Junín G R I S O L I A P A G A N O (1)
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Transcript of Junín G R I S O L I A P A G A N O (1)
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Asistencia Técnica Inglés – Jornada TIC
“La WebQuest para enseñar Inglés en la Escuela Secundaria”
Junín, 2008Junín, 2008
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Reflection TaskReflection TaskWhat is the aim of Foreign
Language Education at Secondary School?
What and how should our students learn?Turn to your left and in pairs Turn to your left and in pairs discuss the questions with your discuss the questions with your partner for 2 minutespartner for 2 minutes..
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Language culturetechnology
text
contextCommunicative competence
literacy
Lingua Franca
literature
Representational languagetask
projects
Intercultural competence dicourseassessment
New Curriculum Design Document: Key concepts
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English Teaching in the 21st English Teaching in the 21st centurycenturyInternational intelligibilityIntercultural communication
strategiesContent of another curriculum areaStudent as global citizen in a
complex multicultural world
INTERCULTURAL PERSPECTIVE
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The teaching of English at The teaching of English at ESBESB
Axes
English and Communication
English and the Use of Technological Resources
English and Literature
Contextual Dimension
TextualDimension
Communicative Situations
Lexical Aspect
Grammatical Aspect
PhonologicalAspect
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What approach? What approach?
CLIL
Project Work
Task-basedApproach
Lit
era
cy b
ased
in
str
ucti
on
Inte
rcu
ltual
Pers
pectiv
e
Grisolía, C. (2008): Exploring the usefulness of incorporating the WebQuest as a motivating strategy to learning English at Secondary School. Universidad de Jaén. España
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Projects and task-based Projects and task-based learninglearning
What is a task?
Turn to your left and discuss it with your partner for 2 minutes
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Task 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
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Task TypesTask TypesFirst 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.
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Steps in project planningSteps in project planningDeciding 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.
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A WebQuest provides opportunity for planning project work from a task-based approach viewing it as an extension of content-based instruction (CLIL)
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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)
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Elements of the Elements of the WebQuest
IntroductionIntroduction TaskTask
ProcessProcess ResourcesResources EvaluationEvaluation ConclusionConclusion
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Benefits for foreign language Benefits for foreign language learninglearning
has an instructive structurehas an instructive structure fosters cooperation and fosters cooperation and
collaborationcollaboration is highly motivatingis highly motivating fosters interdisciplinary fosters interdisciplinary
learning learning helps to develop cognitive helps to develop cognitive
processesprocesses
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Methodological approachMethodological approach
LearningLearning
Project-basedProject-based
Content-BasedContent-Based
Task-BasedTask-Based
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WQ Model to teach English as WQ Model to teach English as Foreign Language Foreign Language (Grisolía, 2008)(Grisolía, 2008)
Pre- Reading phase INTRODUCTIONINTRODUCTION
TASKTASK
PROCESSPROCESS
Prior knowledge activation
Reading phase Reading and vocabulary workshop
Task preparation Writing
Fase de Post-Lectura Task completion workshop
EVALUATIONEVALUATION
CONCLUSIONCONCLUSION
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Reading Comprehension Reading Comprehension Development Development
Pre – ReadingPre – Reading
ReadingReading
Reading Reading WorkshopWorkshop
Post – ReadingPost – Reading
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Vocabulary AcquisitionVocabulary Acquisition
Accidental LearningAccidental Learning
Vocabulary TasksVocabulary Tasks
Vocabulary Vocabulary WorkshopWorkshop
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Process WritingProcess WritingWriting
Revising
Editing
Publishing
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Factors to bear in mind when Factors to bear in mind when designing a WebQuestdesigning a WebQuest to teach a FL to teach a FL (Grisolía, C. 2008)(Grisolía, C. 2008)
Learners: Level, age, Vocabulary needed Didactic unitlinguistic knowledge. Strategies to be in which the WQ practised. is integrated. Text genre, etc. Resources
Linguistic and non-linguistic objectives. Contents.
FACTORS
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Steps to design a Steps to design a WebQuestWebQuest
Exploration of the posibilities and Exploration of the posibilities and definition of the WebQuest topicdefinition of the WebQuest topic
Establishment of roles. Definition of Establishment of roles. Definition of the taskthe task
Description of the process Description of the process Selection of resourcesSelection of resources Description of the learners’ Description of the learners’
evaluation evaluation Completion of the other sections Completion of the other sections
and creation of the web pageand creation of the web page
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The WebQuestThe WebQuest
… … constitutes one of constitutes one of the pedagogical the pedagogical strategies that can strategies that can offer a great value to offer a great value to the educational use of the educational use of the Web…the Web…
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Taller : “Construyendo Taller : “Construyendo una una
WebQuest”WebQuest”Objetivos WebQuest
ClasificaciónElementos
Junín,2008
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Objetivos del Taller
1) Apropiarse de los Beneficios de la WebQuest,
2) Conocer las etapas,3) Construir una
WebQuest.
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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 WebQuestLa WebQuest
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Clasificación de las Clasificación de las WebQuests
a corto plazoa largo plazominiquest
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Elementos de una Elementos de una WebQuest
IntroducciónTarea
ProcesoRecursos
EvaluaciónConclusión
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Introducción
Texto corto dirigido a los alumnos
Debe ser motivador (captar la atención)
Presentar la actividad Describir un contexto en líneas
generalesEnunciar roles Pregunta general sobre el tema
central
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Tarea
Descripción clara del resultado final
Establecer qué herramientas utilizarán los alumnos
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Proceso
Descripción detallada de los procesos que realizarán los alumnos
Es conveniente enumerar los pasos o etapas del proceso.
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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.
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EvaluaciónEvaluación
Criterios y aspectos de la evaluación, con consignas claras y comprensibles
Por ejemplo: se utilizan rúbricas de evaluación.
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Rúbricas de evaluaciónRúbricas de evaluaciónIncompleto 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.
Producto final Aspectos técnicos
y formales: (redacción, presentación visual, organización,ortografíaetc.)
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 finalContenido 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.
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ConclusiónConclusión
Resume la experienciaEstimula la reflexión a
través de una preguntaInvita a ampliar
conocimientos
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Ejemplos de WebQuestEjemplos 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
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A modo de conclusiónA 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)
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Muchas Gracias por su Muchas Gracias por su atención!!!atención!!!