3. A WebQuest is an inquiry-oriented activity in which some or all of the information that learners use comes from resources on the Internet. (Dodge, 1995) A WebQuest uses task- based learning to teach critical thinking skills.

4. WebQuest Components

5. WebQuest Components: Title Page Here you give the title of your webquest and your name as the author.

6. WebQuest Components The purpose of the Introduction section of a WebQuest is twofold. It orients the learner to the task ahead and grabs their interest, drawing them into the project. A good introduction makes the topic seem...  relevant to the learner's past experience  relevant to the learner's future goals  attractive, visually interesting  important because of its global implications  urgent, because of the need for a timely solution  fun, because the learner will be playing a role or making something

7. Example of an Introduction WebQuest Components: Introduction

8. WebQuest Components  The Task block in a WebQuest is a description of what the learner will produce by the end of the exercise. It could be a product, like a PowerPoint presentation, a written report, newsletter, brochure, or an oral presentation.

9. WebQuest Components: Task Example of a Task:

10.  The Process block in a WebQuest is where the teacher suggests steps learners should go through in completing the task. You need to list very clear, precise steps for students to follow.  You may include strategies for dividing the task into subtasks, descriptions of roles to be played or perspectives to be taken by each learner. WebQuest Components

11. Example of steps of the process: WebQuests Components: Process (cont.)

12. Example of groups: Students are divided into four groups. Each group will research a different animal. Remember within each animal group, each student (or pairs) will play a different role (Example: habitat designer, nutritionist, or animal handler) WebQuest Components: Process (cont.) Grouping

13.  The Process section includes the resources the learner will need to accomplish the task. These resources are pre-selected for the learner so attention can be focused on the topic. You will need to include the URL addresses for all the web resources  Very often, it makes sense to divide the list of resources so that some are examined by everyone in the class, while others are read by subsets of learners who are playing a specific role or taking a particular perspective. By giving separate data sources to learners, you ensure the interdependence of the group and give the learners an incentive to teach each other what they've learned. For example you might select specific websites for different roles. WebQuest Components: Process (cont.) Resources

14. Example of resources for a particular group: WebQuest Components: Process (cont.) Resources

15. Example of resources for another group.

16.  Since WebQuests are designed for higher order thinking skills, we need to be able to measure results. Since the learning we're looking for is at the loftier reaches of Bloom's Taxonomy, we can't gauge it (readily) with a multiple-choice test. Therefore, an alternate evaluation is needed, such as a rubric. The rubric is an authentic assessment tool which is particularly useful in assessing criteria which are complex and subjective.  Evaluation rubrics would take a different form depending on the kind of task given to the learner. WebQuest Components (cont.)

17. WebQuest Components: Evaluation Different Kinds of Rubrics

18. Evaluation: Sample Rubric

19.  Put a few sentences here that summarize what the students will have accomplished or learned by completing the lesson.  The Conclusion section of a WebQuest can also provide an opportunity to summarize the experience, to encourage reflection about the process, to extend and generalize what was learned, or some combination of these. It provides that reader with a sense of closure. WebQuests – Components (cont.)