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History- Wordle

Page history last edited by Megan Gallegos 8 years, 3 months ago

 

By: Jared Wersch, Megan Gallegos, and Sarah Vazquez.

 

Description:

Wordle is an interesting and colorful program with which students and teachers create visual representations of texts. Words posted into Wordle can be arranged using various colors, fonts, and display schemes. The website and its tool are free for anyone to use and is easily accessible via the internet. The website is user friendly and simple to use.

http://www.wordle.net/

 

Tutorial:

In order to use wordle, the user must click the link on the homepage that reads Create.

After clicking this link on the Wordle homepage the user is taken to a screen where they are given three options for entering the words they want to use.

The first option simply states "Paste a bunch of text."

The second option states "Enter the URL of any blog, blog feed, or any other web page that has an Atom or RSS feed."

The third option  states "Enter a del.icio.us user name to see their tags."

 

After entering the desired URL, text, or tag, the student is presented with a default layout which the user is then able to edit.

The user can manipulate word layout, color, font, and language. Users are able to have the editing randomized by the website by clicking the randomize button below the default wordle.

 

Once the user is finished creating their wordle, the simply can save the picture to their computer desktop or print it out.

 

One way to incorporate the Wordle word cloud is to take a large piece of text and create a visual representation of it. Students can then look over the word cloud and discover what words are mentioned most. They can then do an exercise in which they have to make a prediction of what the text is about. After student have made their predictions, they will then read the entire text in its normal format. The above example demonstrates an article about the Alamo.

http://www.thealamo.org/battle/battle.php

 

Another way to incorporate Wordle into the classroom would be to take a historical document and create a word cloud. In this instance, we used the Treaty of Guadalupe Hidalgo.  We would incorporate this into the classroom after teaching students about the tensions that the treaty created. Students would then compare the words such as: neighbors, peace, friendship, and sincere, to the actual feelings that the two countries had towards each other. 

http://faculty.washington.edu/qtaylor/documents_us/trty_guadalupe_hidalgo.htm

 

 

Finally, Wordle can be used to compare similar documents from different countries. In the above example, we took an English translation of part of the Mexican Constitution of 1917. This can then be compared to the U.S. constitution. Students can look at similarities in words that are commonly used between the two. Another, pre-lesson activity that students can do is to write down a list of words that they think would be listed in the U.S. constitution and then have students compare their word with the word cloud above.

http://www.oas.org/juridico/mla/en/mex/en_mex-int-text-const.pdf

 

 

 

Helpful sites for teachers:

 

http://www.youtube.com/watch?v=Fo5q386cWuc

This short and entertaining video provides details on using and implementing the Wordle tool as a teacher.

 

http://languagesresources.wordpress.com/2009/05/07/23-ways-to-use-wordle-in-the-mfl-classroom/

This site present a multitude of uses for the Wordle tool in a classroom. Examples range from creating posters to introducing new vocabulary.

 

http://www.techlearning.com/default.aspx?tabid=67&entryid=209

Terry Anderson's article describes five reasons why using Wordle is beneficial to teachers.

 

http://tedteachersnetwork.pbworks.com/w/page/30355297/Wordle

TED presents an article describing how to use Wordle along with applications and activities in the classroom.

 

http://www.techsavvyed.net/archives/1154

This website shows how to use Wordle for more than just fluff activities. This material is essential to the tech savvy educator of the 21st century.

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