It is interesting the way webquests help to the organization even fro a short a long class. Not only academic topics from the syllabus but also those details students use as complement of the information provided. For example, jobs and occupations, students learn the most common jobs but also those which people want more and those which are rare not only in students’ contexts. Thus, organization could guarantee students’ success in learning the target language because structured tasks can be combined in order to achive students’ development of the four skills and not only one or two as it is usually in classrooms contexts. By using web quest as final project, teachers give the opportunity to students to explore a topic they are interested in. Thus, a way to apply its use is in writing production where students need more ideas. They can facilitate by doing it by themselves a guide how to make or present their written project. Moreover, by presenting a speech in which teacher combination PowerPoint and videos as links in the presentation to illustrate different and more difficult points of the topic.
As futures English teachers we can create a webquest to make students create a journal. The teacher designs the webquest in order to provide students with enough links and input in the process part about journals, examples, information, and so on. Students use the webquest to have knowledge and ideas for their journal and later on they create their own document of their daily life. It is said that making students being involved in tasks in which culture and experiences of their life are also part of the content, the knowledge is going to be more significant. “The more meaningful, the more deeply or elaborately processed, the more situated in content, and the more rooted in cultural, background, metacognitive, and personal knowledge an event is, the more readily it is understood, learned, and remembered.” (http://en.wikipedia.org/wiki/WebQuest)
English teachers can create WebQuests to provide either individual or group activities for students to develop in class as well as in home. The project must portray enough links with significant and comprehensible input in the topic to deal to engage students in the process of learning English. Knowledge and ideas about these tools are widely found on different websites so that is not hard to find examples and tutorials on how to use them. I already have used QuestGarden in a free account that have made improve my English knowledge on the topic that I am selected to teach to my nephews. One way to use it in classrooms is by means of presenting it on power point presentations and word processor, so the internet could be unnecessary just in case there were not access. After all, one can follow the format of these WebQuesst to develop a class.
Working with something new might be scary at times because we are not sure about how to implement it in class or how to use it properly. However, developing a WebQuest with a specific task for evaluation is not as difficult because as the video emphasized there is the ADVICE bottom in which it is explained what you should find in the section. There are also the tools you need for creating your task. It is not as difficult as one could think; it is only a matter of playing with the WebQuest because there are limitless options to develop on it. Though, teachers should think about the objective they want to achieve and the steps they want their students to follow. So, they have to ‘give a step-by-step description, concise and clearly lie out and provide links to Internet sites interwoven within the steps’ (http://www.internet4classrooms.com/using_quest.htm) to make clear for students the instructions. As a teacher, I would like to use the process section for students to follow several steps to aim a specific objective. I think it would guide students in a learning process in which step by step they learn something new but in which the previous task would be useful for developing the next task. I think the WebQuest make them independent learners because we provide them with tools for learning but they use them as they want. I also would use WebQuest for students to create their own activities in which they create task that they would present to another group of students to work on. Then, it could become a cooperative learning environment on the web. I’m sure students have creative ideas that can be of great use for sharing in class.
Nowadays, students have to accesses to internet every day to look for information on the web. For that reason we have to be aware of the possible websides that will provide them fake information such as incorrect quotes or facts that are not real facts. So, web questing is an incredible tool to guide them to factual information, because to create the webquest the professor must surf the net in order to find the websides and he or she must create some worksheets that could be part of the web quest. A way to utilize webquests in my class could be to provide some activities about literature such as creating a parallel text of a very well known short story. Another activity that web quest could help us to develop is to post the different steps that a extra class project require and the different online resources that students will have to scan in order to complete it.
According to the reading “Using a WebQuest in your classroom”, the process block is where the teacher suggests steps learners should go through in completing the task. The teacher can also use this place (process part of the WebQuest) to provide learning advice and interpersonal process advice, such as how to conduct a brainstorming session. In other words, this part of the WebQuest is fundamental for students to carry on the tasks required to practice and improve on the topic being studied. The process must have a very clear and concise description of the activities. Making a process in WebQuests using QuestGarden is “easy” because this tool provides step-by-step direction and examples (WebQuests.org). As is mentioned in the video, there are three different parts of the process: A good WebQuest should provide hyperlinks to the information, activities, and others useful resources for students to successfully complete their work. In the classroom, this tool catches students’ attention since they are into technology. Using a resource like WebQuests when it is possible will enhance students’ social skills because most of the activities are in groups so they learn to help each other. Also, WebQuests give students real life material something that is not included in textbooks. As a teacher, I would use this tool to make activities such as role plays, reading comprehension where students can have access to online dictionaries, videos, dialogues based on specific topics, etc. Also, I would use WebQuests to evaluate them and let them co-evaluate their classmates by assigning projects with a detailed description. Two examples are: red carpet for Clothing, presentations using power point about typical food and/or foreign food, etc.
