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WebQuests

WebQuests. Integrating Technology into the Classroom Michele Mislevy http://faculty.albright.edu/edu/mmislevy/Conferences.htm. Who Are We?. Michele Mislevy Albright College Technology Instructor Dr. Alison Shook Albright College Professor of Special Education. Workshop Schedule.

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WebQuests

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  1. WebQuests Integrating Technology into the Classroom Michele Mislevy http://faculty.albright.edu/edu/mmislevy/Conferences.htm

  2. Who Are We? • Michele Mislevy • Albright College • Technology Instructor • Dr. Alison Shook • Albright College • Professor of Special Education

  3. Workshop Schedule • Define WebQuests • Analyze WebQuest parts • practical examples • Evaluate WebQuests • WebQuest Point of View • Creating a WebQuest • Online Authoring tools • Wrap up

  4. The WebQuest Model • Bernie Dodge & Tom March • 1995 • San Diego State University • Uses learners’ time well • Focus on using information rather than looking for it • Support learners’ thinking at levels of • analysis • synthesis • evaluation

  5. A WebQuest is… • Inquiry oriented • Based on a doable, engaging task • Uses predefined resources from web • not all must be web based • new trend is to make student find some resources • Short or long term (1 week or more) • Promotes cooperative learning

  6. Scavenger Hunt vs. Quests • Internet scavenger hunt • students are looking for specific answers to specific questions. • WebQuest • provides a framework for the students • invites an interest • sets a task • provides the links with guidelines for what to look for • gives enough freedom for the student to be selective in where they want to take the learning. • evaluation sets up a rubric • student is responsible for the outcome of his/her learning as well as the grade.

  7. Parts of a WebQuest • Follow this link and examine the building blocks of a WebQuest • Browse some of the examples in each block and make notes on your worksheet • http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

  8. Introduction

  9. Introduction • Most important part • Gain attention of the students • Introduce the activity • Make relevant to learners • authentic tasks or real life problems • Essential question • Engage students in real world problem solving • Higher order thinking skills

  10. Capulet Ball • Have you ever wished you were a part of the magic of Romeo and Juliet's first meeting at the Capulet mansion? Think about how lucky you would be to witness the famous couple falling in love at first sight and to catch a glimpse of all the glamorous guests, gourmet food, ornate decorations, and music that the Renaissance brought to life! It is comparable to walking down the red carpet at the Oscars and seeing those movie stars that you just love...undoubtedly a remarkable experience that could only happen in your dreams right? Well, I beg to differ because you, yes you, have just been called upon by the rich and mighty Capulet to cater, decorate, entertain, and design costumes for his family and all of his guests that are coming to the Capulet Masquerade ball! When your job is finished, Capulet has even extended his invitation to you! "You're invited! Come and crush a cup of wine!" • http://TeacherWeb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/h1.stm

  11. The Solar System • Congratulations! Your group has been chosen to do a thorough investigation regarding the next planet to be transformed for human existence. If your presentation is persuasive enough to convince the Government and NASA to extend our habitat to your chosen planet, you and your families will among the first inhabitants. This a tremendous opportunity to have a significant impact on life as we know it! • http://TeacherWeb.com/CA/USD/Space/h1.stm

  12. Shark Attack • "SHARK ATTACK!" These are the latest headlines appearing in the paper referring to a reported attack on a surfer. Fact or Fiction? You must investigate the report after you have studied the habitat, senses, and diet of the great white shark. You may choose the role to play as the victim, biologist, sheriff, or shark. Get ready to go, but beware, people are the greatest predator of sharks while sharks instill the greatest fear in people...Watch out, remember to stay in character as you discover new realms of information. • http://TeacherWeb.com/TX/UH/GreatWhiteSharkAttack-FactorFiction/h1.stm

  13. Task

  14. Task • Discusses different roles or perspectives students will take on • Explains what end result or product should be • Motivating force behind all activities • NOT the step-by-step process • Includes Scaffolding

  15. California or Bust • Your group will consist of four people: • Car Dealer-main duties are to find a car, gas prices and mileage. • Trip Planner-map out trip, find state capitals • Driving-find the exact mileage from city to city. Buy gas. • Banker-calculate total cost of car, gas, hotel, food. • Your mission is to travel to the capital of California by traveling through state capitals only. • After you have completed your research, your group will design a collage poster of your trip that includes: • 1. Map of travel route • 2. Breakdown of cost for trip • 3. Picture of car • 4. Answers to questions located under "questions" icon • The group that can make it to California the quickest wins bonus points! • http://TeacherWeb.com/GA/FiveForksMiddleSchool/WQRoadTrip/h2.stm

