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Exploring the World of WebQuests!

Exploring the World of WebQuests!

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Exploring the World of WebQuests!

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  1. Exploring the World of WebQuests!

  2. What is a WebQuest? • A learning environment • Based on a doable, engaging task • Supported by Web and other resources • Learners inquire & construct meaning • Supports learners’ thinking • Usually collaborative

  3. Why Use WebQuests? • Increased learner motivation • Master advanced topics • Students act as experts do • Better outcomes on standardized tests “Using information is more important than merely having it.”

  4. Who Created the WebQuest? • Bernie Dodge • San Diego State University • Outlined in 1995 “WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation.”

  5. “If you're like most educators, you get excited about new ideas for helping students learn and grow, but then feel your chest tighten or your spirits sink when you remember your already bursting curriculum requirements and the logistical demands of classroom teaching. With everything else that must be taught, how can we add these new and important strategies? WebQuests were designed to address this dilemma by bringing together the most effective instructional practices into one integrated student activity. “ -- Tom March, 1998 Students are… learning how to learn learning new skills for school & workplace learning how to dialogue with professionals more motivated to stay in school Taking a Closer Look at the Model

  6. Short-Term To be completed in 1-3 class periods Instructional goal is knowledge acquisition and integration Long-Term Requires 1 week to 1 month to complete Instructional goal is extending and refining knowledge Learners create a product that demonstrates mastery of material Two Types of WebQuests

  7. Look for these before you choose a WebQuest…

  8. Cooperative Learning Motivational Elements role playing simulated interaction work scenario May be interdisciplinary Other Characteristics

  9. The Introduction • Should orient the learner to what is coming • Should raise some interest • Fun? • Important because of global implications? • Relevant to the learner’s past and/or future? • Attractive? • The Titanic (9-12)

  10. The Task • Dive Right In (K-2) • • “The Crucible" & McCarthyism (9-12) • • The Diary of Anne Franke: In Search of Truth (6-8) • • Zelda’s Zany Zoo (4-5) • • Should describe what the learner will have produced at the end • A PowerPoint presentation? • A timeline? • A newspaper? • A web site? • A videotape? • An interview? • A debate? • A radio play? 12 Tasks Link

  11. The Process • The teacher suggests the steps that the learner should take to complete the task. • The process may include strategies and advice. • The process should be clear, concise. • The Mitten (K-2)

  12. Pre-selected Reviewed to all students or a small number of students Examples: Web sites Audiotapes Videotapes Audio-conference Videoconference Textbooks Newspapers Interviews Online Experts Maps Historical Records Resources • The Galapagos- Islands • Arthur’s Tooth (K-2)

  13. Evaluation • Measuring the results of using WebQuests for learning • Meaningful, challenging activities • Generative • Seamless & ongoing • Create equity by reducing subjectivity • Forms of Assessment • Rubrics • Checklists • Portfolios/Folders

  14. Sample Evaluations • Mad Cow WebQuest • The Ocean’s In Trouble (4-5) • Biotech, Inc. (9-10 Science)

  15. The Conclusion • To summarize the experience • To encourage reflection about the process • To extend & generalize what was learned • To bring closure to the WebQuest • Civil War Gazette •

  16. Teacher Page/Notes • Ideas for implementation • Target learners • Standards • Notes for teaching • Examples of student work • Designing a Tour of Washington DC • Hello Dolly

  17. Understanding & Analyzing WebQuests A WebQuest About WebQuests

  18. Introduction • Since early in 1995, teachers everywhere have learned how to use the web well by adopting the WebQuest format to created inquiry-oriented lessons. But what exactly is a WebQuest? What does it feel like to do one? How do you know a good one when you see it? In the space of 90 minutes, you're going to grapple with these questions and more. Introduction | Task | Process | Resources | Evaluation | Conclusion

  19. The Task • To develop great WebQuests, you need to develop a thorough understanding of the different possibilities open to you as you create web-based lessons. One way for you to get there is to critically analyze a number of WebQuest examples and discuss them from multiple perspectives. That's your task in this exercise. • By the end of this lesson, you and your group will answer these questions: • Which two of example WebQuests listed below are the best ones? Why? • Which two are the worst? Why? • What do best and worst mean to you? Introduction | Task | Process | Resources | Evaluation | Conclusion

