Web-quests

1. Web-quests Using ICT with EAL Students NALDIC EAL-ICT Conference May 22, 2004 Dr Frank Monaghan l

2. Overview • The Collier and Thomas Enrichment Program • The Cummins model of language proficiency • Bloom’s Taxonomy • Principles of working with EAL students • Using ICT with EAL students • Webquests • Nelson Mandela

3. The Collier & Thomas ‘Enrichment Program’ environment Sociocultural and processes L1 & L2 cognitive development L1 & L2 academic development L1 & L2 language development

4. High cognitive demand Context embedded Context unembedded Low cognitive demand 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

5. Bloom’s taxonomy • Knowledge • Comprehension • Application • Analysis • Synthesis • Evaluation

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

7. 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

8. 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

9. Analysis • seeing patterns • organization of parts • recognition of hidden meanings • identification of components • Question Cues:analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

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

11. 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/bloom.html

12. High cognitive demand Context embedded Context unembedded Low cognitive demand 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

13. 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 learner’s attention to the relationship between form and function; make key grammatical elements explicit • Develop learner independence

14. 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

15. 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.

16. 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 teacher’s 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

17. 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)

18. 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/literacy/mandela.htm

19. Mandela webquest & Bloom Knowledge • When was Nelson Mandela born? • Where was he born? • Who were his parents? • What did they do?

20. Mandela webquest & Bloom Comprehension • Read about Mandela’s childhood in three websites • Write a summary of what you find out • Think about how you will organise it – chronologically or by theme?

21. Mandela webquest & Bloom Application • Write a paragraph about your own early life in the 3rd person

22. 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.bannerofliberty.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

23. 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

24. 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.

25. Mandela addresses the court, 1964 • Hear Nelson Mandela’s famous speech to the court when he was sentenced to life in prison in 1964 • http://www1.cnn.com/2001/WORLD/africa/02/11/mandela.speech/

26. A song in tribute to Nelson Mandela: • http://www.alexanderdgreat.com/alex4.htm

27. Mandela’s farewell • and here it is...

28. From Mandela’s 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