Part one: Introduction and Task
I hope you had a chance to review previous students’ WebQuests examples. If you have not done it, please do review at least 3-4 WebQuests during the weekend!
Once you have an idea for your WebQuest, it’s time to get started writing it. We’ll start with the Introduction and Task Sections.If you’re stuck and can’t think of an idea, review this link.
Writing your introduction:
1. This link gives you a nice introduction to writing introductions.
2. Remember, make it engaging and talk directly to the student.
Writing your task:
1. This link gives you a nice introduction to writing tasks.
2. Remember, the task should be short: 2-3 sentences. Don’t give instructions on how to complete the task – just describe what the task is.
Part two: Writing Process
As you might have already noticed, one of the main parts of a WebQuest is the Process section. The Process section is composed of the specific steps a student should take to accomplish the assigned task. The Process section also provides age-appropriate resources for students to use to complete their task. Finding useful resources requires more than just a Google search. Using vetted resources from reliable sites is important. Find some useful web resources for your students to use from Thinkfinity and K-12 Galileo.
Here are some things to remember about the Process section:
1. This should be a step-by-step description of what students will do.
2. Students should be assigned roles (journalist, editor, astronaut, politician, etc.) and given specific information on their “job descriptions”.
3. Students should be able to access links to at least 5 age appropriate resources that will help them to complete their task. This should not be a list of 5 long web addresses. It should be a title that links to the website and a short description of what students will find there. For example:
Currency Converter: As you plan your trip you will need to determine how much money you need to take. Use this currency converter link to determine how many pesos you will need.
4. Students will likely need some type of printable form to help them organize the information they are finding online – particularly if they are elementary or middle school students.
Here are the essential questions to ask while you are working on your project:
- Does your WebQuest help your students’ critical and deep thinking instead of mere comprehension?
- Does your WebQuest help your students improve their research skills and problem solving skills?
- Is your WebQuest topic authentic in order to engage your students?
- Is your WebQuest task challenging and doable?
- Do your learners need to think independently and critically during the WebQuest activity?
- Do your tasks involve collaboration/cooperation/peer interaction among students? Is collaboration between your students important for the successful completion of the WebQuest?
- What scaffolds (visual organizers, software tools, prompting questions and suggestions) are provided in your WebQuest?
- Is your process clear enough that your students would know exactly where they are at each step of the process and what to do next?
- Do your Evaluation criteria align with the given tasks?
For Monday:
1. Complete Introduction, Task and Process section. We will create a rubric on Monday. The three sections must be completed before the class. Without these three parts being completed, it is impossible to create a rubric.
2. Watch a video about WebQuests. In this video, “Dr. Bernie Dodge, professor of Educational Technology at San Diego State University, describes how he invented the WebQuest, why they’re so useful for students and teachers, what a WebQuest is and isn’t, and how to go about creating your own WebQuest.”
