The WebQuest Student Page Professor David Shutkin · WebQuest Page · Teacher’s Page · WebQuest Proposal · Evaluation Rubric · Resources about producing WebQuests

Introduction

Task

Resources

Process

Evaluation

Conclusion

Introduction

Task

Resources

Process

Evaluation

Conclusion

Introduction

Task

Resources

Process

Evaluation

Conclusion

Introduction

Task

Resources

Process

Evaluation

Conclusion

Introduction

Task

Resources

Process

Evaluation

Conclusion

Introduction

Task

Resources

Process

Evaluation

Conclusion

Introduction

Task

Resources

Process

Evaluation

Conclusion

Introduction

Task

Resources

Process

Evaluation

Conclusion

A WebQuest Template

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

(On this WebQuest page, address all information to the students)

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 21^st 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:

Process

The teaching and learning process enables your students to progress from positions of prior knowledge and skills to positions of new knowledge and skills.  The process section is to guide their learning experiences.  Your challenge is to design a unique technologically enhanced learning experience, a WebQuest, that has as its primary objective student learning.

A WebQuest is NOT designed as a review NOR as drill and practice. 

The process section describes what your students must experience so that they can accomplish the performance task(s). It describes the unfolding of learning experiences to guide your students and to prepare them with the knowledge and skills they need to complete the task(s).  What do they need to LEARN to complete this WebQuest?

The process section includes clearly described steps that your students will go through -- step by step learning experiences to guide, teach and enable them to complete the WQ task(s).

The process section includes:

• Description of steps (learning experiences) that the learners go through;
• Responsibilities of the teacher (give lecture, lead discussion, offer guidance, support, etc.);
• Organization of groups (if applicable);
• Links to Internet resources.

Resources for Creating the Process Section

• GagnÈ's (1970) Nine Steps of Instruction

[Questions to consider: What engaged and worthwhile learning activities and tasks will your students complete? How will your learning environment support these activities? How will your students build knowledge and skills; learn independently and with others; demonstrate knowledge, ability, and creativity; and manage learning? How will the use of technology support student learning? How can the use of technology support your teaching?]

Evaluation

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades and so forth.

Evaluation addresses performances specified in the Task section and/or developed in the Process section and/or described in the Learners section.

In the Evaluation section, restate the performance outcomes, define the level or levels of success such as:

Example I	Example II
Beginning Developing Accomplished Exemplary	Emerging Approaching Accomplishing Exceeding

And give descriptions for each level. (See below)

[Questions to consider: How will you know your students have reached the lesson goal? What assessment tools will you use?]

You might use RubiStar as a tool to help you develop an assessment rubric.

	Beginning level	Developing Level	Accomplished Level	Exemplary Level	Score/Comments
Performance Task #1	Description of identifiable performance characteristic	Description of identifiable performance characteristic	Description of identifiable performance characteristic	Description of identifiable performance characteristic
Performance Task #2	. . .
Performance Task #3	. . .
Performance Task #4	. .
Performance Task …N	And so forth…	And so forth…

Conclusion

Include a couple of sentences to summarize what they will have accomplished or learned by completing this activity or lesson. You might also include some rhetorical questions or additional links to encourage them to extend their quest into other content beyond this lesson.

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