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WebQuests

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Title: WebQuests


1
WebQuests
  • Integrating Technology into the Classroom
  • Michele Mislevy
  • http//faculty.albright.edu/edu/mmislevy/Conferenc
    es.htm

2
Who Are We?
  • Michele Mislevy
  • Albright College
  • Technology Instructor
  • Dr. Alison Shook
  • Albright College
  • Professor of Special Education

3
Workshop Schedule
  • Define WebQuests
  • Analyze WebQuest parts
  • practical examples
  • Evaluate WebQuests
  • WebQuest Point of View
  • Creating a WebQuest
  • Online Authoring tools
  • Wrap up

4
The WebQuest Model
  • Bernie Dodge Tom March
  • 1995
  • San Diego State University
  • Uses learners time well
  • Focus on using information rather than looking
    for it
  • Support learners thinking at levels of
  • analysis
  • synthesis
  • evaluation

5
A WebQuest is
  • Inquiry oriented
  • Based on a doable, engaging task
  • Uses predefined resources from web
  • not all must be web based
  • new trend is to make student find some resources
  • Short or long term (1 week or more)
  • Promotes cooperative learning

6
(No Transcript)
7
Scavenger Hunt vs. Quests
  • Internet scavenger hunt
  • students are looking for specific answers to
    specific questions.
  • WebQuest
  • provides a framework for the students
  • invites an interest
  • sets a task
  • provides the links with guidelines for what to
    look for
  • gives enough freedom for the student to be
    selective in where they want to take the
    learning.
  • evaluation sets up a rubric
  • student is responsible for the outcome of
    his/her learning as well as the grade.

8
Parts of a WebQuest
  • Follow this link and examine the building blocks
    of a WebQuest
  • Browse some of the examples in each block and
    make notes on your worksheet
  • http//projects.edtech.sandi.net/staffdev/building
    blocks/p-index.htm

9
Introduction
10
Introduction
  • Most important part
  • Gain attention of the students
  • Introduce the activity
  • Make relevant to learners
  • authentic tasks or real life problems
  • Essential question
  • Engage students in real world problem solving
  • Higher order thinking skills

11
Capulet Ball
  • Have you ever wished you were a part of the magic
    of Romeo and Juliet's first meeting at the
    Capulet mansion? Think about how lucky you would
    be to witness the famous couple falling in love
    at first sight and to catch a glimpse of all the
    glamorous guests, gourmet food, ornate
    decorations, and music that the Renaissance
    brought to life! It is comparable to walking
    down the red carpet at the Oscars and seeing
    those movie stars that you just
    love...undoubtedly a remarkable experience that
    could only happen in your dreams right? Well, I
    beg to differ because you, yes you, have just
    been called upon by the rich and mighty Capulet
    to cater, decorate, entertain, and design
    costumes for his family and all of his guests
    that are coming to the Capulet Masquerade ball!
    When your job is finished, Capulet has even
    extended his invitation to you! "You're invited!
    Come and crush a cup of wine!"
  • http//TeacherWeb.com/NJ/MaryHelpofChristiansAcade
    my/TheCapuletBall/h1.stm

12
The Solar System
  • Congratulations! Your group has been chosen to do
    a thorough investigation regarding the next
    planet to be transformed for human existence. If
    your presentation is persuasive enough to
    convince the Government and NASA to extend our
    habitat to your chosen planet, you and your
    families will among the first inhabitants. This
    a tremendous opportunity to have a significant
    impact on life as we know it!
  • http//TeacherWeb.com/CA/USD/Space/h1.stm

13
Shark Attack
  • "SHARK ATTACK!" These are the latest headlines
    appearing in the paper referring to a reported
    attack on a surfer. Fact or Fiction? You must
    investigate the report after you have studied the
    habitat, senses, and diet of the great white
    shark. You may choose the role to play as the
    victim, biologist, sheriff, or shark. Get ready
    to go, but beware, people are the greatest
    predator of sharks while sharks instill the
    greatest fear in people...Watch out, remember to
    stay in character as you discover new realms of
    information.
  • http//TeacherWeb.com/TX/UH/GreatWhiteSharkAttack-
    FactorFiction/h1.stm

