Create a Wiki

Additional Info

  • Name: Create a Wiki
  • OVERVIEW

  • Linguistic dimension

  • CEFR Level: A2, B1
  • Linguistic dimension - Skill(s): Writing/Reading
  • Duration: 6*50 minutes
  • Target language: Any modern language. Tried out in English
  • ICT dimension

  • ICT resources:

     

    Internet access, online dictionary with definitions, PC. Google images; online dictionaries; Google; Wikipedia and other online encyclopedia depending on the cultural topic a group chooses. Wikispaces (wiki creating site)

  • ICT competences: To browse or search the Internet for specific information; To use word processing ICT tools such as microsoft word, word for mac and wikispaces;
  • Detailed description of the task

  • Situation / theme(s): Create a Wiki about a specific cultural aspect in your country.
  • Product requirements or prerequisites: Students must be acquainted with the vocabulary of the topic and be familiar with the use of a word processing ICT tool (Microsoft word or word for mac and wikispaces).
  • I can...:

     

    • understand texts that consist mainly of high frequency everyday or job-related language.
    • understand the description of events, feelings and wishes in personal letters.
    • search one long or several short texts to locate specific information I need to help me complete a task.
    • briefly give reasons and explanations for opinions, plans and actions.
    • write simple connected text on topics which are familiar or of personal interest.
  • Product: A Wiki-site about a subject that suits the topic of current curriculum to give classmates additional information on the topic at hand.
  • Product requirements or prerequisites:

     

    Students must be acquainted with the vocabulary of the topic and be familiar with the use of a word processing ICT tool (Microsoft word or word for mac and wikispaces).

  • Process:

     

    • Form groups of 2-3 students. Depending on your group you might want to combine students based on their level having the stronger kids in the class work together with weaker students.
    • Decide on an aspect of your country’s culture that you find interesting for foreign students. You can choose the country where you live or where your from in case they’re not the same: as a group you decide together depending on your cultural topic. You can always check with your teacher whether the sources you have found are suitable and reliable.
    • Research your selected cultural topic online: you can use Wikipedia and other online encyclopaedia .
    • With your group: also decide on a structure for your wiki.
    • With your group: additionally decide which information is relevant.
    • Divide tasks within your group. I.e: if a national holiday is your topic, one member could search information on its history, another on its meaning and a third on ways the holiday is celebrated.
    • Write the wiki on your topic with each group member responsible for writing a designated part of the wiki. Use wikispaces for a user friendly, free, online, wiki page.
    • Group members read and check each other’s work in terms of content, completeness, coherence, lay out and basic grammatical correctness and spelling.
    • At the end of each group’s wiki entrance they should include a section dedicated to references, which must be cited in alphabetical order with the dates on which they were accessed.
  • Division of roles (optional): Group work
  • Consolidating activities suggested or follow up plan:

     

    The groups review each other’s work as a follow-up and fill in a questionnaire to reflect on the project.

    The groups review each other’s work using a short and basic feedback form in which they reflect on other groups’ Wiki page: clarity of information, new content learned.

    The questionnaire should contain elements of self-assessment on new content learned, plans for improvement.

  • Success factors or evaluation criteria:

    Students have done well:

    • If they are able to share additional information about the topic that they researched and write a small piece about it for a wiki and if they achieve the following criteria:
    • Content

    They have written an original text

    • Vocabulary
      They have used vocabulary and expressions connected to the topic
    • Grammatical correctness
      They have used more complex grammatical constructions and expressions; their vocabulary and sentence structure is only influenced by their mother language in a minor way. Students use the right word order and verb tenses, and spelling is corrected by using a spell check (for instance in Microsoft word or word for mac).
    • Coherence
      They have written a fitting introduction to their wiki entry and have been able to correctly divide their text into paragraphs and link sentences with fitting connectors.
    • Interaction
    • They are active within the small and larger groups, and share their ideas and accept other people’s opinion and criticism.
  • Authors: Marija Dragutinovic & Nathalie van Kampen. Should you wish to receive more information about the task or discuss its adaptation and implementation with its author, please contact This email address is being protected from spambots. You need JavaScript enabled to view it..
  • Didactic added value of the task and other information

  • Practical hints for teachers:

     

     

    Divide students in groups of 2-3 and let them become the experts on a particular sub-topic of the topic at hand. They should be able to decide on relevant information together. They should be able to reflect on each other’s work and give each other constructive feedback and tips. They should be able to write about this sub-topic together and through this product share their knowledge with their classmates.

  • Additional methodological or didactic comments:

     

    Set precise deadlines to conclude the task. If groups don’t manage to finish the work after the 6th 50-minute class extra lessons may be spent on the Wiki task. Be precise in setting the goal of the task and in explaining the evaluation criteria.

  • Reasons why this task is a model of best practices:

     

    The task was created to develop language competences using ICT resources and to develop social competences by encouraging students to show part of their culture and life.

  • Impact that it is expected to have on the teaching practices and attitudes:

     

    Engage teachers in the inclusive use of ICT in the language lesson.

    Encourage teachers to adopt TBLT and CEFR in their practice.

  • Reasons why this task travels well:

     

    This task can be introduced in the travelling theme which is transversal to most national syllabuses and foreign language programmes.

  • Rationale and/or theoretical underpinnings of the task: TBLT using CEFR common reference levels. A2/B1 task taking into account the public domain (according to CEFR definition of domains).
  • Preferencial target age group(s): High school students

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