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Let's Create A Webquest

The document provides guidance on creating the parts of a Webquest, which is an inquiry-oriented lesson format designed to use learner's time well, to focus on using information rather than looking for it, and to support learner reflection. It describes the key parts as an Introduction to engage and motivate students, a Task for students to accomplish, a Process of steps for students to go through, Resources like websites for students to use, an Evaluation rubric, and a Conclusion for reflection. Each part is described in one to two sentences to give the essential information on what they involve.

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64 views2 pages

Let's Create A Webquest

The document provides guidance on creating the parts of a Webquest, which is an inquiry-oriented lesson format designed to use learner's time well, to focus on using information rather than looking for it, and to support learner reflection. It describes the key parts as an Introduction to engage and motivate students, a Task for students to accomplish, a Process of steps for students to go through, Resources like websites for students to use, an Evaluation rubric, and a Conclusion for reflection. Each part is described in one to two sentences to give the essential information on what they involve.

Uploaded by

Romicw
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Universidad San Sebastián Teacher: Marcela Cárdenas

Facultad de Educación
Aprendizaje del Idioma Asistido por Computador

CREATING A WEBQUEST
First Part
1. Think about a topic. Something you would like to teach according to the Plans
and Programs of the Ministry of Education.
Grades: From 5th to 8th and all levels in Secondary School

2. Create a folder in your pendrive: Give a name to it. Start investigating about your
topic in internet. Keep any interesting page you might find

3. Think about this: (parts of a Webquest). Create each part

• Introduction:
The introduction section provides background information and motivational
scenarios like giving students roles to play: "You are an underwater
research scientist," or "You are an astronaut planning a trip to the moon." It
also provides an overview of the learning goals to students.

The goal of the introduction is to make the activity desirable and fun for
students. When projects are related to students' interests, ideas, past
experiences, or future goals, they are inherently more interesting. The goal
of the motivational component is to engage and excite students at the
beginning of each WebQuest.

• Task:
The task is a formal description of what students will have accomplished by
the end of the WebQuest.

First, the teacher finds resources for a particular topic on the Web. Then, the
teacher devises an activity for the students that incorporates the information
from the various sites. This task should be doable and interesting.

Developing this task -- or the main research question -- is the most difficult
and creative aspect of creating a WebQuest. Students can be asked to
publish their findings on a Web site, collaborate in an online research
initiative with another site or institution, or create a multimedia presentation
on a particular aspect of their research. The task should be visually and
aesthetically appealing, inherently important (global warming, acid rain,
welfare policy, etc.), and fun for the students.

• Process:
This is a description of the steps learners should go through in
accomplishing the task, with links embedded in each step.
• Resources:
This section of the WebQuest consists of a list of the resources
(bookmarked Web sites, print resources, etc.) that your students will need to
complete the task.

In older WebQuests, you'll find the resources listed in a section of their own.
More recent WebQuests have the resources embedded within the Process
section, to be accessed at the appropriate time. It's important to remember
that non-Web resources can also be used. Variety is the spice of life, and
WebQuests are enhanced by materials that supplement the online
resources. These can include things like videos, audio cassettes, books,
posters, maps, models, manipulatives, and sculptures. Visiting lecturers,
team teaching, field trips, and other motivational techniques can also be
used.

• Evaluation:

Each WebQuest needs a rubric 1 for evaluating students' work. The


standards should be fair, clear, consistent, and specific to the tasks set.
Many of the theories of assessment, standards, and constructivism apply to
WebQuests: clear goals, matching assessments to specific tasks, and
involving the learners in the process of evaluation are all concepts from
earlier workshops that apply

• Conclusion:
This step allows for reflection by the students and summation by the
teacher. Setting aside time for discussion of possible extensions and
applications of the lesson honors the constructivist principle: "We learn by
doing -- but we learn even better by talking about what we did." During the
concluding section of a WebQuest, you can encourage your students to
suggest ways of doing things differently to improve the lesson.

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