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The purpose of our webquest is to enhance task-based learning. Students will be more motivated to fulfill a task and use English in a natural way, without being judged on errors, but the final products will be evaluated. Besides students being involved with acquiring the language, they also learn more about the cultural and social aspects of the English speaking world. (see resource 1)
Each step in the webquest has its own level in Bloom Taxonomy.
Step 1 : When the students brainstorm they use the level of knowledge to list, write, name and reproduce their prior knowledge to the subjects.
Step 2: When the students watch the video they use the level of knowledge when they relate and locate the countries and they use the level of comprehension when they choose a country to elaborate on.
Step 3: When the students make groups they use the level of comprehension to choose a country, defend why they prefer a specific country and eventually together select one.
Step 4: When the students find and use a map and the flag, they use the level of knowledge to find what they are looking for, relate it to the country, locate it and choose the material they are going to use.
Step 5: When the students look for the information on typical food, they use the level of knowledge to find the right information, to name what they found and to reproduce the information found. They use the level of comprehension to explain, use and examine the information and generalize it to be typical. They use the level of application to predict whether this will be an attraction to the country, they prioritize one food above another.
Step 6 : When the students look for information on climate, they use the level of application when they construct the information when they compare with prior knowledge and separate it from that knowledge to predict what will be found attractive.
Step 7: When the students look for information on festivals and celebrations they use the level of application to interpret the meaning of what they found, to predict what will be attraction and to choose a topic to use. They also use the level of analysis when they distinguish one cultural aspect to be different from another and imagine it to be interesting to others.
Step 8 : When the students look for information on places to go and things to see, they use the level of evaluation to not only choose and recommend which place should be visited, but also judge what they find interesting. (see resource 2)
Bloom’s Taxonomy is applied throughout all the steps in this webquest. Although the level of knowledge is called upon not only in the beginning and throughout all the steps, we applied the higher levels of synthesis and evaluation as well. In this way we hope to activate the intellectual activity in each level and stimulate and motivate students to learn English and several skills combined with other subjects such as Geography, Drama, Music and ICT.
Teacher’s tips on activating the use of multiple intelligences per step :
Step 1 : The following intelligences can be activated with brainstorming in the following way. The Linguistic Intelligence is stimulated when children write down what they already know. The Visual-Spatial Intelligence is stimulated when the students imagine things in their mind.
Step 2 : The following intelligences can be activated by watching the video in the following way. The Linguistic Intelligence is stimulated when children write down what they already know. The Visual-Spatial Intelligence is stimulated when the students imagine things in their mind. Step 3 : The following intelligences can be activated by forming a group in the following way. The Interpersonal(Social) Intelligence is stimulated when children work effectively, to relate to their classmates and display empathy and understanding to notice their motivation and goals. Step 4 : The following intelligences can be activated by finding information and using it for the visual content in the following way. The Visual-Spatial Intelligence is stimulated when the students imagine things in their mind for a future result. Step 5 : The following intelligences can be activated by finding information and using it for the visual content in the following way. The Visual-Spatial Intelligence is stimulated when the students imagine things in their mind for a future result. It also helps students with Bodily Kinesthetic Intelligence to use their body skillfully to create products or present ideas and emotions to others. Step 6,7,8 : The following intelligences can be activated by telling an information in a creative way using different methods in the following way. The Logical-Mathematical Intelligence is stimulated when the students have an ability to reason and calculate, tho thing things through in a logical systematic manner for a future result. This step also helps to activate almost every Multiple Intelligences (by Howard Gardner). (see resource 2) |
