1. WebQuests Getting Deeper into the Content

2. Adapted from articles by Bernie Dodge, San Diego State University “FOCUS: Five Rules for Writing a Great WebQuest” “Some Thoughts about WebQuests” and “Building Blocks of a WebQuest” Also from the website of Tom March, Ozline http://www.ozline.com Original slides were written by Marlene Johnshoy and modified by Candace Chou

3. Graphic from http://www.web-and-flow.com/help/formats.asp

4. What is a WebQuest? An inquiry-oriented activity based on a real world issue Students analyze a variety of resources, many from the Web Students derive solutions to a problem and get feedback

5. WebQuests are designed to: Use learners’ time well Focus on using information rather than looking for it Support learners’ thinking at the levels of analysis, synthesis, and evaluation

6. Why use a WebQuest? Involving and Motivating Students authentic task wide variety of resources breadth of perspectives and viewpoints cooperative learning

7. Two types of WebQuests Short term one to three class periods Longer term between one week and one month

8. Most WebQuests: Are likely to be group activities Include role-playing for learners WebQuests can be single discipline or interdisciplinary

9. http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm Introduction Task Process Evaluation Conclusion

10. The purpose of this section is to both prepare and hook the reader. The student is the intended audience. Should orient the learner as to what is coming Should raise some interest in the learner through a variety of means The Ocean’s in Trouble (sci 4-6) http://projects.edtech.sandi.net/grant /oceanpollution/introduction.html http://projects.edtech.sandi.net/grant /oceanpollution/introduction.html

11. The task focuses learners on what they are going to do - specifically, the culminating performance or product that drives all of the learning activities. A description of what the learner will have done at the end of the exercise The Children’s Pool (Sci/Lit. 5): http://projects.edtech.sandi.net/pbelem/chil drenspool/task.htmhttp://projects.edtech.sandi.net/pbelem/chil drenspool/task.htm Tail of Two Millenniums (Math 7-9) http://projects.edtech.sandi.net/ofarrell/calend ars/

12. This section outlines how the learners will accomplish the task. Scaffolding includes clear steps, resources, and tools for organizing information. Lets the learners know the process to go through to accomplish the task Westward Ho! (Literacy/Soc. Sci. 3) http://projects.edtech.sandi.net/sessions/westwardho/p rocess.htm. http://projects.edtech.sandi.net/sessions/westwardho/p rocess.htm Return of the Great Games (Gov/His/Soc Sci 12) http://projects.edtech.sandi.net/kearny/greatgame/proc ess.htm http://projects.edtech.sandi.net/kearny/greatgame/proc ess.htm

13. This section describes the evaluation criteria needed to meet performance and content standards. Evaluation rubrics designed by the teacher are the most authentic assessment Evaluation rubrics take different forms Family of Nations (Lit. & His/Soc. Sci. 1-3) http://projects.edtech.sandi.net/balboa/nations/evalua tion.htm

14. Bring closure to the quest Remind the learners about what they’ve learned Encourage them to extend the experience into other domains Finding the Lighthouse Thief ( Science 6-8) http://projects.edtech.sandi.net/kroc/scimethod/#Co nclusion http://projects.edtech.sandi.net/kroc/scimethod/#Co nclusion

15. *A WebQuest about WebQuests Elementary http://webquest.sdsu.edu/webquestwebquest-es.html grades 3-4 http://webquest.sdsu.edu/webquestwebquest-3-4.html middle school http://webquest.sdsu.edu/webquestwebquest-ms.html middle and high school http://webquest.sdsu.edu/webquestwebquest-hs.html humanities 7-12 http://webquest.sdsu.edu/webquestwebquest-hum.html Kosherquest http://webinstituteforteachers.org/~Emrubin/webaboutweb/index.htm http://webquest.sdsu.edu/materials.htm

16. Design Steps for Teachers Identify topics Get to know the resources Organize the resources Think of a compelling question Sort links into roles Define the task (transformations) Create your WebQuest

17. FOCUS: 5 Rules for Writing a Great WebQuest Find Great Sites Orchestrate Learners and Resources Challenge your Learners to Think Use the Medium Scaffold High Expectations

18. Find Great Sites Master a search engine –Four Nets for Better Searching http://webquest.sdsu.edu/searching/fournets.htm http://webquest.sdsu.edu/searching/fournets.htm Probe the deep Web Don’t lose track of what you find

19. Orchestrate Learners and Resources Organizing resources –One or small group of computers –Limited lab time or Internet access Organizing people –Teams and roles –Cooperative learning concepts

20. Challenge your learners to think What do we ask learners to do with the information? Graphic from http:projects.edtech.sandi.net/staffdev/tpss99/tasksimap

21. Use the Medium A Network of People Conversation Selective glitz © 2000-2001 www.arttoday.com

22. Scaffold High Expectations Reception Transformation Production

23. Resources The WebQuest Page http:// webquest.sdsu.edu Best WebQuests http://bestwebquests.com/ WebQuest Template download http://webquest.sdsu.edu/LessonTemplate.html