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1. Introduction 2. Task 3. Process 4. Resources 5. Conclusion Teacher Page The Tuskegee Tragedy
Citation preview
Leigh Ausband, Ed.D.UNCC
The Good, the Bad, and the Ugly – Making the
Most out of WebQuests You Find on the Internet
an inquiry-oriented lesson format that uses information primarily from the web
a technique for engaging students in active learning which uses the web as well as other resources to help students understand a topic
What is a WebQuest?
1. Introduction2. Task3. Process4. Resources5. Conclusion
Teacher Page
What does a WebQuest look like?
The Tuskegee Tragedy
Real world, authentic taskTransformative, high-level thinking
Groups/rolesScaffold thinkingDevelopmentally appropriateMakes timely use of the Internet
Critical components (Task)
Critical components Authentic Question/Task
The U.S. National Debt What should be done with the U.S. debt and deficit?
China How should the U.S. relate to China in order to achieve positive international goals?
The U.S. National Debt Send a letter to your representative in the United States Congress that demonstrates what your team has learned from the three perspectives provided by the Number Cruncher, Fact Checker, and Budget Director.
China Complete a Group Report that combines the separate reports offered by team members into one clear argument that presents possible solutions and their likely consequences.
Critical components Authentic Question/TaskCloning What are
the social, economic and political effects of cloning on individuals, families and communities?
Art What is the value of art?
Cloning Each team presents a brief (10 to 15 minute) informational summary of its findings. Then a detailed plan is created on how the senate should proceed.
Art Prepare a presentation that will persuade your client to contract with your gallery. Include the following in your presentation: a brief history, a map, a chart, and a spreadsheet.
Clearly lay out all the instructions for the phases on learning background information and developing expertise in the roles.
Prompt higher-order thinking.Use visual organizers.Consider roles and grouping.
Critical components Scaffold Thinking
Inputs Transformations Outcomes - references, articles - images, sounds - news reports - press releases - experts - dynamic data sources - project / field reports
- compare / contrast - concept creation - analysis - synthesis - evaluation - problem solving - decision making - policy formation
- oral presentations - written reports - letters, petitions, etc. - creative writing - podcasting - expert blog - videoconferencing - audioconferencing - Web publishing
Critical components Transformative thinking – Active learning flow
Critical components Transforming Information into Understanding
Critical components Transforming Information into Understanding
From http://www.web-and-flow.com/help/trans_tree.asp
Taxonomy of Tasks in
a WQ
retelling
compilation
my stery
journalistic
designcreativ e product
consensus building
persuasion
self -knowledge
analy tical
judgment
scientif ic
Critical components Taxonomy of Tasks
From http://webquest.sdsu.edu/taskonomy.html
Most commonly found Least challenging or interestingStudents are given latitude about what
to report and how to organize their findings
Cutting and pasting or simple answers to pre-determined questions not done
Skills of summarizing, distilling, and elaborating are required and supported
Critical components Taxonomy of Tasks retelling
Use information sources that are in different formats and require that they be rewritten or reformatted to create the compilation
Set standards for the task but leave some decisions to students
Have students create their own criteria for selecting items for the compilation
Critical components Taxonomy of Tasks compilation
Goes beyond simple analysis to the implications of what is found
Relationships, inferences, etc.
Critical components Taxonomy of Tasks analy tical
Requires synthesis from a variety of sources
Put information together my making inferences or generalizations
Eliminate false trails that might seem to be likely answers at first but which fall apart under closer scrutiny
Critical components Taxonomy of Tasks my stery
Maximizes accuracy by using multiple accounts of an event
Broadens understanding by incorporating divergent opinions into their account
Deepens their understanding by using background information sources
Helps students examine their own biases
Critical components Taxonomy of Tasks journalistic
Provide a rubric or other set of criteria for making the judgment
Have learners explain and defend their system of evaluation
Require and support learners in creating their own criteria for evaluation
Critical components Taxonomy of Tasks judgment
Describes a product that is real-world
Describes resource and other constraints that are not unlike those faced by real designers of such products
Encourages creativity within these restraints
Critical components Taxonomy of Tasks design
Make hypotheses based on an understanding of information provided in the WebQuest
Testing the hypotheses by gathering data from pre-selected sources
Determining whether the hypotheses were supported and describing the results and their implications in the standard form of a scientific report
Critical components Taxonomy of Tasks scientif ic
Constraints – historical accuracy, adherence to a particular artistic style, use of the conventions of a particular format, internal consistency, limitations on length, size, or scope
Invite creativity, be open-ended
Critical components Taxonomy of Tasks
creativ e product
involve learners taking on different perspectives by studying different sets of resources;
be based on authentic differences of opinion that are actually expressed by someone somewhere outside of classroom walls;
be based on matters of opinion and fact, not just fact;
result in the development of a common report that has a specific audience (real or simulated) and is created in a format that is analogous to one used in the world outside classroom walls
Critical components Taxonomy of Tasks
consensus building
students work on convincing an external audience of a particular point of view
a plausible audience for the message is identified whose point of view is different or at least neutral or apathetic
Critical components Taxonomy of Tasks persuasion
Compels the learner s to answer questions about themselves that have no short answers
Such tasks could be developed around:long term goals;ethical and moral issues;self-improvement;art appreciation;personal responses to literature.
Critical components Taxonomy of Tasks
self -knowledge
Consider group sizeMake roles authenticPlan how the different roles will be synthesized into the final product
Critical components Groups/Roles
ContentTaskResourcesProcess
LayoutReading level
Critical componentsDevelopmentally appropriate
WorthwhileReputableBest source of information
Up-to-date information
Critical componentsMakes timely use of the Internet
Things to think aboutAdapting WebQuests
1. Choose a standard or topicAdapting WebQuests
2. Search for existing WebQuests
3. Determine which one(s) you might use
Adapting WebQuests
Baseball WQ
4. Select those with high potential
Adapting WebQuests
1. Aligns with your standards and objectives.
2. Task is engaging and requires higher level thinking (transformative).
3. Links are working and up to date.4. Pages are attractively laid out and free of
spelling, grammar, and technical errors.5. Readability level and tone matches well
with your students.
Adapting WebQuests – high potential
5. Identify changes needed6. Consider getting author permission
Adapting WebQuests
7. Download the WebQuestAdapting WebQuests
8. Make changes – modify and enhance
Adapting WebQuests
9. Evaluate and revise as neededAdapting WebQuests
Tom March: http://tommarch.com/learning/
Bernie Dodge: http://webquest.org/index.php
Information on all facets of WebQuests: http://webquest.org/index-resources.php
Online web authoring tools:PHPWebQuest -
http://eduforge.org/projects/phpwebquest/
zWebQuest - http://www.zunal.com/Filamentality -
http://www.kn.pacbell.com/wired/fil/
Resources