WebQuests

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WebQuests

• Using WebQuests to Fulfill Common Core
  Expectations
• Critical Thinking, Cooperative Learning,
  Authentic Assessment, Technology Integration

Stephen Tow Technology Teacher/Coordinator Goudy
School CPS http//ipadsatgoudy.ning.com
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Agenda
1. What are WebQuests
2. Why use a WebQuest
3. Design Template
4. Evaluating Websites
5. Next Steps/Implementation
6. Aligning with Common Core
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What are WebQuests?

• An inquiry-oriented activity in which some or
  all of the information used by students come from
  the Internet.
• Created by Bernie Dodge and Tom March in 1995.

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WebQuests ARE

• Lessons that synthesize new knowledge by
  accomplishing a task, often to solve a
  hypothetical problem or address a real world
  issue
• Breaks the lesson into meaningful chunks and
  asks students to undertake specific sub-tasks
• Requires higher level thinking, including
  synthesis, analysis, problem-solving, creativity,
  and judgment

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A WebQuest is NOT

• A research report or a step-by-step science or
  math procedure
• Simply summarizing what the student learned
• A series of web-based experiences
• A hunt for facts for a worksheet/graphic
  organizer

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Benefits of a WebQuest

• Allows students to discover information rather
  than just telling them
• A way to let students work at their own pace,
  either individually or in teams
• Different ?Dynamic approach to teaching
• Increase the comfort level of students using the
  Internet for learning activities

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WebQuest Structure

• Introduction
• Task
• Process
• Evaluation
• Conclusion

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Introduction

• The purpose of this section is to both prepare
  and hook the reader.
• The hook ?Why am I learning this and why should I
  care?
• Example Competition between groups (ad campaign)
• These hooks are important motivating factors
  and incentives you can use to keep students
  interested
• The student is the intended audience, so write
  Introduction accordingly

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Breaking News War of 1812
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Task

• The task focuses learners on what they are going
  to do specifically, the culminating performance
  or product that drives all the learning
  activities.
• This is NOT the step-by-step process

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A Glimpse into the Holocaust Through Photographs
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Process

• This section outlines how the learners will
  accomplish the task
• Scaffolding includes clear steps, resources, and
  tools for organizing information
• Provide guidance on how to organize the
  information gathered

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Blogging Green Technology

1. Choose a topic Choose a topic that interests
   you, relating to climate change, green energy or
   energy efficiency.  Choose a specific topic
   within this larger topic. Some possible questions
   to answer How is the climate changing, and how
   do we know that the climate is changing? How are
   humans impacting the climate? How do we get our
   energy here in America? What are other ways
   Americans can fulfill their energy needs?  How
   can Americans reduce their energy usage and/or
   their impact on the environment? Your topic
   should be ONE POSSIBLE ANSWER to the question
   (for example, "How do we get our energy here in
   America?" could be answered by an article
   describing how coal is mined and used in the
   U.S.) This should be a topic that you are
   interested in and could write an article of 5-8
   paragraphs about. You are not limited to the
   questions above, as long as your topic fits
   within the topics we have been exploring this
   year.
2. Get Your Topic Approved Submit your article
   topic to Ms. Hoerner for approval.
3. Begin Researching Begin researching your topic,
   using the following ONLY 1) The Green Energy and
   Climate Change books in Ms. Hoerner's library 2)
   the EarthTechling iPad app and other climate
   apps 3) the website resources on the "Title"
   page of the WebQuest. You may not use Wikipedia
   or do Google searches. You will need at least 3
   sources for your article, including citations
   within the article for your facts. You will also
   need to create a bibliography for your article.
   If you cannot find the information you need in
   the sources I have provided, please let me know.
4. Research and Note-taking What information will
   you need to answer the question/explain the topic
   you have chosen? Record your information and
   sources, either on paper or in your iPad in
   "Pages." You may want to use the notecard method
   we practiced while researching our science fair
   projects. You can also use graphic organizers of
   your own creation to organize your information.
5. Outline Create an outline of your article. Get
   feedback on your outline from a classmate, using
   the "Outline Feedback Form.
6. 1st Draft Create a first draft of your article.
   Once your first draft is complete, get feedback
   on your draft from a classmate using the "Article
   Feedback Form.
7. Final Draft and Bibliography Create your final
   draft and bibliography.
8. Publish Publish your article to the "Green
   Goudy" blog.

