Современные тенденции развития иноязычного образования в высшей школе
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| The WebQuest Design Process
Writing a WebQuest is time-consuming and challenging, at least the first time. To make this process easier for teachers Tom March developed the WebQuest design process which consists of three phases that are presented below [8; 1]: The WebQuest Design Process. Phase 1. Choose and chunk the topic It is necessary to identify a topic that is worth spending time on it and one that takes advantage of the Web and WebQuest format. The best use of the WebQuest format is for topics that invite creativity and problems with several possible solutions. They can address open-ended questions like: How do other countries deal with learning English as a foreign language, and what, if anything, can Kazakhstan learn from them? What is it like to live in a developing country such as Kazakhstan? What would Mark Twain think about the lives that children live today? Once you have some ideas for topics, chunk them out into sub-categories by clustering. You might look for things like relationships to other topics, controversial issues, multiple perspectives about the topic, etc. This clustering will help you when it comes time to uncover your main question and devise roles for learners. Identify Learning Gaps Good instructional activities attempt to address students' needs. Envision the optimal learning outcomes for a particular unit or activity. Then compare that to the actual outcomes. The learning gap is the difference between Optimals and Actuals. Inventory Resources When teachers inventory their learning resources they should collect all the raw materials that COULD go into their WebQuest. Later they will need to make choices that limit their options. In terms of finding good Web sites, the following sites that lead to a huge number of interesting and useful lessons, resources, and activities can be a good starting points for exploration: Education World- http://www.education-world.com/ Language Arts- http://www.mcrel.org/lesson-plans/index.asp Foreign Language - http://www.mcrel.org/lesson-plans/foreign/index.asp Decision: Uncover the Question The single most important aspect of a WebQuest is its Question. The Question / Task serves to focus your entire WebQuest and helps students engage in higher-order thinking. It makes students look beyond the facts to how things relate, what is the truth, how good or right something is. In writing Question / Task Statement, Tom March suggests to consider the following things that provide higher levels of thinking: analyzing and classifying the main parts of a topic using these main parts as criteria from which to evaluate examples of the topic analyzing perspectives and opinions through comparison / contrast using an understanding of people's opinions to make a persuasive argument analyzing how things change through cause and effect and If/Then statements using if/then statements to problem solving new situations [9, 1]. It is important to note that this last box in this phase isn't actually a box like the other three. This section requires a teacher to make a decision. The decision is, "Do you have what it takes to make a WebQuest?" Answering the questions below questions will help a teacher to elicit a positive response: Is the Topic worth the time and effort needed to build this WebQuest? Is the level of potential student cognition worth the effort? Is a WebQuest the right strategy? Are you excited by the available resources (both online and local)? Does the Web offer so much that its use is warranted? Does the Question ask something that people in the real world find important? Is the answer to the question open to interpretation / argument / hypothesis? If you've answered “Yes” to all the questions above, you're on the way to creating a great WebQuest! жүктеу/скачать 9,12 Mb. Достарыңызбен бөлісу:
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