1. “WebQuest WebQuest” A webquest about making webquests

2. Intro Task Process Evaluation Conclusion Teacher Intro Congratulations, you’ve been named TEACHER OF THE YEAR! Well, get ready because your principal has chosen you to showcase project-based learning and technology integration for next week’s visitor – THE STATE SECRETARY OF EDUCATIONTHE STATE SECRETARY OF EDUCATION.

3. Intro Task Process Evaluation Conclusion Teacher Task Your team’s job is to create a webquest that your students can use during the week of the Secretary’s visit. You will choose a topic that addresses one or more SOL objectives. You will develop a task that allows students to demonstrate understanding of a concept and/or development of a skill. You will create a rubric to use to evaluate students. Your webquest must include the six components that you see in this webquest.

4. Intro Task Process Evaluation Conclusion Teacher Process  Step 1: Learn about web quests –The Basics: What is a Webquest? Why Use Webquests?What is a Webquest?Why Use Webquests? Building Blocks A webquest about webquests Creating a Webquest: It’s easier than you think –Examples? Webquest.com Education World: Webquest Archives Best Webquests.com –More About Webquests The webquest design process Adapting and Enhancing Existing webquests Rubric Samples: Primary, Elementary, SecondaryPrimaryElementary Secondary Fine Points: Little things that make a difference

5. Intro Task Process Evaluation Conclusion Teacher Process (cont.)  Step 2: Choose your learning objectives: –Make a list of which SOL you will cover. –Develop your essential or guiding question? Step 3: Select a design template –Open and save the webquest template.webquest template Step 4: Create the webquest –Each team member begins working on one step of the webquest. –As team members complete their tasks, the team should come together to review/revise their work.. Step 5: Put it all together –Polish it up; add graphics. –Make necessary revisions. –Complete a self-evaluation.

6. Intro Task Process Evaluation Conclusion Teacher Evaluation  DevelopingAccomplishedExemplary Introduction The webquest is introduced without presenting a clear purpose for accomplishing the task. The webquest is introduced with a vague purpose for accomplishing the task. The webquest is introduced with a well defined purpose for accomplishing the task Task The desired result is ambiguous. The desired result is clear. The desired result is clearly stated, tied to the SOL, and requires higher order thinking skills. Process The directions are unclear and insufficient resources are provided. Students may be able to proceed, but the task cannot be accomplished with the resources provided. The directions are clear and a wide variety of resources are provided. Evaluation Students are given a general idea of what is expected. Students are given a general idea of what is expected and can identify strengths and weaknesses in their final product. Students are given specific criteria about how their final project will be evaluated, including any weighted grading used. Conclusion No reasonable conclusion is given. A reasonable conclusion is given. One or move valid conclusions are given, including a restating and summarizing of what was learned. Teacher Page No new information is provided. Additional resources are provided. Target learners are identified, student objectives are listed, and additional resources are provided.

7. Intro Task Process Evaluation Conclusion Teacher Conclusion Teachers should find developing and using webquests both satisfying and exhausting. Most of the work is “front loaded” providing valuable time for the teacher to take on the roles of facilitator, guidance counselor, cheerleader, traffic cop, and evaluator. Increased student engagement, achievement, and positive interaction should replace student apathy, isolation, and discipline issues.

8. Intro Task Process Evaluation Conclusion Teacher