The WebQuest Proposal

Professor David Shutkin

 

 

The WebQuest proposal is to include the following sections of your WebQuest reproduced below:

·        Introduction (Student Page)

·        Task              (Student Page)

·        Resources    (Student Page)

·        Learners       (Teacher’s Page)

 

 

 

A WebQuest Template

(Adapted and modified for this course from the work of Dr. Bernie Dodge)

Date:

Teacher(s) Name:

E-Mail Address(es):

Grade Level(s):

Title of WebQuest:

Content Areas:

Description/Abstract of Lesson:

Timeline of Lesson:

 

Introduction

This document should be written with the student as the intended audience.

 

Write a BRIEF paragraph or two  to introduce the activity or lesson to the students.

 

  • Communicate to your students what they will learn about and why this WebQuest is important and/or relevant to their lives and learning.

 

  • If there is a role or scenario involved (e.g., "You are a botanist trying to identify the mysterious plant.") then here is where you will present it.

 

  • Use this section to provide a short overview. Remember that the purpose of this section is to both prepare and hook your students.

 

  • In this section you might also communicate the Big Question (Essential Question, Guiding Question) that the WebQuest is centered around.

 

[Questions to consider: What do you want students to know and be able to do? What knowledge, skills, strategies, and attitudes do you expect students to gain? What important content and concepts will students learn?  Why would your students care or want to know about this topic? What "big" questions will generate discussion about this topic?]

 

 

Task

The TASK is to Specify:  Performance Outcomes

 

[Questions to consider: What engaged and worthwhile learning tasks will your students complete?]

 

If I were a student in your class, what would I have to do/make to demonstrate to you that I have completed what is required of me by the end of this WebQuest?

In other words… What must the students turn in? or What will they be graded on?

Have the necessary discussions that will lead to answers to this question! From such a discussion will come outcomes that are measurable in performance terms and that tend to be significant.

Two to four performance outcomes are sufficient and useful to the students.  These should be included in the TASK section.

  1. Write your performance outcomes directly to students;
  2. Use an active verb in your writing that describes an observable action that…

a. Answers the question: How must the student demonstrate completion of the WebQuest? (The student will demonstrate completion of the WebQuest through completion of the task).

b. Clearly describes the end result of the learners' activities.

 

·         Here is a useful list of active verbs

 

·         Bloom’s Taxonomy for the 21st Century has many useful active verbs associated with higher order thinking ideas.

 

Resources Needed

 

Meaningfully Integrated into the PROCESS section of your WebQuest will be at least five (5) different types of websites including, but not limited to:

 

  • Current event video clip;
  • Virtual fieldtrip;
  • Online simulation or other interactive learning experience;
  • Original source materials such as documents, letters, diaries, photographs, etc.
  • Informational.

 

Create a webliography to include:

  • Name of Website
  • Web Address
  • One or two sentence description

 

Link to Resources about producing WebQuests on the Web:

 

 

Learners

Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well.

 

Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical knowledge and skills that could not be picked up on the fly as the lesson is given.

 

[Questions to consider: What student needs, interests, and prior learning guide this lesson? What conceptual difficulties might students have?]

 

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