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Goals & Objectives:
Several goals can be accomplished in a Webquest that address various levels
of student learning. Bernie Dodge (1997), provides the following list of
thinking skills abstracted from Marzano (1992) and paraphrased here into
goal setting statements.
During and after performing the Webquest activity, students will...
- identify and articulate similarities and differences among x, y, and
z...
- group a, b, c... into defineable categories based upon predetermined
or student discovered categories...
- infer generalizations based upon readings...
- evaluate arguments made concerning x by resources a, b, ...
- abstract the general theme of a given unit of information...
- identify, articulate, evaluate, and justify or make counterarguments
for a given concept...
...as determined by successfully attending to 80% of rubric items.
Prerequisites:
Before beginning a Webquest, students need to have a basic understanding
of using a Web browser to obtain information. Students will also need the
necessary prior knowledge for the given activity objectives. For example,
to abstract the theme from a variety of information sources, the student
will need the appropriate reading level and an ability to understand the
concepts being discussed in order to decipher a theme in the first place.
Materials and Resources:
Students should be given instruction on how to present
any product from the Webquest. They should also be presented with the list
of Web resources. The student will need Web access.
Guiding Questions for this Lesson:
The guiding question will depend on the nature of the Webquest. A typical
question may be how can the student decipher and analyze a given topic using
selected Web resources.
Lesson Outline and Procedure:
2 Types:
- Short Term
- Learners quickly compile new information obtained primarily online
and create a summary of their findings.
- Typically 30 minutes to 3 hours of work.
- Long Term
- Students must extend and refine the information obtained primarily
online.
- Typically about 5 to 10 hours of work.
A standard outline of the process would be:
- Students are presented with a
centralized concept or question. This introduction provides any required
prerequisite knowledge. It may also scaffold the activity to follow.
- Learners
are also given a description of the procedures that should be used
to find the answer to questions, primarily through Web-based resources.
These resources are usually provided by the instructor.
- Guidance is also
provided on how to organize, compile, reconstruct, and present any information
that is found.
- Some form of conclusion brings closure to the activity.
The closure may include student presentations, papers, and instructor
summaries of student activities during the lesson.
Webquests can be designed as group activities in which Web resources can
be split among students in a group. They may also involve individual students
asked separate questions that combine into a centralized theme by the whole
class.
Teaching Strategies:
- Usually the Websites are preselected by the instructor. For advanced
students, instructors may have the students consider additional searches
to add to the provided list. Doing so will add an information evaluation
aspect to the activity.
- You can also create a knowledge quest in which the Web is supplemented
with traditional resources.
Accommodations:
What accommodations may be needed for students with disabilities or other
special needs? The Websites chosen for the quest should be tested for accessibility
as needed.
Timeline:
See 2 types under lesson outline above.
Ideas for Lesson Evaluation and Teacher Reflection:
How did the students like the lesson? End of semester evaluations should
ask about the usefulness and learning accomplished through such activities.
Also, the conversation that occurs during the activity will help guage how
the students are enjoying various aspects and whether they are learning and/or
participating.
How was student learning verified? Participation can be assessed in group
exercises or discussion session. A rubric can also be set up to help guage
the quality of final work.
A useful starting rubric is found at http://edweb.sdsu.edu/webquest/webquestrubric.html
Useful References:
- Dodge, B. (1997). Some thoughts about Webquests. Retrieved
January 8, 2007, from http://webquest.sdsu.edu/about_webquests.html
- Educational Technology Department, (2007). The
Webquest page at San Diego State University. Retrieved January 8,
2007, from http://webquest.sdsu.edu/.
See also the Webquest Portal at http://webquest.org/search/
- Hemphill, L. (2005). Webquests. Pointer and Clickers:
ION's Technology Tip of the Month, 6(4). Retrieved February 1, 2007,
from http://www.ion.uillinois.edu/resources/pointersclickers/2005_07/index.asp
- Marzano, R. J. (1992). A different kind of classroom:
Teaching with dimensions of learning. Alexandria VA: Association
for Supervision and Curriculum Development.
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