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Christina WebQuest Extravaganza

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Christina WebQuest Extravaganza www.christina.k12.de.us/webquests Joe Ambrosino, Brian Conway, Minnie Hutchison Joyce Nerlinger, Alyssa Rosenthal – PowerPoint PPT presentation

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Title: Christina WebQuest Extravaganza


1
Christina WebQuest Extravaganza
www.christina.k12.de.us/webquests
  • Joe Ambrosino, Brian Conway, Minnie Hutchison
  • Joyce Nerlinger, Alyssa RosenthalDelaware
    Instructional Technology ConferenceApril 10, 2002

2
The Finished Products
  • Save Recordiahttp//www.christina.k12.de.us/webqu
    ests/recordia/
  • The Great Owl Search http//www.dcet.k12.de.us/te
    ach/hutch/webquest.html
  • Creating Historical Fiction Civil War Journal
    http//www.christina.k12.de.us/webquests/civilwar
    /
  • Technology Integration http//www.christina.k12.d
    e.us/webquests/integratetech/

3
Process
  • Volunteers from the district
  • 5 meetings from November to March
  • Worked with Pat Sine from UD through in-person
    and virtual consulting
  • http//www.udel.edu/sine/christina/index.html

4
Parts of a WebQuest
  • Introduction
  • Task
  • Process Resources
  • Evaluation
  • Conclusion

5
Task
  • Most important part of a WebQuest
  • Should be stated in a single sentence
  • Must require higher order thinking
  • Great examples http//projects.edtech.sandi.net/
    staffdev/tpss99/tasksimap/

6
Our Tasks
  • From the point of view of a participant in the
    events of  the Civil War (1861-1865),  create a
    journal with five entries that capture what you
    witnessed during some important event of the
    Civil War. (Civil War Journal)
  • Your group must go back in time (on the Internet)
    to gather information about the culture in
    Medieval and Renaissance Europe to create a
    journal, a castle model, and a tapestry to
    complete Cacophony the Wizards 4 challenges.
    (Save Recordia)

7
Our Tasks
  • Your task is to find an instructional technology
    integration activity that supports State
    Standards and Principles of Best Instructional
    Practice, to be shared at the end of our session.
    (Technology Integration)
  • You are to choose your favorite owl and then
    sculpt it out of clay.  Your teacher will show
    you many techniques for working with the clay but
    not until you can show her that you know the
    characteristics of a real owl. (Sculpting an
    Owl)

8
Process and Resources
  • What the students will do to accomplish the task
  • The resources (electronic and traditional) to get
    the job done
  • Few enough resources to not overwhelm
  • Enough resources to support all learners

9
Process and Resources
  • Familiarize yourself with the 13 Principles of
    Best Instructional Practice and choose one on
    which to focus.
  • Familiarize yourself with the Activity Evaluation
    Chart.
  • Use the resources to find an activity
  • that supports your chosen principle.   
  • that aligns with State Standards.   
  • that uses technology, not as an add-on, but as
    a tool integral to accomplishing the
    instructional objective.
  • Use the chart to record your findings.
  • Be prepared to share your findings with the
    group. (Technology Integration)

10
Evaluation
  • Rubric-based so that students know whats
    expected of them
  • Includes ALL elements of the task to be
    accomplished, especially the standards that are
    to be achieved

11
Evaluation
  • Sample from the Civil War Journal WebQuest

12
Introduction and Conclusion
  • Least important parts but easiest to create
  • Sets the context coming and going

13
Introduction and Conclusion
  • Hooray!!!  Your class has been given the honor of
    creating realistic owl sculptures to decorate
    your school.  Before artists can begin to make a
    sculpture of an animal they have to learn as much
    as they can about that animal. Therefore you will
    have to learn about owls before you begin to
    create a realistic owl sculpture. You will be
    working with a partner to find out as much as you
    can about owls but each of you will make your own
    sculpture. (Sculpting an Owl)

14
Introduction and Conclusion
  • If you have completed the task of creating an owl
    sculpture you have  something that you can
    treasure all your life.  What makes it more
    special is that you worked the way artists do. 
    You researched your subject (an owl), learned all
    about it and really looked at its
    characteristics. You also learned how to See like
    an Artist.  You looked for the geometric shapes
    that make up the owl.  You can do the same
    thing whenever you look at something to draw,
    paint, or sculpt.  Always look for the basic
    shapes first, draw them, then add the
    details.(Sculpting an Owl)

15
Summing Up
16
Where We Fell Short
  • Difficult to change gears from the
    lesson-planning and activity mode to WebQuest
    mode
  • Maintaining the commitment as the challenges grew
    (lost 3 along the way)

17
Where We Were Challenged
  • Matching WebQuest aims to Delaware standards and
    curriculum demands
  • Maintaining a balance between learning the
    skills of creating and publishing a WebQuest and
    the skills of writing a quality WebQuest

18
Where We Succeeded
  • Reflecting on the process and presenting it to
    colleagues at our districtwide inservice
  • Using an immersion process to develop a district
    corps of experts

19
Our Advice
  • Writing WebQuests is hard but worth the effort if
    you can invest the time
  • There are lots of good and bad WebQuests out
    there. Carefully evaluate before you try one in
    the classroom.http//edweb.sdsu.edu/webquest/webq
    uestrubric.html

20
You can find us on the web at www.christina.k12.de
.us/webquests.
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