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Evaluation

• This section describes the evaluation criteria
  needed to meet performance and content standards
• How are the students being graded?
• What assessment tools/rubrics will you be using?

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iMovie Evaluation Rubric
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Conclusion

• The conclusion brings closure and encourages
  reflection
• Summarize what the students will have
  accomplished or learned by completing this
  activity or lesson
• Extending Questions

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Teacher Page

• The teacher page includes information to help
  other teachers implement the WebQuest including
• Target Learners
• Standards
• Notes for teaching/implementing the activity
• Examples of student work if possible

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Teacher Page
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FOCUS Principle

• Find great sites
• Orchestrate your learners and resources
• Challenge your learners to think
• Use the medium
• Scaffold high expectations

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Effective Web Searching

• 1 Problem Too many hits
• Search logic varies by search tool
• e.g., how multiple words are treated
• Boolean logic limits hits
• AND, OR, NOT
• Presentation of results
• Ranked? No order? Paid promotions?

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Evaluation Techniques

• No content control
• Anyone can publish anything
• Essential in schools to teach caution
• Traditional sources have known content

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Evaluation Techniques

• COCOA P (Education World)
• Coverage
• Objectivity
• Currency
• Origin (author)
• Accuracy
• Purpose

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Evaluating Web Sites

• Schrocks 26 ABC criteria
• Author / authority
• Bias?
• Citations?
• Date of creation and last update
• Etc.

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Next Steps

• Use WebQuest Templates to create your own
• http//www.webquest.org/ - Bernie Dodge WebQuest
  Main Page
• Dont Re-invent the Wheel
• http//www.zunal.com/
• 20 for 3 years 50 WebQuests
• iPads at Goudy http//ipadsatgoudy.ning.com

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Aligning with Common Core

• Increase students inquiry and critical thinking
  skills and develop their ability to research and
  use evidence
• By utilizing a WebQuest, students are showing
  what they know and demonstrating the standards
• A high-quality WebQuest will make good use of
  internet based resources, allowing teachers to
  present content in diverse formats and media
• If we are serious about building strong readers,
  we need to be serious about building strong
  knowledge foundations especially as we move
  into more complex text

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Instructional Shifts in Literacy

• Regular practice with complex text and academic
  vocabulary
• Building knowledge through content-rich
  nonfiction and informational text
• Reading and writing grounded in evidence from
  text

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References

• Anonymous. "Building Blocks of a WebQuest." .
  2000. San Diego State University. 02 Aug. 2009
  lthttp//projects.edtech.sandi.net/staffdev/buildin
  gblocks/p-index.htmgt.
• Dodge, Bernie. "Five Rules for Writing a Great
  WebQuest." Learning Leading with Technology
  2001. 02 Aug. 2009 lthttp//webquest.sdsu.edu/docum
  ents/focus.pdfgt.
• Dodge, Bernie. "WebQuests." . 2007. San Diego
  State University. 02 Aug. 2009 lthttp//webquest.or
  ggt.
• Dodge, Bernie March, Tom. "Why WebQuests?." .
  2000. Internet4Classrooms.com. 02 Aug. 2009
  lthttp//www.internet4classrooms.com/why_webquest.h
  tmgt.
• Schrock, Kathy. "Kathy Schrock's Guide for
  Educators WebQuests in our Future." . 2009. . 02
  Aug. 2009 lthttp//school.discoveryeducation.com/sc
  hrockguide/webquest/webquest.htmlgt.
• Yoder, Maureen Brown. "The Student WebQuest A
  Productive and Thought-Provoking Use of the
  Internet." Learning Leading with Technology
  1999. 02 Aug. 2009 lthttp//www.lesley.edu/faculty/
  myoder/webquest.pdfgt.

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Technology Tools

• Bibliography Maker Cite Sources Generator in
  any format
• http//www.bibme.org/
• TeacherTube Like YouTube but contains
  instructional videos
• http//www.teachertube.com
• Miro Video Player Allows you to download videos
  from YouTube and TeacherTube to be played on a
  flash drive or computer
• http//www.getmiro.com/
• Royalty Free ClipArt
• http//www.wpclipart.com/
• Download Streaming Videos
• http//keepvid.com/