14
Task
15
Task
  • Discusses different roles or perspectives
    students will take on
  • Explains what end result or product should be
  • Motivating force behind all activities
  • NOT the step-by-step process
  • Includes Scaffolding

16
California or Bust
  • Your group will consist of four people
  • Car Dealer-main duties are to find a car, gas
    prices and mileage.
  • Trip Planner-map out trip, find state capitals
  • Driving-find the exact mileage from city to city.
    Buy gas.
  • Banker-calculate total cost of car, gas, hotel,
    food.
  • Your mission is to travel to the capital of
    California by traveling through state capitals
    only.
  • After you have completed your research, your
    group will design a collage poster of your trip
    that includes
  • 1. Map of travel route
  • 2. Breakdown of cost for trip
  • 3. Picture of car
  • 4. Answers to questions located under
    "questions" icon
  • The group that can make it to California the
    quickest wins bonus points!
  • http//TeacherWeb.com/GA/FiveForksMiddleSchool/WQR
    oadTrip/h2.stm

17
The Capulet Ball
  • Joining the Elizabethans at the Capulet
    Masquerade ball and being in charge of planning
    the whole event is no easy task. You need to
    design costumes, prepare gourmet cuisine, provide
    high quality entertainment such as music and
    dancing, and decorate the majestic Capulet
    mansion! Capulet expects the best since his
    guests are among the highest in Verona, and that
    is what you are expected to give him! Good luck!
  • Each group member will take on one of the
    following roles
  • The Party Decorator
  • The Costume Designer
  • The Chef
  • The Entertainer
  • Be sure to use the designated links on the home
    page to find out specifically what your role
    entails. As a group, you will then create an
    instructional video that educates people on how
    Elizabethans entertained back in Shakespeare's
    time of the Renaissance a time in which arts of
    all kind flourished.
  • http//TeacherWeb.com/NJ/MaryHelpofChristiansAcade
    my/TheCapuletBall/h1.stm

18
Process
19
Process
  • Step-by-step instructions
  • Guidance for students to complete task
  • Be detailed
  • Write for students
  • Lists are acceptable

20
The Capulet Ball
  • Good morrow, students! Thou may begin!
  • You will meet in groups of four upon which you
    were divided.
  • The teacher will assign the designated roles
    randomly.
  • Once roles have been assigned, students will
    discuss a meeting time and place to work on this
    project, as well as exchanging phone numbers or
    e-mail addresses.
  • Each member will review their role using the
    links on the homepage of the WebQuest.
  • Each role will be researched extensively by the
    student using the links below as a starting
    point.
  • The group will come together and share
    information on the topic that your role required.
  • As a group, brainstorm ideas to create an
    instructional video of no longer than five
    minutes on how to entertain in the Elizabethan
    Age.
  • Create and practice your performance, be sure to
    have any props you need to perform your role,
    come up with a creative name to represent your
    video and then film it!
  • Write a reflection of no more than two pages that
    expresses the pros and cons of living in the
    Elizabethan Age and incorporates specific
    information you learned while working on this
    project. Other reflections are welcome in
    addition to the ones specified above.
  • Be prepared to present and discuss your videos on
    the date designated by the teacher.
  • http//teacherweb.com/NJ/MaryHelpofChristiansAcade
    my/TheCapuletBall/h3.stm

21
The Capulet Ball Roles
  • The Party Decorator must research how art was
    incorporated and used in homes during the
    Renaissance since it was a time marked by freedom
    of thinking and choice. For the Capulet Ball,
    you must seek information on what kinds of
    artwork, etc. was used to furnish a house to make
    it appealing to guests, as well as the typical
    styles that were in at the time. From this
    information you will decorate the Capulet house
    for the masquerade ball. Use the information from
    the links below to help you. Consider yourself a
    party decorator!
  • Internet Links
  • See Florentine Art and Architecture and related
    resourceshttp//www.learner.org/exhibits/renaissa
    nce/
  • Refer to this Art History site to understand how
    Renaissance art beganhttp//www.witcombe.sbc.edu/
    ARTHLinks2.htmlgeneral
  • Refer to this site to understand better the
    different terms in arthttp//www.artcyclopedia.co
    m/history/early-renaissance.html
  • Other Resources
  • Just because this is a WebQuest doesn't mean that
    the students should be limited to using the web
    for
  • resources. Think of other resources for this
    role or perspective and list them here.
  • http//teacherweb.com/NJ/MaryHelpofChristiansAcade
    my/TheCapuletBall/wqr1.stm

