Please complete the following before you leave class today:

• Complete the end-of-course evaluation.
• Make sure all portions of your portfolio are completed.
• Send an email to me if you have questions about your final grade (your grade should be available in OASIS after Thursday, May 6th at midnight.)

Good luck on your finals and have a fantastic summer!!

Getting ready for the last day of class:

1. Review the portfolio checklist – make sure you have everything completed. The portfolio is due at the beginning of class on Wednesday. You cannot use your late pass for the portfolio.

2. Think of a creative way to decorate your workspace. At minimum – you’ll need a creative name tag. Former students have printed out sample work from portfolios, brought refreshments, or had some clever reason why students should visit their workspace.

**What is the showcase?

The showcase is an opportunity to see and be seen. Take a look at what your classmates have done this semester and share the work for which you are most proud. We’ll eat, talk, visit, and reflect on the work we’ve done this semester.

3. Also during the last day we will complete the end-of-course evaluation and take a class picture. Please make sure to arrive to class on time as usual.

For Wednesday

1. Your Think Like A Teacher 3 is due tomorrow 5pm.

2. Be prepared for your Showcase. Your portfolio is due at the beginning of the class.  Attendance is absolutely required!

3. Please be on time.

4. Your reflection paper is due at the beginning of the class. No latepass can be used for this assignment.

Submitting your WebQuest:

Your WebQuest is Think Like A Teacher Three project. It is due Tuesday 5pm. You will make a link to your WebQuest on your Think Like A Teacher Three project page. Please check the project description before you submit.

Remember that you need to write reflection on your TLAT#3 page based on following questions (Please do not include these questions on your reflection):

Reflection Questions:

1. Briefly describe your topic

2. Why did you choose this topic?

3. How will your WebQuest be tied to the Georgia Performance Standards?

4. How will web resources play an important role in your WebQuest?

5. How will your WebQuest require students’ deep understanding or higher level thinking instead of mere comprehension?

For Monday

1. The WebQuest is due 5pm Tuesday. Please double check the requirement before you submit. Please email me if you have any questions.
2. Your final reflection paper is due on Wednesday at the beginning of the class. Please check the paper requirement before you write a paper.
3. Wednesday will be the last day of class. The attendance is REQUIRED.

How do you summarize a WebQuest project for students?  How do you make sure you provide opportunities for students to extend their learning?  Read more about conclusions here.

Credits:

“We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author’s name is retained along with a link back to the original URL of this WebQuest. On the line after the original author’s name, you may add Modified by (your name) on (date).”

Also include links to resources you used: images, etc.

Teacher section:

Here your target audience is teachers. In this section, you will be sharing ideas on how your WebQuest page can be used. Also, provide instructions on what resources/tools the teacher will need, and how they could support learners during the process.

Please look at the example to get an idea what kinds of components that you need to include in the teacher section. http://projects.edtech.sandi.net/staffdev/tpss99/mywebquest/t-index.htm

In your teacher section, at least indicate the followings:

• Recommended teaching strategy and scaffolding for the process section
• Resources that teachers can use to guide students’ WebQuests project
• Georgia Performance Standard including subject information
• Target learner information including grade level

For Friday

1. Friday is independent work day for WebQuest. We are not meeting as a class, but there will be a blog posting to guide you final submission of WebQuests.
2. The WebQuest is due on Tuesday 5pm.
3. Reflection paper is due on Wednesday(the last day) at the beginning of the class.
4. We have two more classes: Monday-Preparing Showcase/Wednesday-Showcase day. Attendance is required on both days. No latepass is allowed.

1. Don’t evaluate what is not assigned. Don’t assign tasks that are not evaluated.

2. Your evaluation rubric should have 4 or 5 different criteria that you are evaluating.

3. Make sure your rubric is written so a parent could understand it. In other words, will a parent know why his/her child made an “F” on the project? an “A”?

Here are resources that you can use for the Evaluation section:

http://webquest.sdsu.edu/rubrics/weblessons.htm http://webquest.sdsu.edu/rubrics/rubrics.html

You will be using this template for your rubric:

http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html

The only thing that is missing on this template is a row indicating the maximum possible points that can be earned. You will add a new row to this template.

Copy and paste the rubric into a word document. When you have completed your rubric, it is to be linked so that it opens as a word document.

For Wednesday:

1. Complete Introduction, Task, Process and Evaluation sections.

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.”

WebQuests are a teaching tool that uses web-based resources and other sources to support students as they work through an inquiry or problem-based activity. They are web-based lesson plans written for the students that support and scaffold student understanding of a set of curriculum standards. Generally, students are asked to work collaboratively to answer a question or solve a problem and then present the answer or solution in a technology-supported format.

You can find many examples of WebQuests at the WebQuest page maintained by Dr. Bernie Dodge from San Diego State University. Dr. Dodge is the creator of WebQuests and WebQuests have been around for over 10 years. We’ll spend some time looking at example WebQuests by clicking the “Find WebQuests” button on the left navigation bar on the WebQuest page.

Watch video: Part 1: What is a WebQuest? | Part 2: How to Make a WebQuest

More information to learn about WebQuest: here

PART Two: Creating Your Own WebQuest

For your TLAT #3 you will create a WebQuest that supports student critical thinking and problem solving. You’ll create an original WebQuest that includes all 7 required sections:

Introduction

Task

Process

Evaluation

Conclusion

Credit

Teacher Page

View the WebQuest Taxonomy of Tasks to help you with an idea for your WebQuest.

View the Building Blocks of a WebQuest page to know what do for each section.

View the Grading Rubric so you can be sure you’re meeting or exceeding expectations.

