Presentation is loading. Please wait.

Presentation is loading. Please wait.

WebQuests Using WebQuests to Fulfill Common Core Expectations “Critical Thinking, Cooperative Learning, Authentic Assessment, Technology Integration” Stephen.

Similar presentations

Presentation on theme: "WebQuests Using WebQuests to Fulfill Common Core Expectations “Critical Thinking, Cooperative Learning, Authentic Assessment, Technology Integration” Stephen."— Presentation transcript:

1 WebQuests Using WebQuests to Fulfill Common Core Expectations “Critical Thinking, Cooperative Learning, Authentic Assessment, Technology Integration” Stephen Tow Technology Teacher/Coordinator Goudy School – CPS

2 Agenda 1. What are WebQuests 2. Why use a WebQuest 3. Design Template 4. Evaluating Websites 5. Next Steps/Implementation 6. Aligning with Common Core

3 What are WebQuests?  “An inquiry-oriented activity in which some or all of the information used by students come from the Internet.”  Created by Bernie Dodge and Tom March in 1995.

4 WebQuests ARE…  Lessons that synthesize new knowledge by accomplishing a task, often to solve a hypothetical problem or address a real world issue  Breaks the lesson into meaningful “chunks” and asks students to undertake specific sub-tasks  Requires higher level thinking, including synthesis, analysis, problem-solving, creativity, and judgment

5 A WebQuest is NOT :  A research report or a step-by-step science or math procedure  Simply summarizing what the student learned  A series of web-based experiences  A hunt for facts for a worksheet/graphic organizer

6 Benefits of a WebQuest  Allows students to discover information rather than just telling them  A way to let students work at their own pace, either individually or in teams  Different  Dynamic approach to teaching  Increase the comfort level of students using the Internet for learning activities

7 WebQuest Structure  Introduction  Task  Process  Evaluation  Conclusion

8 Introduction  The purpose of this section is to both prepare and “hook” the reader.  The hook  Why am I learning this and why should I care?  Example: Competition between groups (ad campaign)  These “hooks” are important motivating factors and incentives you can use to keep students interested  The student is the intended audience, so write Introduction accordingly

9 Breaking News – War of 1812

10 Task  The task focuses learners on what they are going to do – specifically, the culminating performance or product that drives all the learning activities.  This is NOT the step-by-step process

11 A Glimpse into the Holocaust Through Photographs

12 Process  This section outlines how the learners will accomplish the task  Scaffolding includes clear steps, resources, and tools for organizing information  Provide guidance on how to organize the information gathered

13 Blogging Green Technology 1.Choose a topic: Choose a topic that interests you, relating to climate change, green energy or energy efficiency. Choose a specific topic within this larger topic. Some possible questions to answer: How is the climate changing, and how do we know that the climate is changing? How are humans impacting the climate? How do we get our energy here in America? What are other ways Americans can fulfill their energy needs? How can Americans reduce their energy usage and/or their impact on the environment? Your topic should be ONE POSSIBLE ANSWER to the question (for example, "How do we get our energy here in America?" could be answered by an article describing how coal is mined and used in the U.S.) This should be a topic that you are interested in and could write an article of 5-8 paragraphs about. You are not limited to the questions above, as long as your topic fits within the topics we have been exploring this year. 2.Get Your Topic Approved: Submit your article topic to Ms. Hoerner for approval. 3.Begin Researching: Begin researching your topic, using the following ONLY: 1) The Green Energy and Climate Change books in Ms. Hoerner's library; 2) the EarthTechling iPad app and other climate apps; 3) the website resources on the "Title" page of the WebQuest. You may not use Wikipedia or do Google searches. You will need at least 3 sources for your article, including citations within the article for your facts. You will also need to create a bibliography for your article. If you cannot find the information you need in the sources I have provided, please let me know. 4.Research and Note-taking: What information will you need to answer the question/explain the topic you have chosen? Record your information and sources, either on paper or in your iPad in "Pages." You may want to use the notecard method we practiced while researching our science fair projects. You can also use graphic organizers of your own creation to organize your information. 5.Outline: Create an outline of your article. Get feedback on your outline from a classmate, using the "Outline Feedback Form.“ 6.1st Draft: Create a first draft of your article. Once your first draft is complete, get feedback on your draft from a classmate using the "Article Feedback Form.“ 7.Final Draft and Bibliography: Create your final draft and bibliography. 8.Publish: Publish your article to the "Green Goudy" blog.

