WebQuest Design Workshop

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WebQuest Design Workshop

• Learning Team B
• Denise Briggs, Sandy Kunzle,
• Sandy Slouha, Elizabeth Kenny-Foggin,
• Carmen Ward

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What is a WebQuest?

• An inquiry-oriented activity where students
  interact with resources on the Internet.
• Students engage higher level thinking processes
  using a sound teaching strategy designed to
  engage students in discussion and learning.

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Benefits to Students

• Self-discovery through a defined learning
  process.
• Actively involved in the lessons.
• Utilization of critical thinking skills.

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Benefits to Teachers

• Increases/improves independent learning
• Creates additional teacher time with at-risk
  students
• Evaluative measure to assess student growth.

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Six Stages of WebQuest

• Introduction Orientates learners and raises
  awareness of topic.
• Task Describes activity and final outcomes.
• Resources Provides links to be used for the
  activity.
• Process Outlines steps of the activity.
• Evaluation Explains grading or assessment of
  activity.
• Conclusion Reminds learners of purpose and
  outcomes

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Selection of a Topic

• Should be based on a curriculum standard(s)
• Increases utilization of the Internet for inquiry
  purposes
• Requires a level of understanding, not just rote
  learning

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INTRODUCTION

• State your objectives
• Generates students interest.
• Written informally to help student navigate
  through webquest with ease.

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TASK

• Clearly defines students goals and expectations.
• Step by step directions are provided for clarity
  and ease of webquest

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Task Design

• Retelling
• Compilation
• Mystery
• Journalistic
• Design
• Creative Product

• Consensus Building
• Persuasion
• Self-Knowledge
• Analytical
• Judgment
• Scientific

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PROCESS

• This section provides guided practice.
• Students are instructed on how to complete the
  task and steps needed in order to complete
  webquest.
• Students independently begin webquest

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Designing the Process

• Create your webquest based on the student
  population in your class
• Identify a topic of interest to students
• Determine roles and responsibilities of students
• The PROCESS section is where most of the external
  web sites will be linked.
• Design the PROCESS so the students engage in a
  natural flow of learning

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RESOURCES

• The specific materials needed to complete the
  webquest.
• The specific websites required to complete the
  task.

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EVALUATION

• Clearly defined assessment of the webquest
• Expectations of grading policy required prior to
  starting webquest

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Develop A Rubric

• Complex tasks require multidimensional
  measurement. For example, the use of multiple
  choice tests would not be sufficient
• Writing the rubric standards prior to presenting
  the web quest helps to identify key points to be
  graded. It is not uncommon to revise your task
  after thinking about your evaluation.

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CONCLUSION

• The summary of what the students have
  accomplished.
• Students can reflect upon the process and what
  they have learned.