Here are more WebQuests examples for you.

PART Three: Logistics

You’ll create a new Google site specifically for your WebQuest. Within that new site you will create a page for each section of your WebQuest.

Go to sites.google.com, log in, and click the “Create New Site” button. This is an entirely new website – it’s not a new page on the site you’ve been working on all semester.

When you create a new site it will automatically create your first page called “Home” – you can rename this page “Introduction” by changing it directly on the page. Then, make another new page and call it “Task”. 

Continue to create new pages, “Process”, “Evaluation”, “Conclusion”, “Teacher Page”

For Friday:

1. Review examples of WebQuests at the WebQuest page.
2. Review previous students’ examples (at least three).
3. Complete building your WebQuest site (create all the pages that you need)
4. Think about a subject/standard and your students’ grade level.
5. You should have an idea for your WebQuest project by Friday.

For Wednesday:

1. Please read chapter 6 and be ready for WebQuest project.

Using the 3 bamboo skewers and clay – create a structure that balances by the point of one skewer on your fingertip.

Within your group – discuss and respond the following questions:

There are 2 types of problems: open-ended and close-ended. Which was the balancing activity?

How is the balance activity an inquiry activity?

Could the balance activity be considered a problem-based learning?

When have you experienced the problem-based learning approach in your classes? Give me a couple of examples.

How is this connected to critical thinking? For that matter, what is critical thinking?

Why is supporting students’ problem solving important?

PART Two: Problem solving group discussion

Here’s the NETS for problem solving (and other related areas):

What does your book say about problem solving?

Here are a few takeaways:

“Students apply critical and creative thinking skills to prior knowledge during the problem solving process. The end result of problem solving is typically some kind of a decision: choosing a solution and then evaluating it.” (p 155)

“Problem-based learning (PBL) is a teaching approach that combines critical thinking, problem-solving skills, and inquiry as students explore real-world problems. It is based on unstructured, complex, and authentic problems that are often presented as part of a project.” (p 156)

A few characteristics of effective technology-enhanced problem-based learning tasks:

1. Give students control of their learning
2. Include communication and collaboration
3. Emphasize the process and the content
4. Lead to additional content learning
5. Have a measurable, although not necessarily correct, outcome

For Monday:

1. Your web resources assignment is due today 5pm.
2. The chapter 6 reading guide is due Monday.
3. Continue to explore k-12 Galileo using UGA library website.

If you have not completed the task below, please do it before you move to part two.

——From Monday posting—————–

There are many online resources that teachers use to collect tools and information for K-12 students. One of my favorites is Thinkfinity: http://www.thinkfinity.org Thinkfinity has resources for all content areas and all grade levels. So everyone in our class should be able to find something they can use.

1. Watch sections 1, 2, and 3 of the Thinkfinity overview video.

2. Use what you learned from the video to explore the resources within Thinkfinity. Set a timer for 15 minutes (seriously – really do this) and just explore the site to see what you can find.

3. Add the resources that you found to your delicious account and tag them appropriately. (Add at least 10 resources) 

PART Two: Creating a Summer Enrichment Kit

Today, your task is to locate 8-10 exceptional web-based resources that a student from your grade/content area could use over the summer to enrich (NOT remediate) what they have learned in your class during the school year. You can focus on one topic or a multitude of topics. If you are focusing on elementary grades – you can focus on multiple subjects. These resources should include games and other interactive resources. Your resources should not be a set of webpages that contain only text. The Thinkfinity site is a great place to find interactive activities for any subject or grade level.

As you locate your resources, you will add them to your delicious account and tag them “summer”. You are welcome to tag them with additional tags such as “math”, “history”, “geometry”, etc. The only required tag is “summer”. Tip: when using multiple tags, don’t use commas to separate them – just type them: math geometry measurement rather than math, geometry, measurement (trust me, I learned the hard way!)

In delicious – for each resource you find you will provide the title of the resource, the web link, and a short description of how this tool can be used (make sure to decide if your audience for your descriptions is students or parents). If your students are in k-8, perhaps you would write descriptions for mainly parents. If your students are in 9-12, perhaps you would write descriptions for mainly students. Who would be your audience is totally up to you.

Once you have finished collecting your resources, write a 2-3 paragraph letter to parents describing the summer enrichment kit that you have developed. Give them highlights of what they will find in the kit, suggestions for how they might use it, and a link to your delicious account. (If you are teaching high school students you might want to talk to them in the letter instead of parents).

To submit your assignment, create a new webpage in your portfolio called “Web Resources” (if you already created one, you do not need to create another one) and embed or copy/paste your letter onto the page (or you can type the letter directly on the webpage). DO NOT attach the word document!!

Here is an example of the web resource portion of this assignment: http://delicious.com/iamsobored/summer
**Note that the login for my delicious account is “iamsobored” but if I add “summer” to the end of the web address it will take parents directly to the page that lists all of the resources organized by the “summer” tag. This is the type of link you will want to include in your parent letter or you’ll have to explain how parents can access the resources you collected (they shouldn’t have to sort through the other resources you’ve collected for our class.)

**Hint: I found most of these resources by searching on the Thinkfinity site. I searched for “writing” and limited my search results to grades K-2. I also did a Google search and used key terms like “reading games”, “summer reading activities”, “summer writing activities”, etc. So – use the Thinkfinity website as a resource and be smart about the search strategies you use. If you are having trouble – please let me know.

For Friday:

1. Complete the Web Resources assignment by 5pm Friday. Please send me emails if you have any questions. You also can ask me questions during Friday class.
2. Read Chapter 6 and reading guide is due on Monday.