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Mei Kartina 96499 KI / 2009

Mei Kartina 96499 KI / 2009. Internet based project work. Internet- Based Project Work. Why do Internet- based project work ?. It’s a structured way for teachers to incorporate the Internet into the language classroom . Cooperative learning and interaction are encouraged .

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Mei Kartina 96499 KI / 2009

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  1. Mei Kartina96499KI / 2009 Internet based project work

  2. Internet-BasedProject Work

  3. Why do Internet-basedprojectwork? • It’s a structuredwayforteacherstoincorporatethe Internet intothelanguageclassroom. • Cooperativelearning and interaction are encouraged. • Interdisciplinarypurposesallowforcross-overintootherdepartments and subjectareas. • Criticalthinkingisencouraged.

  4. Stepsto prepare an IBPW: • Choosetheprojecttopic. • Makethetaskclear. • Findtheresources. • Decide ontheoutcome.

  5. Basic Projects

  6. Low-levelproject: “My favourite actor”

  7. High-levelproject: “Global Warming”

  8. Internet-basedsimulations

  9. A General Englishsimulation • You are planning a three-week trip to the United Kingdom. You’ll need to make arrangements for your transport and accommodation facilities beforehand. Remember that you’ll need to take pocket money too. Your total budget is £2500. • You can visit the following websites: • http://www.statravel.co.uk/cps/rde/xchg/uk_division_web_live/hs.xsl/accommodation-in-great-britain-ireland.htm • http://www.hostelbookers.com/hostels/england/

  10. WebQuests

  11. Whatis a WebQuest? • It’s a mini-project in which a largepercentage of the input and material issuppliedfromthe Internet. • Itdiffersfromprojectsorsimulations in theirfairlyrigidstructure.

  12. Types of WebQuest: • Short-termWebQuest: Lasts a couple of classes. • Longer-termWebQuest: Mightlast a fewweeks, a termoreven a semester. It has specificoutcomesothers can respondto.

  13. Example • WhoMade my Trainers?” http://www.xtec.cat/cirel/02/webquests/english/2index2.html

  14. Skills set forproducing a WebQuest: • Researchskills. • Analyticalskills. • Word processingskills.

  15. TheWebQuestdesignprocess:

  16. Exploringthepossibilitiesstage: • Choose and chunkthetopic • Identifylearning gaps • Inventoryresources • Uncoverthequestion

  17. A sample text chat lesson plan • Sample Lesson Plan Using a Chat Room • (You may substitute any text for the one given.  Also, your objectives might differ according to the focus of your class.) • Lesson Topic: The General Prologue to the Canterbury Tales • Lesson Goals/Objectives: • To help students understand the characters by permitting them to interpret them by adopting their personae. • Readings/Preparation Materials: • Students should have already read the General Prologue and the descriptions of the pilgrims.

  18. What is Required of the Instructor Before the Class Meets: • The instructor should have set up chat room software for the class and should understand how to use it. • Also, the instructor needs to understand the limitations of the software he or she is using.  How many students can enter the chat before it crashes?  How many students can participate effectively in a chat? • With that understanding in mind, set up an appropriate number of chat rooms for the number of students in your class.  Consider that more than 5-7 participants in a chat room make the tool less effective. • Ideally, you will have an easy way for your students to find and access the chat room.  If you have a course home page, create a link to the chat room.  Otherwise, be sure to write down the URL and bring it to class.  Because URL’s can be lengthy, it might not be a bad idea to create a handout for this assignment, which lists the URL as well as the instructions on how to use the chat room. • Consider whether this assignment will be completed in or out of class.  If you don’t have computer access in your classroom, you’ll obviously need to make this an out-of-class assignment.  Plan ahead for technical difficulties that might arise from students needing to log on to a chat simultaneously from a place other than the classroom at a designated time. • Segment #1 of the assignment:  Begin with a general introduction to the Prologue and to the pilgrims. • Segment #2:  Divide the students into smaller groups and assign each student a character.  That student should consider how that character interacts with the other pilgrims and with the world at large.  It may be possible to assign the same character to more than one student because there would not be repetition within a single group. • Segment #3:  Demonstrate how to use the chat room.  This instruction may be more difficult if you have no computers in your classroom.  A written instruction sheet, including how to access the chat room would then be necessary.

  19. Segment #4:  Have students log on to the chat room using their characters’ names.  (If that kind of log on with a pseudonym is not possible, consider how to re-work this exercise).  Have them interact with each other as if they were the pilgrims from the Canterbury Tales.  The instructor could log on as Harry Bailey and ask the pilgrims a directed question to start the conversation.  An example might be, “What is the most important thing in life?” or any other such question that would ask students to actively consider the perspectives of each character. • Segment #5:  Ask students to respond to the exercise.  Did it affect their understanding of the pilgrims? For next time, students will need to: • Complete the assignment • Consider how completing the assignment affected their reading of Chaucer. For next time, the instructor will need to: • Check up on the students’ progress. • Be available for questions, should they arise.

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