When giving students activities to develop a topic, a teacher must be careful to direct those activities to the achievement of the objectives established previously. In that way, students won't be only working on interactive but also useful exercises. This aspect is something I really like from WebQuest because it makes me be aware to follow a sequence in order to obtain a concrete result. Besides, it also gives me the chance to have students participation through the process of the WebQuest creation. As said by Tom March in his article Why WebQuests?, "When students take on roles within a cooperative group, they must develop expertise on a particular aspect or perspective of the topic. That their teammates count on them to bring back real expertise should inspire and motivate learning." Therefore, this tool has a lot of rewards for students, in their intelectual and personal areas. I would like to have students' participation in the creation of WebQuests as follows:
- By constructing a class project with students' help: divide the group into 6 small groups to have students suggest ideas for each WebQuest step.
- By constructing their own WebQuest to have their classmates working on it.
In both activities, students will be guided in order to achieve clear objectives.
The use of webquests in a language course is a very productive and complex experience. Productive because both,teachers and students can take advantage of this tool and increse their knowledge.Complex because it will demand a higher level of thinking in the reserachers. This is an oriented project activity for our students to become more independant and creative. A webquest can encourage teamwork too, when group projects are assigned and then students get used to solve problems sharing ideas and knowledge which also promotes constant feedback.Students can benefit through the implemntation fo this instrument, as they manage updated information from many internet sources. In my teaching practice, I will use the webquest to assign extraclass work either individually or in groups so that the students research about a given topic (foods, sports, tourism,etc) providing descriptions, images,videos, songs , lyrics; to illustrate the task proposed.
As stated in this video, “a good WebQuest uses group work to bring students together to share their knowledge and to solve problems together.” Therefore, group work must be a must as we plan a task. There are practical suggestions to incorporate it while we frame the processes required to fulfill a task in http://webquest.sdsu.edu/processguides/ For example, there you can find good advice on how to carry out brainstorming activities in which students share their ideas respectfully and cooperatively. Also, suggestions on how students can learn to be flexible and willing to give something up in order to reach an agreement are given. There are several more recommendations to plan group work carrying out activities such as evaluating web page content or preparing persuasive arguments, among others. In summary, it is important that no matter the task we choose, we try to foster some sort of cooperative learning by group work. We might ask students to conduct some research individually at first. Then, they should discuss their findings with other members of the group and elaborate together the product expected. For example, we might ask students to write journals having different perspectives concerning a particular subject. They can work independently at first stages, but some kind of group work must follow later in which students help each other and create a final product together. They might compare their journals and together prepare a report on common perspectives and consensus reached towards divergent perspectives. In that way we shift from independent interdependent work.
**** Correction on the previous post ****** As stated in this video, “a good WebQuest uses group work to bring students together to share their knowledge and to solve problems together.” Therefore, group work must be a must as we plan a task. There are practical suggestions to incorporate it while we frame the processes required to fulfill a task in http://webquest.sdsu.edu/processguides/ For example, there you can find good advice on how to carry out brainstorming activities in which students share their ideas respectfully and cooperatively. Also, suggestions on how students can learn to be flexible and willing to give something up in order to reach an agreement are given. There are several more recommendations to plan group work carrying out activities such as evaluating web page content or preparing persuasive arguments, among others. In summary, it is important that no matter the task we choose, we try to foster some sort of cooperative learning by group work. We might ask students to conduct some research individually at first. Then, they should discuss their findings with other members of the group and elaborate together the product expected. For example, we might ask students to write journals having different perspectives concerning a particular subject. They can work independently at first stages, but some kind of group work must follow later in which students help each other and create a final product together. They might compare their journals and together prepare a report on common perspectives and consensus reached towards divergent perspectives. In that way we shift from independent to interdependent work.
Some examples to use this process that webquests use can be:
- To assign a proyect for our students so they can have their instructions and steps to follow very easily.
- To implement it in our lesson plan as a way to call our student attention to an specific topic from other perspective enhancing their critical thinking.
