Webquests

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Web-quests

• Using ICT with EAL Students
• NALDIC EAL-ICT Conference
• May 22, 2004
• Dr Frank Monaghan
• l

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Overview

• The Collier and Thomas Enrichment Program
• The Cummins model of language proficiency
• Blooms Taxonomy
• Principles of working with EAL students
• Using ICT with EAL students
• Webquests
• Nelson Mandela

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The Collier Thomas Enrichment Program
L1 L2 cognitive development
L1 L2 academic development
L1 L2 language development
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The Cummins model of language proficiency
Argues a case using evidence persuasively
identifies criteria, develops and sustains ideas
justifies opinion or judgement evaluates
critically interprets evidence, makes
deductions forms hypotheses, asks further
questions for investigation, predicts results
applies principles to new situation analyses,
suggests solution and tests
Generalises compares and contrasts summarises
plans classifies by known criteria transforms,
personalises given information recalls and
reviews seeks solutions to problems
Parrots repeats utterances of adult or
peer Copies reproduces information from board
or texts

• Reading to find specific information
• Identifies, names, matches, retells
• Transfers information from one medium to another
• Applies known procedures describes observations
  sequences narrates with sense of beginning,
  middle, and end

Cline Frederickson (1996) Curriculum Related
Assessment Clevedon Multilingual Matters
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Blooms taxonomy

• Knowledge
• Comprehension
• Application
• Analysis
• Synthesis
• Evaluation

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Knowledge

• observation and recall of information
• knowledge of dates, events, places
• knowledge of major ideas
• mastery of subject matter
• Question Cueslist, define, tell, describe,
  identify, show, label, collect, examine,
  tabulate, quote, name, who, when, where, etc.

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Comprehension

• understanding information
• grasp meaning
• translate knowledge into new context
• interpret facts, compare, contrast
• order, group, infer causes
• predict consequences
• Question Cues summarize, describe, interpret,
  contrast, predict, associate, distinguish,
  estimate, differentiate, discuss, extend

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Application

• use information
• use methods, concepts, theories in new situations
  
• solve problems using required skills or knowledge
  
• Questions Cues apply, demonstrate, calculate,
  complete, illustrate, show, solve, examine,
  modify, relate, change, classify, experiment,
  discover

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Analysis

• seeing patterns
• organization of parts
• recognition of hidden meanings
• identification of components
• Question Cuesanalyze, separate, order, explain,
  connect, classify, arrange, divide, compare,
  select, explain, infer

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Synthesis

• use old ideas to create new ones
• generalize from given facts
• relate knowledge from several areas
• predict, draw conclusions
• Question Cuescombine, integrate, modify,
  rearrange, substitute, plan, create, design,
  invent, what if?, compose, formulate, prepare,
  generalize, rewrite

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Evaluation

• compare and discriminate between ideas
• assess value of theories, presentations
• make choices based on reasoned argument
• verify value of evidence
• recognize subjectivity
• Question Cuesassess, decide, rank, grade, test,
  measure, recommend, convince, select, judge,
  explain, discriminate, support, conclude,
  compare, summarize

http//www.coun.uvic.ca/learn/program/hndouts/bloo
m.html
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The Cummins model of language proficiency
Evaluation Synthesis
Generalises compares and contrasts summarises
plans classifies by known criteria transforms,
personalises given information recalls and
reviews seeks solutions to problems
Application Analysis
Argues a case using evidence persuasively
identifies criteria, develops and sustains ideas
justifies opinion or judgement evaluates
critically interprets evidence, makes
deductions forms hypotheses, asks further
questions for investigation, predicts results
applies principles to new situation analyses,
suggests solution and tests
Comprehension Knowledge

• Reading to find specific information
• Identifies, names, matches, retells
• Transfers information from one medium to another
• Applies known procedures describes observations
  sequences narrates with sense of beginning,
  middle, and end

Parrots repeats utterances of adult or
peer Copies reproduces information from board
or texts
Cline Frederickson (1996) Curriculum Related
Assessment Clevedon Multilingual Matters
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Five Principles for Working with EAL learners

• Activate prior knowledge
• Provide a rich contextual background to make
  input comprehensible
• Actively encourage comprehensible output
• Draw the learners attention to the relationship
  between form and function make key grammatical
  elements explicit
• Develop learner independence