14 Evaluation  This section describes the evaluation criteria needed to meet performance and content standards  How are the students being graded?  What assessment tools/rubrics will you be using?

15 iMovie Evaluation Rubric

16 Conclusion  The conclusion brings closure and encourages reflection  Summarize what the students will have accomplished or learned by completing this activity or lesson  Extending Questions

17 Teacher Page  The teacher page includes information to help other teachers implement the WebQuest including:  Target Learners  Standards  Notes for teaching/implementing the activity  Examples of student work if possible

18 Teacher Page

19 FOCUS Principle F ind great sites O rchestrate your learners and resources C hallenge your learners to think U se the medium S caffold high expectations

20 Effective Web Searching  #1 Problem = Too many hits  Search logic varies by search tool  e.g., how multiple words are treated  Boolean logic limits hits  AND, OR, NOT  Presentation of results  Ranked? No order? Paid promotions?

21 Evaluation Techniques  No content control  Anyone can publish anything  Essential in schools to teach caution  Traditional sources have known content

22 Evaluation Techniques  COCOA P (Education World)Education World  Coverage  Objectivity  Currency  Origin (author)  Accuracy  Purpose

23 Evaluating Web Sites  Schrock’s 26 ABC criteria26 ABC criteria  Author / authority  Bias?  Citations?  Date of creation and last update  Etc.

24 Next Steps  Use WebQuest Templates to create your own  - Bernie Dodge WebQuest Main Page  “Don’t Re-invent the Wheel”   $20 for 3 years – 50 WebQuests  iPads at Goudy

25 Aligning with Common Core  Increase students’ inquiry and critical thinking skills and develop their ability to research and use evidence  By utilizing a WebQuest, students are showing what they know and demonstrating the standards  A high-quality WebQuest will make good use of internet based resources, allowing teachers to present content in diverse formats and media  If we are serious about building strong readers, we need to be serious about building strong knowledge foundations – especially as we move into more complex text

26 Instructional Shifts in Literacy 1.Regular practice with complex text and academic vocabulary 2.Building knowledge through content-rich nonfiction and informational text 3.Reading and writing grounded in evidence from text

27 References Anonymous. "Building Blocks of a WebQuest.". 2000. San Diego State University. 02 Aug. 2009. Dodge, Bernie. "Five Rules for Writing a Great WebQuest." Learning & Leading with Technology 2001. 02 Aug. 2009. Dodge, Bernie. "WebQuests.". 2007. San Diego State University. 02 Aug. 2009. Dodge, Bernie & March, Tom. "Why WebQuests?.". 2000. 02 Aug. 2009. Schrock, Kathy. "Kathy Schrock's Guide for Educators: WebQuests in our Future.". 2009.. 02 Aug. 2009. Yoder, Maureen Brown. "The Student WebQuest: A Productive and Thought-Provoking Use of the Internet." Learning & Leading with Technology 1999. 02 Aug. 2009.

28 Technology Tools Bibliography Maker – Cite Sources Generator in any format TeacherTube – Like YouTube but contains instructional videos Miro Video Player – Allows you to download videos from YouTube and TeacherTube to be played on a flash drive or computer Royalty Free ClipArt Download Streaming Videos

Download ppt "WebQuests Using WebQuests to Fulfill Common Core Expectations “Critical Thinking, Cooperative Learning, Authentic Assessment, Technology Integration” Stephen."

Similar presentations

Ads by Google