What
is a WebQuest?
A
WebQuest is an inquiry-based, often interdisciplinary, unit
of study in which students get all or most of their information
from the Web. Students use the WebQuest to turn information
into knowledge and demonstrate their knowledge with a product.
Teachers design WebQuests to address standards, differentiate
instruction, pre-select resources, and scaffold learning. Resources
may include print and other classroom and library materials;
however, a true WebQuest must include information that is only
available on the Web.
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Dissection
Introduction
Task
Process
Evaluation
Conclusion |
WebQuests
have the following parts (see Building
Blocks of a WebQuest ):
- Introduction–used
to define expectations, set the stage, and motivate the students
- Task–define
the learner outcome or product and describe available
tools (see, WebQuest
Taskonomy: A Taxonomy of Tasks). Bernie Dodge suggests
the following possible products:
- problem
or mystery to be solved;
- position
to be formulated and defended;
- product
to be designed;
- complexity
to be analyzed;
- personal
insight to be articulated;summary to be created;
- persuasive
message or journalistic account to be crafted;a creative
work, or
- anything
that requires the learners to process and transform
the information they've gathered.
- Process–describe
in some detail the steps learners will take to arrive at
their final products. For example:
- Work
in cooperative learning teams
- Choose
a role to play
- Gather
information
- Evaluate
and organize your information
- Demonstrate
your knowledge by using your information to create your
product
- Evaluation–describe
how student work and products will be evaluated. If a rubric
will be used, give it to the students and explain the levels
of accomplishment for different performance objectives
- Conclusion–summarize
the goals of the unit of study.
- (Credits–give
credit where credit is due)
|
| Activity: Jigsaw
reading for understanding WebQuests, “What
WebQuests Are (Really),” by Tom March, May 25, 2004,
ozline.com |
|
Activity:
Examine a WebQuest |
| Introduction |
Examine
a WebQuest to learn about the features, design, and functions. |
| Task |
Report
back to the whole group with a summary of the WebQuest that you
examine noting strengths and weaknesses and possible application
in your own teaching situation. |
| Process |
- Work
in cooperative learning teams of teachers grouped by grade
level.
- Select
one of the following WebQuests or go to the WebQuest Portal to select a different WebQuest:
- Grade
2, Native
American WebQuest
- Grade
2, An
Insect's Perspective
- Grade
2, Science-Water
Habitats
- Grade 2, Sunflowers
- Grade
3, Planet
WebQuest
- Grade 4, Tortoise and Hare
- Grade
3-5, A
Tale to be Told
- Grade
5-8, Roller
Coaster Madness
- Grades
5-12, Guess
Who's Coming to Dinner
- Grade 6, Advertising
- Grade
6-12, THE
TITANIC: What Can Numbers Tell Us About Her Fatal Voyage?
- Grade 9-12, Business, Technology, Congratulation$! Now Win!
- Grade: 9-12, Business, English/Language Arts, Life Skills/Careers, Professional, Social Studies, Technology, Extreme Sports WebQuest
- Grade: 6-8, 9-12, Business, Science, Water Woes
- Grade: 9-12, Science, Bones and the Badge
- Grade: 9-12, Science, Colonize Mars or Not?
- Think
about the critical elements. Is this a good WebQuest? Could
you use this WebQuest with your students, or would this serve
as a good model as you develop your own WebQuest? Does it address
curriculum standards, differentiated instruction, quality resources
that would not be available except on the Web, and higher order
thinking skills?
Note that many examples are not current, have bad or broken links,
or have design issues that you would wish to change in your own adaptation.
The examples, might, nevertheless, have great ideas that you would
want to borrow as a starting point for your own WebQuest. When designing
your own WebQuest, be very selective in identifying resources. Always
include the publishing date and last updated date on your Web pages.
Understand and abide by the copyright for any source that you use.
Read one example
of a copyright statement.
|
| Evaluation |
Prepare
and present a recommendation for your peers about use (or not)
of this WebQuest based on your observations about critical elements
and curriculum issues. Explain what you would do differently in
your own WebQuest. |
| Conclusion |
Think
about the WebQuest format. How might WebQuests improve learning
in your classroom? How would the teaching and learning roles
change when using WebQuests |
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