1. Web quests for Language Teaching ETRC Spring School 2011 Daniela Munca, PhD

3. Task 1 You are members of a team in charge of creating a Catalogue of ALL products made in Moldova You have to design the cover of the catalogue Decide how many sections should there be Decide what each section would include How the products would be presented

4. Tips / Resources Explore the complete list of producers from Moldova Analyze the catalogues of several Moldovan producers Chose the elements to be included in the catalogue

5. A WebQuest is … an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. simple word processing document that includes links to websites Power point Email Blog

6. The model was developed by Bernie Dodge at San Diego State University in February, 1995Bernie Dodge Professor of Educational Technology

7. WebQuests should contain An introduction that sets the stage and provides some background information. A task that is doable and interesting. A set of information sources needed to complete the task. A description of the process the learners should go through in accomplishing the task. Some guidance on how to organize the information acquired. This can take the form of guiding questions, or directions to complete organizational frameworks such as timelines, concept maps, or cause-and-effect diagrams as described by Marzano (1988, 1992) and Clarke (1990). A conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains.

10. Marzano’s (1992) 7 Thinking Skills 1. Comparing: Identifying and articulating similarities and differences between things. 2. Classifying: Grouping things into definable categories on the basis of their attributes. 3. Inducing: Inferring unknown generalizations or principles from observations or analysis. 4. Deducing: Inferring unstated consequences and conditions from given principles and generalizations. 5. Analyzing errors: Identifying and articulating errors in one's own or others' thinking. 6. Constructing support: Constructing a system of support or proof for an assertion. 7. Abstraction: Identifying and articulating the underlying theme or general pattern of information. 8. Analyzing perspectives: Identifying and articulating personal perspectives about issues.

11. WebQuests … can be designed to be an effective use of student time using information instead of searching for it extend the students' thinking to the higher levels of Bloom’s taxonomy; analysis, synthesis and evaluation support a variety of instructional and cognitive practices such as critical thinking and problem solving through authentic assessment, cooperative learning, scaffolding and technology integration

12. Webquests can be used to … introduce a unit or to conclude a unit, as a culmination activity foster cooperative learning through collaborative activities with a group project encourage independent thinking and to motivate students; thus increasing learning. help enhance students’ technological competencies

13. WebQuests … Are most likely to be group activities might be enhanced by wrapping motivational elements by giving the learners a role to play (e.g., scientist, detective, reporter), simulated personae to interact with via e-mail, and a scenario to work within (e.g., you've been asked by the Secretary General of the UN to brief him on what's happening in Eastern Europe Africa this week.) WebQuests can be designed within a single discipline or they can be interdisciplinary

14. Sample Web quests Homeless in America Web quests Templates Adjectives (ZUNAL) Adjectives Following Oliver A Brochure to US The Writing Process