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What is a Great WebQuest?
It needs to follow the format of a WebQuest (Introduction,
Task, Process (+ Resources) Evaluation, Conclusion, Teacher’s Guide)
but
more importantly, it has to
present the students with a real authentic messy problem to solve; and, has to use
collaborative
group
processes to solve this problem with students taking on different
perspectives or roles.
A Great WebQuest needs:
-
An Engaging Opening -
containing a hook!
-
“Background for
Everyone” - information within the
Introduction but not necessarily this heading.
-
The Problem or Issue to be solved in the form of an open ended Question within
the Task
-
The Use of Roles or
Perspectives to engage students Emotional Intelligence and to give
authenticity to solving the problem.
Many roles with have antagonistic views
to other perspectives.
-
Uses Higher Order
Thinking Skills (analysis, creativity [synthesis], and, evaluation),
within the Process’ tasks to solve the problem -
“Transformative Thinking”
is to occur
-
Uses
the Internet mainly for resources. These resources which need to challenge
the students’ thinking and current bias within
their perspective and their
own thinking to date.
-
Real World Feedback
within the Conclusion or at the end of the Process. This means that students
are given the
opportunity to interact with experts in the field.
-
A Conclusion where they
are challenged again to investigate the problem at a local more concrete
level.
Eg. If they had been looking at bullying as an issue, they would then
investigate their own classroom rules and
school’s bullying policy.
For the
issue of PM Curtin and the WWII, you might challenge the students to
investigate what was happening
in Georgia and Australia’s response to this
situation.
-
Teacher’s Guide which
includes details about: Target Students and their age; Curriculum Standards,
Process including Duration and if possible Lesson Planning; any other
prerequisites.
CRITERIA CHECKLIST
| Section |
Content |
Score/100 |
| Introduction |
Catchy Title
Scenario
Real Problem |
/10 |
| Task |
Point Form summarising the tasks that the
students have to achieve
Background for Everyone
Higher Order Thinking Skill Activities present
|
/10 |
| Process |
Perspectives or Roles present
Team work
Interesting and complex (messy) Problem to solve
Steps showing students what they have to do – clear, concise,
sequential,
Higher Order Thinking Skill (HOTS) Activities present:
o One
o Two
o Three
o More |
/35 (of which 30
will be assigned
to HOTS) |
| Resources |
Relevant to student age, readability, and, role
Extensive
Quirky – giving students different perspectives |
/10 |
| Evaluation |
Rubric showing all the tasks that the students
are to undertake for assessment
Optional: peer assessment
Optional: self assessment |
/10 |
| Conclusion |
Encourages local and/or further action
Real World Feedback
Reflection of Learning
Is NOT a motherhood statement or platitude |
/10 |
| Teacher's Guide |
Learners – Age, State, Country
Curriculum Standards Addressed – listed and linked
Duration – number of lessons (if below 4 lessons, this will be
considered a research assignment only – as not enough time has been
given to Higher Order Thinking Skills).
Process – Lesson Plans (or, any ideas for other teachers to
consider)
Resources – any resources that could be used by the teacher in
preparation for this unit of work
Pre-requisites |
/10 |
| Visual Impact |
Appropriate Template/Design used on Home Page and
subsequent pages
Images or graphics used to aid students
Layout and Design – font size appropriate to target audience; colour
of font; navigation; placement of images |
/5 |
| Use of Technology |
Technology Skills developed or Technology used eg.
Kids Pix; iMovie; Zoomerang; Kahootz; animation; PowerPoint; Wiki;
podcast; Inspiration; Mind Mapping; Venn Diagrams |
/5 |
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Total Score |
/100 |
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