WEB-QUESTTO INFINITY AND BEYONDDo You

Want Your Students to

Soar to New Heights of Learning?

Learn To Collaborate?

Learn to Problem Solve?

Learn to Think

Outside the Box?Analyze?

Synthesize?Evaluate?

ARE YOU READY TO TAKEYOUR INSTRUCTION TO THE

NEXT LEVEL?

ARE YOU UP TO THE CHALLENGE?

Pre-Mission Engagement

• Before we start our mission today, I would like you to take 2 minutes and complete 3 stars on your Cross Curricular Brainstorm. We will use these documents later in the mission!

• 2 minutes on the clock.......

Let’s Go!

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Star Command,…. Operation

‘Web-quests For Critical Thinking’ Is A Go!

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countdownKnowledgeComprehensionapplicationanalysisSynthesisEvaluationTo infinity and beyond!

Web-Quests for Critical Thinking

Bryan Collegiate High SchoolProfessional Development

December 3, 2009

Objectives

• Understand – the fundamentals, origins, and theoretical

foundations of Web-Quests– 6 reasons teachers use Web-Quests– 6 components of a Web-Quests– How to Assess a Web-Quest

• Compare, evaluate, and rank Web-Quests• Present Findings

ABOUT WEB QUESTSBernie Dodge, a Professor of Education at San Diego State University, coined the term “Web-Quest” in 1995 to describe an inquiry-based activity that involves students in using web-based resources and tools to transform their learning into meaningful understandings and real-world projects. Rather than spending substantial time using search tools, most or all of the information used by learners is found on pre-selected websites. Students can then focus on using web-based information to analyze, synthesis, and evaluate information to address high-level questions

2

Theoretical Foundations of Web-Quests

• Web-Quests are a learner-centered, project-based approach to teaching, learning, and information inquiry drawing on a variety of theories that include the following areas (Lamb & Teclehaimanot, 2005): – constructivist philosophy – critical and creative thinking, questioning, understanding, and

transformational learning– authenticity, meaningfulness, and situated learning environments– scaffolding– differentiation– cooperative learning– motivation, challenge and engaged learning

2

SIX REASONS TEACHERS USE WEB QUESTS

• To begin a unit as an anticipatory set (as per Madeline Hunter);

• To conclude a unit as a summation;• As a collaborative activity in which students create a

product (fostering cooperative learning);• To teach students how to be independent thinkers

since most of the problems encountered in a Web Quest are real-world problems;

• To increase competency in the use of technology; and• As a motivational techniques to keep students on task.

6

WEB-QUESTS REQUIRE STUDENTS TO:

• Go beyond simple fact finding • Analyze a variety of resources and use their

creativity and critical-thinking skills to solve a problem

ANALYZESYNTHESIZE

EVALUATE

6 COMPONENTS OF A WEBQUEST

5

COMPONENTS OF A WEB-QUEST1. INTRODUCTION

This is an overview (often a simple one) of whatis to come. Many Web-Quests take place within a

story setting; in these instances, theIntroduction is where the plot and characters

are introduced.

COMPONENTS OF A WEB-QUEST2. TASK

This page details the assignment that is toCome. Tasks are often comprised of numberedlists of items that must be accomplished toComplete The quest.

COMPONENTS OF A WEB-QUEST3. PROCESS

The Process is the meat of the quest — it isHere That students work together, developplans of action, and find ways to solve thePresented problem. Often, quest processesmay involve role playing and other off-linemethods.

COMPONENTS OF A WEB-QUEST4. EVALUATION

The evaluation phase centers on a “rubric,” a carefullydesigned chart listing goals for the quest and thestandards by which performance will be measured. Thiscan be thought of as a great widening of the typicalletter grade usually given to classroom assignments.Rubrics are highly annotated “grades” with extensiveannotation detailing many aspects of the project.

