Task 9- Group 3- Process Part II -- Group THREE - 2011 CEI course

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Date Posted: 20:54:39 03/29/11 Tue
Author: Luciano Valadares
Subject: Task 9- Group 3- Process Part II

Task 9
Group 3
Process Part II
TRIP LOG
What is a WebQuest?
The name itself can help us know what it is about. Quest: something related to lessons, questions and activities. Web: The World Wide Web – The Internet. Summarizing: A WebQuest is an inquiry-oriented lesson in which most or all the information that learners work with comes from the web. The goal is to acquire knowledge and integration.
Some attributes of a real WebQuest:
• It has a doable and interesting task.
• It requires higher level thinking (synthesis, analysis, problem-solving, creativity and judgment).
• It makes good use of the web. The web has to be at the heart of the lesson.
• It isn’t a research report.
• It isn’t a series of web-based experiences (since it requires higher level thinking skills).
Components of a WebQuest
• Introduction:
Prepares and hooks the reader (the student). Sets the stage and provides background information. The teacher has to introduce the activity, the role and scenario to the student, and communicate the Big Question that the WebQuest is centered around.

• Task:
Here the teacher points out what the students are going to do – the culminating performance. The steps are not showed yet (these are part of the Process), only the end result – the end point.

• Process:
The teacher makes use of scaffolding to help the learners accomplish the task – give them steps, resources (links or others), and tools for organizing information.

• Evaluation:
Every WebQuest has an evaluation part. Looking at the evaluation criteria, the student will be more aware of what he is supposed to do (how his performance will be evaluated).

• Conclusion:
The conclusion brings closure and encourages reflection. Here, the teacher can also summarize what the learners accomplished or learned by completing the task. It can also be a place to put additional links so the student can extend his research on that subject.

• Teacher Page:
It looks like a “Teacher’s Guide”. The author of the WebQuest can create this part in order to help other teachers, if they want to use his WebQuest. This section can include the target learners of this WebQuest, the standards required (thinking skills), notes, etc.

Other characteristics

• Group activity – since one of the goals of a WebQuest is integration, the activities proposed are more likely to be group activities.
• Wrapping Motivational Elements – Motivational elements are important in a WebQuest, for example, a role to play. The teacher can say that the student will play a role in the whole lesson – a scientist, a detective, a reporter, etc.
• Single Discipline x Interdisciplinary – WebQuests can be done within a Single Discipline (e.g. English) or they can be Interdisciplinary.

According to Alice Christie, when used fully, WebQuests can promote reflection, collaboration, cooperation, open minded thinking, multiculturalism, critical thinking, problem solving and an interdisciplinary approach.
Theoretical Foundations of a WebQuest

According to Lamb & Teclehaimanot (2005) WebQuests are a learner-centered, project-based approach to teaching, learning, and information inquiry drawing on a variety of theories that include the following areas: constructivist philosophy, critical and creative thinking (questioning, understanding and transformational learning), authenticity, scaffolding, differentiation, cooperative learning, motivation, challenge and engaged learning.
Problem-based Learning is an approach to learning focusing on the process of solving a problem and acquiring knowledge. The approach is also inquiry-based when students are active in creating the problem.
Constructivism involves the process of questioning, exploring, and reflecting. This theory says that learners should construct their own understanding and knowledge of the world through varied experiences. By reflecting on these experiences, students assimilate useful information and create personal knowledge.
Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing.
Authentic learning is the theme that runs through the ideas of meaningfulness and motivation. Students need to care about what they're doing. They need "buy in" for a project to become engaging. Consider ways to make your classroom part of the "real world" through meaningful assignment, activities, audiences, and assessments.
Differentiation involves designing instruction to meet the diverse needs of students. According to Tomlinson (1999), techniques of differentiation offer a variety of ways to address readiness levels, interests, and learning profiles.
Cooperative learning is an approach to teaching and learning where students work in small groups or teams to complete meaningful activities such as solving problems or creating products. Groups share their strengths and address their weaknesses as a team.
According to March (1992) well-designed WebQuests: promote dependable instructional practices, combine research-supported theories, make effective use of essential Internet resources, produce open-ended questions, offer authentic tasks, motivate students, allow students to develop expertise in a subject from within a situated learning environment and offer opportunities for transformative group work.

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Replies:

Re: Task 9- Group 3- Process Part II -- Caroline, 04:48:31 03/30/11 Wed