Assignment – CMTRP

Name and surname(s): Giselle Spadoni Teixeira

Group: 2023 - July

Date: October, 1ST, 2023

FP007 - SUBJECT ASSIGNMENT:

CLASSROOM MANAGEMENT -
TECHNIQUES AND REFLECTIONS ON PRACTICE

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 Assignment – CMTRP

Assignment:

Take any two readings and two issues from the materials – for example:

 segregation of low-track students,

 the usefulness of web-quests,
 group dynamics (the 6 types),
 the relevance of the new ‘key competences’ to language teaching and
classroom management,
 the way in which the market shift to young and very young learners has
changed the way we think and teach,
 Multiple intelligences,
 any other which has attracted your attention.

and discuss them separately:

1. Say why you have chosen them from a personal perspective.

2. Explain their importance with reference to the general framework of classroom
management.
3. And try to predict how the topic will evolve in the future.
Important: you have to write your personal details and the subject name on the
cover (see the next page). The assignment that does not fulfil these conditions
will not be corrected. You have to include the assignment index below the cover.

Reading 1: "The Usefulness of Web-quests"

Web-quests are a popular instructional tool in education, leveraging the power of the
internet to engage students in active, inquiry-based learning. The term "web-quest"
was coined by Bernie Dodge and Tom March in the late 1990s. It refers to an online
learning activity that guides learners through a structured exploration of internet
resources to achieve specific educational objectives. These objectives often
encompass higher-order thinking skills, critical analysis, problem-solving, and
collaboration.
The primary goal of a web-quest is to encourage learners to construct knowledge
through meaningful interactions with online content. Typically, a web-quest consists of
an introduction, task, process, evaluation, and conclusion. The introduction sets the
stage for the topic, presenting it in an engaging and intriguing manner to capture the
students' interest. This initial step is crucial in stimulating curiosity and motivating
learners to delve deeper into the learning experience.
The introduction of a web-quest provides an overview of the topic and outlines the
context of the task at hand. It often includes a scenario or a narrative that situates the
learners in a real-world context, making the learning experience more relatable and

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compelling. This narrative might present a problem or a challenge that the students
need to address by exploring online resources and gathering information.
Moreover, the introduction offers a clear explanation of the learning objectives, the
expected outcomes, and the relevance of the topic to the learners. It provides a sense
of purpose and direction, aligning the students' efforts with the desired educational
goals. Additionally, the introduction may introduce key vocabulary, concepts, or
questions to guide the students' exploration and critical thinking throughout the web-
quest.
In essence, the introduction sets the tone for the entire web-quest, creating an
intellectual and emotional connection with the learners. It sparks their curiosity,
prompts them to think critically, and motivates them to actively engage with the internet
resources provided. As an essential component of the web-quest structure, a well-
crafted introduction significantly contributes to the overall success of the learning
experience.

Personal Perspective: I chose this reading because of my interest in integrating

technology and innovative teaching methods in education. Web-quests are an
engaging way to utilize the internet for educational purposes and promote self-directed
learning.

Importance in Classroom Management: Web-quests can enhance classroom

management by fostering a student-centered approach. Students take responsibility for
their learning, which can lead to increased engagement and motivation.
It allows for differentiated instruction as students can explore various online resources
based on their learning styles and preferences.
Teachers can guide and monitor students effectively during the web-quest, providing
necessary support and scaffolding.

Future Prediction: The use of web-quests is likely to increase with the growing
integration of technology in education. Teachers will need to stay updated with the
latest tools and methods to create effective web-quests.
As online resources evolve, web-quests may become more interactive and
customizable, providing a dynamic learning experience for students.
Integration with artificial intelligence and adaptive learning technologies could
personalize web-quests further, tailoring the experience to individual student needs.

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Reading 2: "The Relevance of the New 'Key Competences' to Language Teaching

and Classroom Management"

The integration of key competences into language teaching represents a pivotal shift in
modern education. As societies evolve, so do the skills and knowledge deemed
essential for success in various aspects of life. The European Commission, in
particular, has identified and outlined a set of key competences necessary for lifelong
learning, active citizenship, and personal fulfillment in today's complex world. These
competences encompass a broad spectrum of abilities, including communication in the
native language, learning foreign languages, digital competence, and social and civic
competences.
This article delves into the importance and relevance of these key competences to
language teaching and classroom management. Language teaching extends beyond
the mastery of grammar and vocabulary; it encompasses the development of essential
life skills that enable effective communication and cultural understanding. By
incorporating the key competences, educators can enhance language learning
experiences, fostering a comprehensive approach that equips learners with vital tools
for the globalized society they will navigate.
The introduction sets the stage by highlighting the evolving educational landscape and
the need for a paradigm shift in language teaching methodologies. It underscores how
integrating key competences aligns with educational goals, promoting a well-rounded
approach that addresses the multifaceted demands of the 21st century. Furthermore,
this introduction outlines the structure of the article, providing a preview of the
forthcoming discussion on the specific competences and their implications for language
education and classroom management.
Ultimately, the goal is to illuminate the interconnectedness of key competences with
language teaching and to demonstrate how an integrated approach can elevate
language education, equipping learners with the skills they need to thrive in an
increasingly interconnected and diverse world.

Personal Perspective: I chose this reading because understanding key competences

and their integration into language teaching aligns with my belief in a holistic approach
to education. Language teaching should go beyond grammar and vocabulary to
encompass essential life skills.

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Importance in Classroom Management: Incorporating key competences into

language teaching can enhance classroom management by fostering a more holistic
and learner-centric approach.
It promotes the development of critical thinking, communication, teamwork, and
intercultural skills, which are essential for effective classroom dynamics.
Teachers can structure lessons to integrate these competences, providing
opportunities for meaningful interaction and collaborative learning.

Future Prediction: The importance of key competences in language teaching will

likely continue to grow, aligning with broader educational shifts towards competency-
based education.
Teachers will receive more training and resources on how to effectively integrate key
competences into language teaching and classroom management.
Assessment methods will evolve to measure not only language proficiency but also the
development of key competences, emphasizing a more comprehensive evaluation of
students' abilities.
These readings are vital in shaping modern teaching practices and classroom
management, aligning with the need for student-centered approaches and holistic skill
development. The future will likely see a further embrace and refinement of these
concepts as education continues to evolve in response to technological advancements
and changing societal needs.

Bibliographical References:

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Chandler, H. (2003). Concept mapping and WebQuests in social studies. Media and
Methods, 39(3), 38-39.

Kennedy, S. (2004). The well-constructed WebQuest. Social Studies and the Young
Learner, 16(4), 17-19.

Lipscomb, G. (2003). “I guess it was pretty fun”: Using WebQuests in the middle school
classroom. The Clearing House, 76, 152-155.

Webquest´s (2012) online available at:

http://www.educationworld.com/a_issues/chat/chat015.shtml

https://www.researchgate.net/publication/
220663568_WebQuests_as_perceived_by_teachers_Implications_for_online_teaching
_and_learning_Original_article