ObjectivesAt the end of the lesson, students shall be able to:1. identify the parts of a web quest;2. and design their own web quest.

Sample Designs of Technology-Inspired Instructional Plan

Reporter: Erickson Djan P. Baylon

Designing A Web Quest

Web Questis an inquiry-

oriented lesson format in which most or all the information that learners work with comes from the web. (Wikipedia)

Characteristics of a Web Quest

1.It is classroom-based.2.It emphasizes higher-

order thinking (such as analysis, creativity, or criticism) rather than just acquiring information.

3. The teacher pre-selects the sources, emphasizing information use rather than information gathering.4. Most web quests are group work with the task frequently being split into roles.

It must be interesting and challenging enough to propel students to undergo inquiry or exploration on the possible solutions to problems.

It also incorporates inquiry, constructivism, and cooperative and collaborative learning.

Web Quest

It must require students to come out with projects or tangible results of the inquiry using the web.

Parts of a Web

Quest

a. TitleSelect a specific content

from the PELC/PSSLC and think of a title to package the unit you are working on. The title must be interesting enough to catch the attention or imagination of the students/pupils.

Examples:“The River is in Bad Shape” (for water pollution)“Rock the Vote” (for an election issue)“Redesigning the Earth” (for soil erosion)“Anybody There?” (for space exploration)“When People Talk” (for communication)

b. IntroductionThis should contain a brief description of the situation or the problem.

Example for “When People Talk” Communication, as defined by the Merriam-

Webster, is the act or process of using words, sounds, signs, or behaviors to express or exchange information or to express your ideas, thoughts, feelings,etc., to someone else. People communicate every day. They do this while in school, in office, in their house and wherever they want to do so. The main purpose why people communicate with others is for them to say or express what is in their minds and also their feelings. Communication has two types: the verbal and no-verbal. In verbal communication, people use spoken words. On the other hand, in non-verbal communication, people use gestures, facial expressions, eye-contact and so on. People communicate for many reasons that’s why it is very important to us.

c. TasksBased on the problems, formulate some activities.

Example:Task 1: Organize the class into three groups and assign each group a specific task to do:

Group 1: Make a three-minute play showing people who are communicating with each other. This must be performed in the class to show everyone a real-life situation of people who are communicating.Group 2: Create a slogan that talks about the importance of communication to us. A representative must explain why their group came up with their slogan.Group 3: Make a poster showing the benefits we can get from communicating. This must be explained by one of the group members.

d. ProcessThe steps the students should take to accomplish the task.

(Before you start to work, have an overview of the evaluation sheet or the rubric so that you will know how you will be graded.)

Process:1. Teacher and students cooperatively identify the important things they must focus on. Define what is communication. List down some of its importance. Write its benefits to human beings.2. Students will gather information from the internet. They can visit 3-5 websites which are relevant to the topic. They will list down the information they got from it. They should also list down the websites they have visited for proper acknowledgements.3. Students will analyze the information they got from the internet and choose the important ones. They will start working for their assigned task.

e. EvaluationUsing the Rating scale, which is specifically designed, determine the extent of involvement you and your partner or each of the group members had.

Activity Participated well

Participated a little

Did not participat

e

Planning the activities

Brainstorming on related issues and classifying information

Gathering data through the Internet

Sorting information as to relevance

Preparing a three-minute play, a slogan or a poster.

Showcase showdown

f. Showcase Showdown (Presentation Sharing of Outputs)Review the tasks. Students will present their outputs to the class.

g. ReflectionsThis is the part that requires the

students to summarize their learning insights particularly in the use of technology. What skills did they learn as fast and as interesting as can be in the web quest. Did they find the experience valuable?

h. ResourcesList down the references or resources used in the completion of this web quest.

Limitations of a Web Quest

Web quests are not appropriate to every learning goal. In particular, they are weak in teaching factual recall, simple procedures, and definitions.

Web quests also usually require good reading skills, so are not appropriate to the youngest classrooms or to students with language and reading difficulties without special design and effort.

Thank you for listening.

Identify which part of the web quest is being described in the following.____1. These are the series of steps that the students should follow in doing the web quest.____2. This is the part where the students write their insights on learning with technology.____3. This part contains a brief description of the topic, situation or problem.____4. This part contains the activities which are formulated by the teacher.____5. This is the part where the references or resources used in the web quest is listed.____6. This is the part that should be interesting enough to catch the attention or imagination of the students.____7. This is the part where a rating scale is used to assess the web quest.____8. This is the part where the students present their outputs to the class.

Group Activity:Design your own web quest using one of the topics below.1. Stress and Intonation2. Library Resources3. Elements of Literature4. How to Prepare an Interview Guide5. Writing a Resume6. Concept Maps7. Reading Styles