  20. The Process 1. First, each participant will have a hard copy of the worksheet. To answer the questions given above, you'll break into groups of four. Within the group, each of you will take on one of the following roles: The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert • Individually, you'll examine each of the sites in the Resources and use the worksheet to jot down some notes of your opinions of each from the perspective of your role. You'll need to examine each site fairly quickly. Don't spend more than 7 minutes on any one site. 3. When everyone in the group has seen all the sites, it's time to get together to answer the questions. One way to proceed would be to go around and poll each team member for the best two and worst two from their perspective. Pay attention to each of the other perspectives, even if at first you think you might disagree with them. • There will probably not be unanimous agreement, so the next step is to talk together to hammer out a compromise consensus about your team's nominations for best and worst. Pool your perspectives and see if you can agree on what's best for the learner. 5. One person in each group should record the group's thoughts. 6. When debriefing time is called, report your results to the whole class. Do you think the other groups will agree with your conclusions? Introduction | Task | Process | Resources | Evaluation | Conclusion

  21. The Roles: The Technophile The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert You love this internet thang. To you, the best WebQuest is one that makes the best use of the technology of the Web.If a WebQuest has attractive colors, animated gifs, and lots of links to interesting sites, you love it. If it makes minimal use of the Web, you'd rather use a worksheet. Introduction | Task | Process | Resources | Evaluation | Conclusion

  22. The Roles: The Altitudinist The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert Higher level thinking is everything to you. There's too much emphasis on factual recall in schools today. The only justification for bringing technology into schools is if it opens up the possibility that students will have to analyze information, synthesize multiple perspectives, and take a stance on the merits of something. You also value sites that allow for some creative expression on the part of the learner. Introduction | Task | Process | Resources | Evaluation | Conclusion

  23. The Roles: Affiliator The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert To you, the best learning activities are those in which students learn to work together. WebQuests that force collaboration and create a need for discussion and consensus are the best in your view. If a WebQuest could be done by a student working alone, it leaves you cold. Introduction | Task | Process | Resources | Evaluation | Conclusion

  24. The Roles: Efficiency Expert The Technophile | The Altitudinist | The Affiliator | The Efficiency Expert You value time a great deal. You believe that too much time is wasted in today's classrooms on unfocused activity and learners not knowing what they should be doing at a given moment. To you, a good WebQuest is one that delivers the most learning bang for the buck. If it's a short, unambitious activity that teaches a small thing well, then you like it. If it's a long-term activity, it had better deliver a deep understanding of the topic it covers, in your view. Introduction | Task | Process | Resources | Evaluation | Conclusion

  25. Resources Group A A Stitch in Time Create a quilt to represent three cultures Bowhead Whale Hunting What restrictions make sense? Meet the Immigrants Analyze immigrants from different eras North Carolina Zoo Breakout What would happen if they got out? Ancient Egypt WebQuest Decode a message from Tut's tomb Group C Who Wants to Be a Millionaire? Analyze several paths to success Gallery of Art-i-Facts Design and fill an art museum wing Conflict Yellowstone Wolves Take a stand on the reintroduction of wolves The Gilded Age Create a documentary on this historical period Extra, Extra Analyze the world of the Great Gatsby Group B Civil War Journal Create a simulated diary Landfill Controversy Should you accept trash from neighboring states? Ancient Egypt Explore several aspects of the period Creative Encounters Design a new number system Poetry and the Planets Create poems using planetary images Introduction | Task | Process | Resources | Evaluation | Conclusion

  26. Evaluation Be sure to answer all of the questions in the process. Be prepared to discuss your findings with the class. Introduction | Task | Process | Resources | Evaluation | Conclusion

  27. Conclusion • WebQuests with Technology=Transforming Instruction • Technology applications support higher-order thinking • Assessment is seamless & ongoing • Tasks are authentic, complex, challenging • Teachers become facilitators or guides • Students explore & produce knowledge Introduction | Task | Process | Resources | Evaluation | Conclusion