WebQuests: What are they? And … what are Preservice Teachers saying about them! Natalie Walker and Jeff Scott E.C.O.O. Friday, May 7, :00

What is a WebQuest? A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. An effectively designed WebQuest encourages higher-order thinking skills such as analysis, synthesis and evaluation and is useful for integrating technology into the classroom while providing a safe way for students to search the internet.

Why WebQuests? WebQuests bring together the most effective instructional practices into one integrated student activity Increases student motivation Increases student motivation Develops thinking skills Develops thinking skills Uses cooperative learning process Uses cooperative learning process Integrates technology Integrates technology

Short/Long Term WebQuests Short Term WebQuests: The instructional goal is knowledge acquisition and integration. A short-term WebQuest is designed to be completed in one to three class periods. Try this short term WebQuest out on “Maple Keys” hhhh tttt tttt pppp :::: //// //// wwww wwww wwww.... kkkk nnnn.... pppp aaaa cccc bbbb eeee llll llll.... cccc oooo mmmm //// wwww iiii rrrr eeee dddd //// ffff iiii llll //// pppp aaaa gggg eeee ssss //// wwww eeee bbbb ssss pppp rrrr eeee aaaa dddd iiii nnnn jjjj eeee.... hhhh tttt mmmm llllLong Term WebQuests: The instructional goal is extending and refining knowledge. After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to. A longer term WebQuest will typically take between one week and a month in a classroom setting. For a longer term project try the Biodome WebQuest BBBB iiii oooo dddd oooo mmmm eeee W W W W eeee bbbb QQQQ uuuu eeee ssss tttthttp://webquest.sdsu.edu/about_webquests.html

Thinking Skills Comparing: Identifying and articulating similarities and difference between things. Classifying: Grouping things into definable categories on the basis of their attributes. Inducing: Inferring unknown generalizations or principles from observations or analysis. Deducing: Inferring unstated consequences and conditions given principles and generalizations. Constructing support: Constructing a system of support or proof for an assertion. Abstraction: Identifying and articulating the underlying theme or general pattern of information.

Thinking Skills (continued) Interpreting: Explaining the meanings of experiences, observations and readings. Evaluating: Judging the worth of some ideas, explanation or materials. Analyzing perspectives: Identifying and articulating personal perspectives about issues. Hypothesizing/predicting: Devising informed guess(es) as to what will happen in a given situation. Synthesizing: Putting parts together to form a whole. (Weeks, R. The Child’s World of Science and Technology. Prentice Hall, 1997)

Thinking skills related to Levels of Achievement Thinking skills related to Levels of Achievement Lorraine Schroetter & Barrie Onslow, OAME Leadership, 2001

Steps in Building a WebQuest

Introduction The purpose of this section is to both prepare and hook the reader. The student is the intended audience. Write a short paragraph here to introduce the activity or lesson to the students. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set the stage. It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around.  ion/introduction.html ion/introduction.html ion/introduction.html

Task The task focuses learners on what they are going to do - specifically, the culminating performance or product that drives all of the learning activities. Describe crisply and clearly what the end result of the learners' activities will be. Don't list the steps that students will go through to get to the end point. That belongs in the Process section. on/task.html on/task.html

Process This section outlines how the learners will accomplish the task. Scaffolding includes clear steps, resources, and tools for organizing information. To accomplish the task, what steps should the learners go through?...Learners will access the on-line resources that you've identified as they go through the Process....In the Process block, you might also provide some guidance on how to organize the information gathered. n/process.html projects.edtech.sandi.net/grant/oceanpollutio n/process.htmlprojects.edtech.sandi.net/grant/oceanpollutio n/process.html

Inspiration/Smart Ideas Software

Evaluation This section describes the evaluation criteria needed to meet performance and content standards. Describe to the learners how their performance will be evaluated. The assessment rubric(s) should align with the culminating project or performance, as outlined in the task section of the WebQuest. Specify whether there will be a common grade for group work vs. individual grades. Rubric from Biodome WebQuest Rubric from Biodome WebQuest

Conclusion The conclusion brings closure and encourages reflection. Summarize what the learners will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. n/conclusion.html n/conclusion.htmlhttp://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm

Teacher Page The teacher component of your WebQuest should be designed to inform other teachers about your WebQuest. Therefore, unlike the student component that must include graphics and motivational devices, the teacher component can be created as a series of informative text-based sections. llution/teacherpage.html llution/teacherpage.html Biodome Expectations Biodome Expectations

For detailed description of each please see

Resources WEBQUESTS   Read this for the "background information" on WebQuests - maybe the first thing to read to gather a basic understanding of where you are going when designing a WebQuest.   General Information on WebQuests   Explanations of WebQuests and procedures for developing, both short and long term projects  sesd.sk.ca/teacherresource/webquests.htm  The WebQuests page from a school district in Saskatchewan   WebQuest Training Materials

Resources (continued)   WebQuest Design Patterns   WebQuest Design Map   Downloaded blank WebQuest Templates  Teachers.teach-nology.com/web_toolsrubrics/webquest Teachers.teach-nology.com/web_toolsrubrics/webquest  WebQuest Rubric Maker   Assessment sites on WebQuests. Opportunity to generate and/or customize rubrics for assessment purposes

What Preservice Teachers are saying about WebQuests? General Comments  Enable students to work through an authentic activity utilizing technology effectively  Integration of science to topics outside the classroom  Integration of curriculum areas  Deal with real life situations, solve real life problems  Students very motivated by activity  Development of cooperative learning skills

Preservice Teacher Comments (continued)  Resources  Access to reliable web resources  Students presented with safe, informative and reliable websites  Time, frustration saved through the presented websites  Monitor where students are going online  Increase higher order thinking  Provide opportunities for students to think – upper end of Bloom’s Taxonomy (analysis, synthesis and evaluation)  Improve technology skills while developing critical thinking skills

Preservice Teacher Comments (continued)  Development intimidating for novice users  Software for creating WebQuests intimidating  Time consuming  Lack of technology in school  Limited or no internet connection in school

Evaluating WebQuests Process Checklist A list for self or peer review of the Process portion of your WebQuest. A Rubric for Evaluating WebQuests