “Webquest” retrieved May 10, 2014 fromm www.webquest.org Bibliography