WebQuests Getting Deeper into the Content

Adapted from articles by Bernie Dodge, San Diego State University “FOCUS: Five Rules for Writing a Great WebQuest” “Some Thoughts about WebQuests” and “Building Blocks of a WebQuest” Also from the website of Tom March, Ozline Original slides were written by Marlene Johnshoy and modified by Candace Chou

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What is a WebQuest? An inquiry-oriented activity based on a real world issue Students analyze a variety of resources, many from the Web Students derive solutions to a problem and get feedback

WebQuests are designed to: Use learners’ time well Focus on using information rather than looking for it Support learners’ thinking at the levels of analysis, synthesis, and evaluation

Why use a WebQuest? Involving and Motivating Students authentic task wide variety of resources breadth of perspectives and viewpoints cooperative learning

Two types of WebQuests Short term one to three class periods Longer term between one week and one month

Most WebQuests: Are likely to be group activities Include role-playing for learners WebQuests can be single discipline or interdisciplinary

Introduction Task Process Evaluation Conclusion

The purpose of this section is to both prepare and hook the reader. The student is the intended audience. Should orient the learner as to what is coming Should raise some interest in the learner through a variety of means The Ocean’s in Trouble (sci 4-6) /oceanpollution/introduction.html /oceanpollution/introduction.html

The task focuses learners on what they are going to do - specifically, the culminating performance or product that drives all of the learning activities. A description of what the learner will have done at the end of the exercise The Children’s Pool (Sci/Lit. 5): drenspool/task.htmhttp://projects.edtech.sandi.net/pbelem/chil drenspool/task.htm Tail of Two Millenniums (Math 7-9) ars/

This section outlines how the learners will accomplish the task. Scaffolding includes clear steps, resources, and tools for organizing information. Lets the learners know the process to go through to accomplish the task Westward Ho! (Literacy/Soc. Sci. 3) rocess.htm. rocess.htm Return of the Great Games (Gov/His/Soc Sci 12) ess.htm ess.htm

This section describes the evaluation criteria needed to meet performance and content standards. Evaluation rubrics designed by the teacher are the most authentic assessment Evaluation rubrics take different forms Family of Nations (Lit. & His/Soc. Sci. 1-3) tion.htm

Bring closure to the quest Remind the learners about what they’ve learned Encourage them to extend the experience into other domains Finding the Lighthouse Thief ( Science 6-8) nclusion nclusion

*A WebQuest about WebQuests Elementary grades middle school middle and high school humanities Kosherquest

Design Steps for Teachers Identify topics Get to know the resources Organize the resources Think of a compelling question Sort links into roles Define the task (transformations) Create your WebQuest

FOCUS: 5 Rules for Writing a Great WebQuest Find Great Sites Orchestrate Learners and Resources Challenge your Learners to Think Use the Medium Scaffold High Expectations

Find Great Sites Master a search engine –Four Nets for Better Searching Probe the deep Web Don’t lose track of what you find

Orchestrate Learners and Resources Organizing resources –One or small group of computers –Limited lab time or Internet access Organizing people –Teams and roles –Cooperative learning concepts

Challenge your learners to think What do we ask learners to do with the information? Graphic from

Use the Medium A Network of People Conversation Selective glitz ©

Scaffold High Expectations Reception Transformation Production

Resources The WebQuest Page webquest.sdsu.edu Best WebQuests WebQuest Template download