Adapting Differentiated

WebQuests for DHH Students

Jen Johnston – Karen Snapp – Casey YoungBerkmar Middle School

GOAL Meeting the challenge of providing

independence with WebQuests by differentiation that is designed to support the various reading levels of DHH students in a self contained classroom.

PRESENTATION OBJECTIVES As a result of this activity, the participant will

be able to summarize WebQuest components. As a result of this activity, the participant will

be able to identify strategies for adapting WebQuests in their DHH classroom.

As a result of this activity, participants will be able to integrate a differentiated WebQuest in their Science classroom.

DifferentiationIntegrating Differentiated Instruction and Understanding, by Carol Ann

Tomlinson and Jay McTighe

Develop and deepen student understanding of essential knowledge and/or skills.

Provide opportunities to apply knowledge in a variety of levels.

Identify essential knowledge and skills and communicate them effectively to all students

Adjust curriculum and assessments based on student achievement

Create meaningful interaction for all students that include: exploring, interpreting, applying, shifting perspectives, empathizing, and self-assessment.

Use technology to support various learning needs.

Addressing DHH Language Delays in the Content

Areas By fourth grade, preschool receptive vocabulary ability showed a direct

effect on reading comprehension (Storch & Whitehurst, 2002). Students need purposeful vocabulary instruction including definitions, use

in context and strategic reuse and practice (Diamond & Gutlohn, 2006). D/HH students learn best when new vocabulary instruction is limited to no

more than 7 new words a week.(Targeting Vocabulary, Georgia Pathways Toolkit).

The words we know best and remember the longest are those we have had real direct experience with, (Cunningham and Allington, 2011).

D/HH students organize and retrieve information differently and they must have the opportunity to access content through alternative strategies as opposed to only the literacy print paths promoted by schools.(American Annalsof the Deaf (Wang,Y 2011).

WebQuests WebQuests were designed in 1995 and introduced

at the National Educational Computing Conference in San Diego in 1998 by Bernie Dodge from San Diego State University.

WebQuests are an interactive inquiry based learning tool designed to engage students through the use of previously chosen web resources.

WebQuests can be designed to meet diverse student interests, background knowledge and abilities.

WebQuest Components Introduction: Activating Strategy Process: Steps for the students to

complete Task: Final product expected from

students Resources: Web sites and other resources Evaluation: Rubric for grading Conclusion: Summation and discussion

WebQuests Are….

An interesting task the students can complete. Based on real Web resources. Interactive lesson requiring higher level

thinking: synthesis, analysis, problem-solving, creativity and/or judgment.

http://webquest.org/index-create.php

WebQuests Are Not….. A series of web experiences and games. Recording or summarizing information

taken directly from websites. A simple science or mathematic procedure.

http://webquest.org/index-create.php

Weather Forecasting WebQuest

Demonstration

Adapting Previously Created WebQuests

Weather Forecasting WebQuest – adapted for a D/HH self contained classroom. Included on your DVD.

Quest Garden http://questgarden.com/ Zunal WebQuest maker http://zunal.com/ Creating WebQuests http://

webquest.org/index-create.php WebQuest Templates http://

edweb.sdsu.edu/webquest/LessonTemplate.html Captivate ($$$)

http://thankyou.adobe.com/en/na/products/CP/v5/1106_captivate.html?skwcid=AL!3085!3!45065680822!b!!g!!captivate%206&ef_id=UkXHmgAAAHUlSn4J:20140527143727:s

References Diamond, L. & Gutlohn, L. (2006). Vocabulary Handbook.

CORE Literacy Library: Berkeley.

Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Education Psychology, 98.

Carol Ann Tomlinson and Jay McTighe ; (Copyright © 2006 ) Integrating Differentiated Instruction and Understanding by Design, Association for Supervision and Curriculum Development.

Torch, S.A., & Whitehurst, G.J. (2002).  Oral language and code-related precursors to reading: Evidence from a logitudinal structural model. Development Psychology, 38, 934-947.

References Bernie Dodge, ED Tech Department, (1998) WebQuests A

Strategy for Scaffolding Higher Level Learning, San Diego University Presentation at the National Educational Computing Conference, June 22-24, 1998.

Cunningham and Allington, (2011) Classrooms that Work: They Can All Read and Write, Pearson Education, Pg 99.

Wang, Y, Inquiry-Based Science Instruction and Performance Literacy for Students Who are Deaf or Hard of Hearing, American Annals of the Deaf, Volume 156, Page 239-254.

Weather Related Internet Resources

What is Weather http://www.econet.org.uk/weather/whatis.html

National Oceanic and Atmospheric Administrationhttp://www.noaa.gov

Weather Bug http://weather.weatherbug.com/GA/Lawrenceville-weather.html?zcode=z6286&zip=30042