It is interesting the way webquests help to the organization even fro a short a long class. Not only academic topics from the syllabus but also those details students use as complement of the information provided. For example, jobs and occupations, students learn the most common jobs but also those which people want more and those which are rare not only in students’ contexts. Thus, organization could guarantee students’ success in learning the target language because structured tasks can be combined in order to achive students’ development of the four skills and not only one or two as it is usually in classrooms contexts.
ReplyDeleteBy using web quest as final project, teachers give the opportunity to students to explore a topic they are interested in. Thus, a way to apply its use is in writing production where students need more ideas. They can facilitate by doing it by themselves a guide how to make or present their written project. Moreover, by presenting a speech in which teacher combination PowerPoint and videos as links in the presentation to illustrate different and more difficult points of the topic.
As futures English teachers we can create a webquest to make students create a journal. The teacher designs the webquest in order to provide students with enough links and input in the process part about journals, examples, information, and so on. Students use the webquest to have knowledge and ideas for their journal and later on they create their own document of their daily life. It is said that making students being involved in tasks in which culture and experiences of their life are also part of the content, the knowledge is going to be more significant. “The more meaningful, the more deeply or elaborately processed, the more situated in content, and the more rooted in cultural, background, metacognitive, and personal knowledge an event is, the more readily it is understood, learned, and remembered.” (http://en.wikipedia.org/wiki/WebQuest)
ReplyDeleteEnglish teachers can create WebQuests to provide either individual or group activities for students to develop in class as well as in home. The project must portray enough links with significant and comprehensible input in the topic to deal to engage students in the process of learning English. Knowledge and ideas about these tools are widely found on different websites so that is not hard to find examples and tutorials on how to use them. I already have used QuestGarden in a free account that have made improve my English knowledge on the topic that I am selected to teach to my nephews. One way to use it in classrooms is by means of presenting it on power point presentations and word processor, so the internet could be unnecessary just in case there were not access. After all, one can follow the format of these WebQuesst to develop a class.
ReplyDeleteWorking with something new might be scary at times because we are not sure about how to implement it in class or how to use it properly. However, developing a WebQuest with a specific task for evaluation is not as difficult because as the video emphasized there is the ADVICE bottom in which it is explained what you should find in the section. There are also the tools you need for creating your task. It is not as difficult as one could think; it is only a matter of playing with the WebQuest because there are limitless options to develop on it. Though, teachers should think about the objective they want to achieve and the steps they want their students to follow. So, they have to ‘give a step-by-step description, concise and clearly lie out and provide links to Internet sites interwoven within the steps’ (http://www.internet4classrooms.com/using_quest.htm) to make clear for students the instructions. As a teacher, I would like to use the process section for students to follow several steps to aim a specific objective. I think it would guide students in a learning process in which step by step they learn something new but in which the previous task would be useful for developing the next task. I think the WebQuest make them independent learners because we provide them with tools for learning but they use them as they want. I also would use WebQuest for students to create their own activities in which they create task that they would present to another group of students to work on. Then, it could become a cooperative learning environment on the web. I’m sure students have creative ideas that can be of great use for sharing in class.
ReplyDeleteNowadays, students have to accesses to internet every day to look for information on the web. For that reason we have to be aware of the possible websides that will provide them fake information such as incorrect quotes or facts that are not real facts. So, web questing is an incredible tool to guide them to factual information, because to create the webquest the professor must surf the net in order to find the websides and he or she must create some worksheets that could be part of the web quest.
ReplyDeleteA way to utilize webquests in my class could be to provide some activities about literature such as creating a parallel text of a very well known short story. Another activity that web quest could help us to develop is to post the different steps that a extra class project require and the different online resources that students will have to scan in order to complete it.
According to the reading “Using a WebQuest in your classroom”, the process block is where the teacher suggests steps learners should go through in completing the task. The teacher can also use this place (process part of the WebQuest) to provide learning advice and interpersonal process advice, such as how to conduct a brainstorming session. In other words, this part of the WebQuest is fundamental for students to carry on the tasks required to practice and improve on the topic being studied. The process must have a very clear and concise description of the activities.
ReplyDeleteMaking a process in WebQuests using QuestGarden is “easy” because this tool provides step-by-step direction and examples (WebQuests.org). As is mentioned in the video, there are three different parts of the process: A good WebQuest should provide hyperlinks to the information, activities, and others useful resources for students to successfully complete their work.
In the classroom, this tool catches students’ attention since they are into technology. Using a resource like WebQuests when it is possible will enhance students’ social skills because most of the activities are in groups so they learn to help each other. Also, WebQuests give students real life material something that is not included in textbooks.