COMPONENTS OF A WEB-QUEST5. CONCLUSION

This is a brief summary, usuallycongratulatory in tone, that wraps up theproject.

COMPONENTS OF A WEB-QUEST6. TEACHER PAGE

Instructors are provided with their ownSubsection of the Web-Quest site, withinstructions for each of the above sections.Teachers who develop Web-Quests oftenFill this section with information to helpOther educators adapt the quest to theirown class.

EVALUATING WEB-QUESTS

ASSESSING A WEB-QUEST

• Just because a Web-Quest contains the essential elements, doesn't mean that it's perfect for your classroom. Look beyond the structure and examine the effectiveness, efficiency, and appeal of the project. Ask yourself: – Is it a quality project? – Does it fit my needs? – Is it a good use of time? – Is it a good use of technology?

http://www.zunal.com/part2.php 5

• Rubric for Assessing a Web Quest http://bestwebquests.com/bwq/matrix.asp

Your Mission For the Day!

Operation Web-QuestA Web-Quest of Web-Quests

4

INTRODUCTION• Since early in 1995, teachers everywhere have

learned how to use the web well by adopting the Web-Quest format to create inquiry-oriented lessons. But what exactly is a Web-Quest? What does it feel like to do one? How do you know a good one when you see it? In the space of 90 minutes, you're going to grapple with these questions and more.

To develop great Web-Quests, you need to develop a thorough understanding of the different possibilities open to you as you create web-based lessons. One way for you to get there is to critically analyze a number of web-quest examples and discuss them from multiple perspectives. That's your task in this exercise.

By the end of this lesson, you and your group will answer these questions:

1. Which two of example Web-Quests listed below are the best ones? Why?

2. Which two are the worst? Why?3. What do best and worst mean to you?

THE TASK

The Process• You will assemble with your Squadron to answer the

questions stated in “The Task”. The Squadron Assignments are as follows:

Squadron 1

Gibson

Carreon

Perryman

Seglem

Squadron 3

Colvin

Douglass

King

George

Squadron 2

Roberts

Williams

Gervis

Bechuk

THE PROCESSWithin the group, each of you will take on one of the following roles:

1. Individually, you'll examine each of the sites on the list of resources and use the worksheet to jot down some notes of your opinions of each from the perspective of your role. You'll need to examine each site fairly quickly. Don't spend more than 7minutes on any one site.

2. When everyone in the group has seen all the sites, it's time to get together to answer the questions. One way to proceed would be to go around and poll each team member for the best two and worst two from their perspective. Pay attention to each of the other perspectives, even if at first you think you might disagree with them.

3. There will probably not be unanimous agreement, so the next step is to talk together to hammer out A compromise consensus about your team's nominations for best and worst. Pool your perspectives and see if you can agree on what's best for the learner.

4. One person in each group should record the group's thoughts.

5. When debriefing time is called, report your results to the whole class. Do you think the other groups will agree with your conclusions?

THE PROCESS

Debrief and Share

Departing thoughts

• Refer to your Cross Curricular Brainstorm• Think about the web-quests that viewed today

– Did any of the web-quests present an opportunity to work with another teacher in a different content area?

• In the last star, write a brief statement about your thoughts of assigning a project, such as the web-quests you viewed today in collaboration with another content area? Do you think this would benefit the students’ learning?

• I would like to assist you in your efforts. Turn in your Brainstorm and I will search for Web-Quests that may serve your needs.