22
Scaffolding
23
Scaffolding
  • Locate and review the 3 kinds of scaffolding
  • Browse some of the examples and make notes on
    your worksheet
  • Reception Scaffolding
  • http//projects.edtech.sandi.net/staffdev/patterns
    2000/reception.html
  • Transformation Scaffolding
  • http//projects.edtech.sandi.net/staffdev/patterns
    2000/transformation.html
  • Production Scaffolding
  • http//projects.edtech.sandi.net/staffdev/patterns
    2000/production.html

24
Evaluation
25
Evaluation
  • How will the students be evaluated?
  • What assessment tool/rubric will you use?
  • Group and/or individual rubrics
  • Can be simple checklists or multi-dimensional
    rubrics
  • Consider using rubistar to help create
  • http//www.4teachers.org

26
The Capulet Ball
  • This project is a GROUP grade. Any group member
    who fails to complete one of the components below
    will bring down the grade of the whole group!
  • The criteria everyone in your group must have
    are
  • Each group member is cooperative and displays
    teamwork...10 points
  • Information for each role is well
    researched...10 points
  • Discussion of video before and after class
    viewing shows insight into the Renaissance....10
    points
  • Each group member produces a clearly written,
    organized, and grammatically correct reflection
    on their role
  • of no more than 2 pages (double spaced, MLA
    format, 12 pt font)...30 points
  • The group video is creative and shows teamwork
    and extensive preparation...40 points


  • TOTAL 100 points
  • http//TeacherWeb.com/NJ/MaryHelpofChristiansAcade
    my/TheCapuletBall/h1.stm

27
Conclusion
28
Conclusion
  • Summary or Reflection on Quest
  • Final thoughts/questions can be answered
  • Extensions
  • Additional resources

29
The Capulet Ball
  • CONGRATULATIONS! The Capulet Masquerade Ball was
    a success! The Capulet family as well as the
    guests are calling it the event of the year! I
    hope you enjoyed your visit to the time of the
    Renaissance, and gathered much knowledge from the
    Elizabethans. Don't forget to enhance your own
    creativity in not only the roles that you played,
    but in everything you do in life! If there is
    one thing the Renaissance gave us, it is the
    freedom to express ourselves eloquently using
    dance, music, and art. Actions speak louder than
    words! Keep the tradition going!
  • http//teacherweb.com/NJ/MaryHelpofChristiansAcade
    my/TheCapuletBall/h5.stm

30
Nutrition and Food
  • You have learned about the Food Guide Pyramid and
    how it is used to make intelligent food choices.
    Whether you are eating at a fast food restaurant
    or at home the Food Guide Pyramid is a useful
    tool. You now have the knowledge to make better
    food choices to ensure good nutritional habits.
    If you would life to expand the work you have
    completed with this Web Quest, you may choose on
    of the following projects1. Design the interior
    of the restaurant you created2. Establish the
    prices for the menu in the restaurant3.
    Create a food pyramid for pregnant females4.
    Create a food pyramid for older adults
  • http//teacherweb.com/TN/TTU/nutritionwebquest/h5.
    stm

31
Teacher Page/Standards
32
Teacher Page/Standards
  • What state standards are addressed?
  • mention your state/school district
  • What technology standards are being addressed?
  • http//cnets.iste.org/students/s_stands.html
  • Give tips for implementing
  • special needs, esl
  • lack of web consent form
  • variations on activities