  16. The Capulet Ball • Joining the Elizabethans at the Capulet Masquerade ball and being in charge of planning the whole event is no easy task. You need to design costumes, prepare gourmet cuisine, provide high quality entertainment such as music and dancing, and decorate the majestic Capulet mansion! Capulet expects the best since his guests are among the highest in Verona, and that is what you are expected to give him! Good luck! • Each group member will take on one of the following roles: • The Party Decorator • The Costume Designer • The Chef • The Entertainer • Be sure to use the designated links on the home page to find out specifically what your role entails. As a group, you will then create an instructional video that educates people on how Elizabethans entertained back in Shakespeare's time of the Renaissance; a time in which arts of all kind flourished. • http://TeacherWeb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/h1.stm

  17. Process

  18. Process • Step-by-step instructions • Guidance for students to complete task • Be detailed • Write for students • Lists are acceptable

  19. The Capulet Ball • Good morrow, students! Thou may begin! • You will meet in groups of four upon which you were divided. • The teacher will assign the designated roles randomly. • Once roles have been assigned, students will discuss a meeting time and place to work on this project, as well as exchanging phone numbers or e-mail addresses. • Each member will review their role using the links on the homepage of the WebQuest. • Each role will be researched extensively by the student using the links below as a starting point. • The group will come together and share information on the topic that your role required. • As a group, brainstorm ideas to create an instructional video of no longer than five minutes on how to entertain in the Elizabethan Age. • Create and practice your performance, be sure to have any props you need to perform your role, come up with a creative name to represent your video and then film it! • Write a reflection of no more than two pages that expresses the pros and cons of living in the Elizabethan Age and incorporates specific information you learned while working on this project. Other reflections are welcome in addition to the ones specified above. • Be prepared to present and discuss your videos on the date designated by the teacher. • http://teacherweb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/h3.stm

  20. The Capulet Ball: Roles • The Party Decorator must research how art was incorporated and used in homes during the Renaissance since it was a time marked by freedom of thinking and choice. For the Capulet Ball, you must seek information on what kinds of artwork, etc. was used to furnish a house to make it appealing to guests, as well as the typical styles that were in at the time. From this information you will decorate the Capulet house for the masquerade ball. Use the information from the links below to help you. Consider yourself a party decorator! • Internet Links • See Florentine Art and Architecture and related resourceshttp://www.learner.org/exhibits/renaissance/ • Refer to this Art History site to understand how Renaissance art beganhttp://www.witcombe.sbc.edu/ARTHLinks2.html#general • Refer to this site to understand better the different terms in arthttp://www.artcyclopedia.com/history/early-renaissance.html • Other Resources • Just because this is a WebQuest doesn't mean that the students should be limited to using the web for • resources. Think of other resources for this role or perspective and list them here. • http://teacherweb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/wqr1.stm

  21. Scaffolding

  22. Scaffolding • Locate and review the 3 kinds of scaffolding • Browse some of the examples and make notes on your worksheet • Reception Scaffolding • http://projects.edtech.sandi.net/staffdev/patterns2000/reception.html • Transformation Scaffolding • http://projects.edtech.sandi.net/staffdev/patterns2000/transformation.html • Production Scaffolding • http://projects.edtech.sandi.net/staffdev/patterns2000/production.html

  23. Evaluation

  24. Evaluation • How will the students be evaluated? • What assessment tool/rubric will you use? • Group and/or individual rubrics • Can be simple checklists or multi-dimensional rubrics • Consider using rubistar to help create • http://www.4teachers.org

  25. The Capulet Ball • This project is a GROUP grade. Any group member who fails to complete one of the components below will bring down the grade of the whole group! • The criteria everyone in your group must have are: • Each group member is cooperative and displays teamwork...10 points • Information for each role is well researched...10 points • Discussion of video before and after class viewing shows insight into the Renaissance....10 points • Each group member produces a clearly written, organized, and grammatically correct reflection on their role • of no more than 2 pages (double spaced, MLA format, 12 pt font)...30 points • The group video is creative and shows teamwork and extensive preparation...40 points TOTAL= 100 points • http://TeacherWeb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/h1.stm

  26. Conclusion

  27. Conclusion • Summary or Reflection on Quest • Final thoughts/questions can be answered • Extensions • Additional resources

  28. The Capulet Ball • CONGRATULATIONS! The Capulet Masquerade Ball was a success! The Capulet family as well as the guests are calling it the event of the year! I hope you enjoyed your visit to the time of the Renaissance, and gathered much knowledge from the Elizabethans. Don't forget to enhance your own creativity in not only the roles that you played, but in everything you do in life! If there is one thing the Renaissance gave us, it is the freedom to express ourselves eloquently using dance, music, and art. Actions speak louder than words! Keep the tradition going! • http://teacherweb.com/NJ/MaryHelpofChristiansAcademy/TheCapuletBall/h5.stm