WEB-QUESTS BY

SUBJECT MATTER

Math

• Geometry in Real Life http://www.ats.edu.mx/personales/rocio/Math/index.htm

• Using Area and Perimeter to Design a Fun House http://its.guilford.k12.nc.us/webquests/areaperim/areaperim.htm

Science

• Pandemic Quest http://imet.csus.edu/imet7/bressler/main/webmain.htm

• Biome Zoo Design http://www.sandomenico.org/page.cfm?p=1181

• Badge and The Bones http://projects.edtech.sandi.net/kearny/forensic/

• Why Should You Bother Taking High School Physics http://www.coolphysics.org/introduction.htm

• Rube Goldberg Physics http://coe.nevada.edu/lnadelson/

Spanish

• La Fiesta Brava http://www.dsusd.k12.ca.us/users/manuelh/LaFiestaBrava.html

• Mexico Tour Package http://members.fortunecity.com/pattimartinez/index.html

English

• The 1920’s: A Decade in Review - http://wiu.k12.pa.us/webquests/pounds/

• Peace Quest http://www.lifestreamcenter.net/DrB/Lessons/PeaceQuest/index.htm

• “Gimme Shelter!” Homelessness in America http://questgarden.com/51/22/4/070608090111/index.htm

Social Studies

• Gettysburg: A Personal Journey http://www.pls.uni.edu/nielsen/Gettysburg/gettysburg.html

• Political Activism http://imet.csus.edu/imet2/clarkc/webquest/

• Return of the Great Game: Crisis in Central Asia http://projects.edtech.sandi.net/kearny/greatgame/

Web-Quest Strengths Weaknesses

Saving The Gorillas

World of Shakespeare

Anti Earthquake Designer

Foreign Country Presentation

Waves and Sounds

SQUADRON # ____ ROLE: ______________

National Educational Technology Standards (Nets)

• 1. Creativity and Innovation– Students demonstrate creative thinking, construct

knowledge, and develop innovative products and processes using technology. Students:

• a. apply existing knowledge to generate new ideas, products, or processes.

• b. create original works as a means of personal or group expression.

• c. use models and simulations to explore complex systems and issues.

• d. identify trends and forecast possibilities.

National Educational Technology Standards (Nets)

• 2. Communication and Collaboration– Students use digital media and environments to communicate

and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

• a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments

• and media.• b. communicate information and ideas effectively to multiple

audiences using a variety of media and formats.• c. develop cultural understanding and global awareness by engaging

with learners of other cultures.• d. contribute to project teams to produce original works or solve

problems.

National Educational Technology Standards (Nets)

• 3. Research and Information Fluency– Students apply digital tools to gather, evaluate,

and use information. Students:• a. plan strategies to guide inquiry.• b. locate, organize, analyze, evaluate, synthesize, and

ethically use information from a variety of sources and media.

• c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

• d. process data and report results.

• 4. Critical Thinking, Problem Solving, and Decision Making– Students use critical thinking skills to plan and conduct

research, manage projects, solve problems, and make– informed decisions using appropriate digital tools and

resources. Students:• a. identify and define authentic problems and significant

questions for investigation.• b. plan and manage activities to develop a solution or complete a

project.• c. collect and analyze data to identify solutions and/or make

informed decisions.• d. use multiple processes and diverse perspectives to explore

alternative solutions.

National Educational Technology Standards (Nets)

Resources1. Johnson, L. and Lamb, A. 2007. Teacher Tap. Professional Development Resources

for Teachers and Librarians. Retrieved from the World Wide Web November 2009. http://eduscapes.com/tap/topic4.htm

2. Johnson, L. and Lamb, A. 2007. Internet Expeditions. Retrieved from the World Wide Web November 2009. http://www.eduscapes.com/sessions/travel/define.htm

3. Dodge, Bernie Phd. 2007. WebQuest.Org. Department of Educational Technology, San Diego State University retrieved from the World Wide Web November 2009. http://webquest.org/index.php

4. Dodge, Bernie. 2009. A Web-Quest About Web-Quests. Retrieved from the World Wide Web November 2009. http://webquest.sdsu.edu/webquestwebquest-hs.html

5. Zunal.com . 2003. Evaluating Web-Quests. Retrieved from the World Wide Web November 2009. http://www.zunal.com/part2.php

6. Teachnology Tutorials. Enter The Web-Quest. http://www.teach-nology.com/tutorials/web_quests/six_reasons/