As a teacher, I would use this tool to make activities such as role plays, reading comprehension where students can have access to online dictionaries, videos, dialogues based on specific topics, etc. Also, I would use WebQuests to evaluate them and let them co-evaluate their classmates by assigning projects with a detailed description. Two examples are: red carpet for Clothing, presentations using power point about typical food and/or foreign food, etc.
When giving students activities to develop a topic, a teacher must be careful to direct those activities to the achievement of the objectives established previously. In that way, students won't be only working on interactive but also useful exercises. This aspect is something I really like from WebQuest because it makes me be aware to follow a sequence in order to obtain a concrete result. Besides, it also gives me the chance to have students participation through the process of the WebQuest creation. As said by Tom March in his article Why WebQuests?, "When students take on roles within a cooperative group, they must develop expertise on a particular aspect or perspective of the topic. That their teammates count on them to bring back real expertise should inspire and motivate learning." Therefore, this tool has a lot of rewards for students, in their intelectual and personal areas.
ReplyDeleteI would like to have students' participation in the creation of WebQuests as follows:
- By constructing a class project with students' help: divide the group into 6 small groups to have students suggest ideas for each WebQuest step.
- By constructing their own WebQuest to have their classmates working on it.
In both activities, students will be guided in order to achieve clear objectives.
The use of webquests in a language course is a very productive and complex experience. Productive because both,teachers and students can take advantage of this tool and increse their knowledge.Complex because it will demand a higher level of thinking in the reserachers. This is an oriented project activity for our students to become more independant and creative. A webquest can encourage teamwork too, when group projects are assigned and then students get used to solve problems sharing ideas and knowledge which also promotes constant feedback.Students can benefit through the implemntation fo this instrument, as they manage updated information from many internet sources. In my teaching practice, I will use the webquest to assign extraclass work either individually or in groups so that the students research about a given topic (foods, sports,
ReplyDeletetourism,etc) providing descriptions, images,videos, songs , lyrics; to illustrate the task proposed.
As stated in this video, “a good WebQuest uses group work to bring students together to share their knowledge and to solve problems together.” Therefore, group work must be a must as we plan a task. There are practical suggestions to incorporate it while we frame the processes required to fulfill a task in http://webquest.sdsu.edu/processguides/
ReplyDeleteFor example, there you can find good advice on how to carry out brainstorming activities in which students share their ideas respectfully and cooperatively. Also, suggestions on how students can learn to be flexible and willing to give something up in order to reach an agreement are given. There are several more recommendations to plan group work carrying out activities such as evaluating web page content or preparing persuasive arguments, among others. In summary, it is important that no matter the task we choose, we try to foster some sort of cooperative learning by group work. We might ask students to conduct some research individually at first. Then, they should discuss their findings with other members of the group and elaborate together the product expected. For example, we might ask students to write journals having different perspectives concerning a particular subject. They can work independently at first stages, but some kind of group work must follow later in which students help each other and create a final product together. They might compare their journals and together prepare a report on common perspectives and consensus reached towards divergent perspectives. In that way we shift from independent interdependent work.
**** Correction on the previous post ******
ReplyDeleteAs stated in this video, “a good WebQuest uses group work to bring students together to share their knowledge and to solve problems together.” Therefore, group work must be a must as we plan a task. There are practical suggestions to incorporate it while we frame the processes required to fulfill a task in http://webquest.sdsu.edu/processguides/
For example, there you can find good advice on how to carry out brainstorming activities in which students share their ideas respectfully and cooperatively. Also, suggestions on how students can learn to be flexible and willing to give something up in order to reach an agreement are given. There are several more recommendations to plan group work carrying out activities such as evaluating web page content or preparing persuasive arguments, among others. In summary, it is important that no matter the task we choose, we try to foster some sort of cooperative learning by group work. We might ask students to conduct some research individually at first. Then, they should discuss their findings with other members of the group and elaborate together the product expected. For example, we might ask students to write journals having different perspectives concerning a particular subject. They can work independently at first stages, but some kind of group work must follow later in which students help each other and create a final product together. They might compare their journals and together prepare a report on common perspectives and consensus reached towards divergent perspectives. In that way we shift from independent to interdependent work.
Some examples to use this process that webquests use can be:
ReplyDelete- To assign a proyect for our students so they can have their instructions and steps to follow very easily.
- To implement it in our lesson plan as a way to call our student attention to an specific topic from other perspective enhancing their critical thinking.