The Chacao project

Stages of the British Council-Chacao Municipality project

Results

Reference

Blog samples

Unidad Educativa Andrés Bello (1 teacher/6th graders)

Unidad Educativa Juan de Dios Guanche (1 teacher/7th graders)

Informatics coordinator from Escuelas de la Alcaldía de Chacao

ICT teacher trainer

Stage

Planning WorkshopGiving the workshop

Giving mini-class Feed back / planning stage 2

What for? Activities

Giving support (F2F and online)

Designing WBL (F2F and online)

Supervising

Using WBL in the labT

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Educativa Andrés Bello y Juan de Dios Guanche

Place

Workshop 1British Coucil

2 Application of learnt skills in schools

Wokshop Mini-class Feedback

Session 1 Session 2

ICT and CALL

ICT in the language classroom

Web-based lesson (demonstration)

Web-based lesson (teachers’)

Authoring software

Blogs and podcasts

Web-based lesson design

Pedagogical approach (Task-based approach)

Stages of task-based activities

Types of web-based lesson

A Web-based lesson is simply a lesson that includes online resources like blogs, wikis, webquests, podcasts, authoring tools, websites, etc. It is student centered and task-based.

Printed web-based lesson

Digital web-based lesson

Off-line web-based lesson

Blog web-based lesson

Lesson plan External material

Lesson plan (Word document)

External material (Word document)

Task

AspectsListing

Ordering & sorting

ComparingProblem solving

Sharing personal

experiencesCreative tasks

Outcome Completed list or draft mind map

Information or data ordered & sorted according to specified criteria

Matching or assembling/ identifying similarities or differences

Solution(s) to problem

Social Projects

ProcessesBrainstorming,

fact-finding

Sequencing, ranking, categorizing, classifying

Matching, finding similarities / differences

Analyzing real or hypothetical situations, reasoning and making decisions

Narrating, describing, exploring & explaining attitudes, opinions, reactions

Brainstorming, fact-finding, ordering & sorting, comparing, problem solving

Starting points

Words / Things / Qualities / People / Places / Job-related skills

Jumbles lists / Set of instructions / Sorting according to specific criteria / Half completed charts/ Lists of items

Matching to identify someone or something / Compare to find similarities or differences

Short puzzles, logic problems, real life problems / incomplete stories / Poems / Case studies

Anecdotes / Personal reminiscence / Attitudes, opinions, preferences / Personal reactions

Small group activities / Creative writing / Social or historical research / Media projects / real life rehearsals

Sample tasks

List things found in a particular place / everyday things / things you can do / qualities needed for a particular job

Organize days of the week / Rank items in order of importance / Complete a chart / think of 5 ways to classify clothes you wear

Listen to descriptions of people & identify which person is / Compare ways of doing things in different countries/ Spot the differences

Give advice in response to a letter from an advice column / Guess what’s in a picture / Social studies of young offenders

Talk about things you own, past routines/ preferences and find people with similar ones / What generally makes you annoyed?

Take part in a dressing-up competition / Write a poem / Talk or write about past customs/ Produce a class magazine / Perform interactions

Follow upMemory challenge games / ordering and sorting tasks

Spot the missing item/ reach consensus from rankings/ justify decisions / Odd one out

Students design parallel tasks based on data

Students do a comparing, present, justify & discuss solutions for the class to vote on the best one8s)

Students select the funniest experience, tell the class and give reasons for their choice

Learners keep a diary describing their progress on a project

Six types of tasks (Willis, 1996)

Pre-task Warming up ; activating background knowledge

Task

Post-task (Follow-up)

Students do something to express themselves in response to an activity.

Further practice to make sure students reached lesson objective(s)

Ask students to match pictures from a menu with a list of words

Go to site play a game (food groups) correct suggestions about food groups organize food using “a lot”, “some”, “little”

ask which food from the group

classmate eats a lot, some or little report

Choose one food from the group in the game. Write about it. Send it to your teacher by e-mail.

Stage Example Description

Identify topic from lesson or unit

Find sites related to topic

Plan/design pre-task, task

and follow up activities

Lesson plan & external material

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Scan the text

Search skills needed

Task-based approach

Print or store on the computer

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Apply, evaluate and edit (if need be)

The Maker

Sheduling lab hours

On-line & F2f support

(technical / class design)

Class observation

Lab support

Feedback

Printed/ Digital WBL Blog WBL

Logistic

strips of paper with URL’s

Technical

Problems (week 1)

Teacher’s solution

Results

URL mistakes (Mispellings)

Chaos

Time consuming

A blog is a website that allows an author to publish instantly on the Internet from any Internet connection .

Skills required:

Classroom uses:

(Richardson, 2006)

Definition:

The ones you use for sending an e-mail

A reflective, journal-type blogA class blogA shared blog

A class blog (website)

easy access (Inside and outside the lab)

Easy to edit lessons

Teacher trainer check and edit well in advanced

They got engaged

They became aware of things they were learning

(metacognition)

They developed IT skills

They worked at their own pace

Children’s behavior changed

surprised with students' behavior (less disruptive)

developed IT skills

were in tune with the way their students are learning outside the classroom.

accepted and undertood the student-centered approach

Egbert, J. (2005). CALL essentials. TESOL. USA

Chapelle, C. (2001). Computer applications in second language acquisition. Cambridge University Press

Information and Communications technologies for language teachers (ICT4LT). Retrieved information January 10th, 2006. http://www.ict4lt.org/en/index.htm

Richardson, W. (2006). Blogs, wikis podcasts and other powerful web tools for classrooms. Corwin Press

Dudeney, G. (2005). The internet and the language classsroom. Cambridge University Press