  29. Nutrition and Food • You have learned about the Food Guide Pyramid and how it is used to make intelligent food choices. Whether you are eating at a fast food restaurant or at home the Food Guide Pyramid is a useful tool. You now have the knowledge to make better food choices to ensure good nutritional habits. If you would life to expand the work you have completed with this Web Quest, you may choose on of the following projects:1. Design the interior of the restaurant you created2. Establish the prices for the menu in the restaurant3. Create a food pyramid for pregnant females4. Create a food pyramid for older adults • http://teacherweb.com/TN/TTU/nutritionwebquest/h5.stm

  30. Teacher Page/Standards

  31. Teacher Page/Standards • What state standards are addressed? • mention your state/school district • What technology standards are being addressed? • http://cnets.iste.org/students/s_stands.html • Give tips for implementing • special needs, esl • lack of web consent form • variations on activities

  32. Let’s Evaluate WebQuests • Choose 2 WebQuests from the links below and evaluate using the rubric given in class • http://webquest.org/matrix3.php • http://www.frederick.k12.va.us/wq/matrix.html • http://cmcweb.lr.k12.nj.us/webquest/webquests.htm • http://sesd.sk.ca/teacherresource/webquest/webquest.htm

  33. Discussion

  34. A WebQuest about WebQuests • Follow this link and click on Elementary • http://webquest.sdsu.edu/webquestwebquest-es.html • Group discussion to follow

  35. Designing a WebQuest

  36. Don’t Touch That Computer • What do I want my students to learn as a result of this lesson? • Why is this information important? • Where does the information fit into the specific context of this unit? • How does the information fit into the broader curriculum? • How will it help students make connections across subject areas?

  37. Limitations? • Do you have enough computers? • teamwork • centers • If done in a lab… • time • lab rules • equipment • Resources

  38. Framework • Choose a topic, curricular goals and/or essential questions for your Quest • Assign tasks • end product(s), match to standards • Design rubric for end products • Step-by-step instructions for process • Create scaffolds • Conclusion and teacher page • Polish all parts • Post to Web

  39. Let’s Get Started

  40. Gathering Your Thoughts • Step 1 • Brainstorm topics, curricular goals and/or essential questions for a possible WebQuest on your worksheet • Step 2 • Taskonomy - visit the link below to investigate some possible tasks students could perform • http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/ • think about possible storylines, roles

  41. Keep Working • Step 3 • Set up the tasks • Use the WebQuest Task Design Sheet • also found at http://edweb.sdu.edu/webquest/task-design-worksheet.html • use the taskonomy link on the previous page for help • design roles • Step 4 • Gather your resources • check reading level, navigation of sites • evaluate the intent and quality of info • Some must be web, consider others

  42. Almost There • Step 5 • Create Rubrics for tasks (end products) • Step 6 • Write Process, step-by-step instructions • Construct scaffolds • Step 7 • Write Intro, Conclusion and Teacher Page • may start work on these at earlier times • Polish all parts • Step 8 • Post to Web

  43. Computer Time • How will you post your WebQuest?

  44. Word or PowerPoint low learning curve can hyperlink must ftp to website must have website FrontPage or editors difficult learning curve can hyperlink must ftp to website must have web space Online authoring Instant WebQuest & QuestGarden new choices easy to learn instant publication to web Ok to go to Computer Authoring Tools

  45. Instant WebQuest • Easy to use • prompts • Instant publication to the web • Can add pictures and external docs • scaffolds and rubrics • FREE http://www.instantprojects.org/webquest/

  46. QuestGarden • Created by Bernie Dodge • October 2005 • Instant publication on web • Easy to use • prompts • Can add pictures and external docs • rubrics and scaffolds • FREE – until October 2006 • $20/2 years after that • http://webquest.org/questgarden/author/overview.htm

  47. Tips for Successful Integration • Allow for plenty of time • lab, tasks • Be flexible • Check all resources before implementing • Obtain Internet Permission Slips

  48. You Made It • Discussion and feedback

  49. Resources • http://webquest.sdsu.edu/Process/WebQuestDesignProcess.html • http://edweb.sdsu.edu/webquest/task-design-worksheet.html • http://www.teachersfirst.com/summer/webquest/quest-a.shtml • http://webquest.org/forum/viewtopic.php?t=117 • http://webquest.sdsu.edu/NECC2005/ • http://projects.edtech.sandi.net/staffdev/tpss99/tasksimap/

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