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Using ICT with EAL learners

• EAL Learners need to
• Receive help in comprehending the linguistic
  input
• Have opportunities to produce output in the
  target language (TL)
• Notice errors in their own output within a
  supportive classroom environment
• Correct their linguistic output
• Engage in TL interaction
• Have tasks that provide opportunities for
  purposeful and effective interaction

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Using ICT with EAL learners

• ICT can
• motivate and encourage EAL learners
• provide EAL learners with much-needed
  opportunities to interact in/with English
• build on and develop existing language and life
  skills
• provide rich opportunities to learn about culture
• through the internet, open up a vast resource
  that still remains to be harnessed.

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Web-quests

• Groups of learners collaborate using a wide range
  of ICT resources and writing genres to explore an
  agreed topic.
• Relevant websites are identified by the teacher
  in advance to save fruitless searching
• Students are assigned to groups and each group
  takes on responsibility for a particular part of
  the project
• The teachers role is to support the groups as
  they research their topic , write it up and
  prepare it for presentation to the rest of the
  class

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Web-quests

• The end-product, produced by the students
  collaboratively, might have a number of pages
• A main page general introduction to the topic
• A facts page this will hold key facts arising
  from the research and include links to relevant
  resources such as websites and books
• A survey page this might hold data used for
  analysis and presentation (e.g. pie charts)
• A media page consisting of video/audio-files
  relating to the topic either downloaded or
  created by the group (e.g. interviews, songs,
  news reports, etc)

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Mandela Webquest

• The Oxfam website has a unit of work that could
  form the basis of a Mandela webquest
• http//www.oxfam.org.uk/coolplanet/teachers/litera
  cy/mandela.htm

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Mandela webquest Bloom

• Knowledge
• When was Nelson Mandela born?
• Where was he born?
• Who were his parents?
• What did they do?

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Mandela webquest Bloom

• Comprehension
• Read about Mandelas childhood in three websites
• Write a summary of what you find out
• Think about how you will organise it
  chronologically or by theme?

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Mandela webquest Bloom

• Application
• Write a paragraph about your own early life in
  the 3rd person

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Mandela webquest Bloom

• Analysis
• Compare the description of Mandela
• in the first four paragraphs of
  http//www.anc.org.za/people/mandela.html and
• The first eight paragraphs of http//www.bannerofl
  iberty.com/os-1996MQC/3-12-1996.1.html
• Why do you think their views of Mandela are so
  different? You may need to research the two sites

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Mandela webquest Bloom

• Synthesis
• You have seen how writers create a favourable
  biography.
• Find the meaning of hagiography and think about
  it in relation to some of the descriptions of
  Mandela
• Write a 3 paragraph hagiography of someone who is
  very unpopular today write about their
  childhood, early career and later life

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Mandela webquest Bloom

• Evaluation
• Violent or non-violent resistance? Gandhi used
  non-violence to defeat the British in India.
  Mandela supported the use of sabotage to defeat
  apartheid in South Africa but did not target
  people. Bin Laden advocates terrorism involving
  the mass killing of civilians.
• Write an essay comparing these positions and
  argue in favour of one of them.

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Mandela addresses the court, 1964

• Hear Nelson Mandelas famous speech to the court
  when he was sentenced to life in prison in 1964
• http//www1.cnn.com/2001/WORLD/africa/02/11/mandel
  a.speech/

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A song in tribute to Nelson Mandela

• http//www.alexanderdgreat.com/alex4.htm

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Mandelas farewell

• and here it is...

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From Mandelas Inaugural Speech

• Our deepest fear is not that we are inadequate.
  Our deepest fear is that we are powerful beyond
  measure. It is our light, not our darkness that
  most frightens us. We ask ourselves who am I to
  be brilliant, gorgeous, talented and fabulous?
  Your playing small doesn't serve the world. There
  is nothing enlightened about shrinking so that
  other people won't feel insecure around you. We
  are born to make manifest the glory within us.
  It is not just in some of us. It is in everyone.
  And as we let our light shine, we are liberated
  from our fear, our presence automatically
  liberates others
• Nelson Mandela, Inaugural Speech, 1994