33
Lets Evaluate WebQuests
  • Choose 2 WebQuests from the links below and
    evaluate using the rubric given in class
  • http//webquest.org/matrix3.php
  • http//www.frederick.k12.va.us/wq/matrix.html
  • http//cmcweb.lr.k12.nj.us/webquest/webquests.htm
  • http//sesd.sk.ca/teacherresource/webquest/webques
    t.htm

34
Discussion
35
A WebQuest about WebQuests
  • Follow this link and click on Elementary
  • http//webquest.sdsu.edu/webquestwebquest-es.html
  • Group discussion to follow

36
Designing a WebQuest
37
Dont Touch That Computer
  • What do I want my students to learn as a result
    of this lesson?
  • Why is this information important?
  • Where does the information fit into the specific
    context of this unit?
  • How does the information fit into the broader
    curriculum?
  • How will it help students make connections across
    subject areas?

38
Limitations?
  • Do you have enough computers?
  • teamwork
  • centers
  • If done in a lab
  • time
  • lab rules
  • equipment
  • Resources

39
Framework
  • Choose a topic, curricular goals and/or essential
    questions for your Quest
  • Assign tasks
  • end product(s), match to standards
  • Design rubric for end products
  • Step-by-step instructions for process
  • Create scaffolds
  • Conclusion and teacher page
  • Polish all parts
  • Post to Web

40
Lets Get Started
41
Gathering Your Thoughts
  • Step 1
  • Brainstorm topics, curricular goals and/or
    essential questions for a possible WebQuest on
    your worksheet
  • Step 2
  • Taskonomy - visit the link below to investigate
    some possible tasks students could perform
  • http//projects.edtech.sandi.net/staffdev/tpss99/t
    asksimap/
  • think about possible storylines, roles

42
Keep Working
  • Step 3
  • Set up the tasks
  • Use the WebQuest Task Design Sheet
  • also found at http//edweb.sdu.edu/webquest/task-d
    esign-worksheet.html
  • use the taskonomy link on the previous page for
    help
  • design roles
  • Step 4
  • Gather your resources
  • check reading level, navigation of sites
  • evaluate the intent and quality of info
  • Some must be web, consider others

43
Almost There
  • Step 5
  • Create Rubrics for tasks (end products)
  • Step 6
  • Write Process, step-by-step instructions
  • Construct scaffolds
  • Step 7
  • Write Intro, Conclusion and Teacher Page
  • may start work on these at earlier times
  • Polish all parts
  • Step 8
  • Post to Web

44
Computer Time
  • How will you post your WebQuest?

45
Authoring Tools
Ok to go to Computer
  • Word or PowerPoint
  • low learning curve
  • can hyperlink
  • must ftp to website
  • must have website
  • FrontPage or editors
  • difficult learning curve
  • can hyperlink
  • must ftp to website
  • must have web space
  • Online authoring
  • Instant WebQuest QuestGarden
  • new choices
  • easy to learn
  • instant publication to web

46
Instant WebQuest
  • Easy to use
  • prompts
  • Instant publication to the web
  • Can add pictures and external docs
  • scaffolds and rubrics
  • FREE
  • http//www.instantprojects.org/webquest/

47
QuestGarden
  • Created by Bernie Dodge
  • October 2005
  • Instant publication on web
  • Easy to use
  • prompts
  • Can add pictures and external docs
  • rubrics and scaffolds
  • FREE until October 2006
  • 20/2 years after that
  • http//webquest.org/questgarden/author/overview.ht
    m

48
Tips for Successful Integration
  • Allow for plenty of time
  • lab, tasks
  • Be flexible
  • Check all resources before implementing
  • Obtain Internet Permission Slips

49
You Made It
  • Discussion and feedback

50
Resources
  • http//webquest.sdsu.edu/Process/WebQuestDesignPro
    cess.html
  • http//edweb.sdsu.edu/webquest/task-design-workshe
    et.html
  • http//www.teachersfirst.com/summer/webquest/quest
    -a.shtml
  • http//webquest.org/forum/viewtopic.php?t117
  • http//webquest.sdsu.edu/NECC2005/
  • http//projects.edtech.sandi.net/staffdev/tpss99/t
    asksimap/
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