Designing webquest template

You might find some very old ish templates out there like this that have separate sections for Resources and Learning Advice. My advice: don't use these. A decade of experience has shown us that those things are much better sprinkled within the Process section. Once you have a template you like, just follow the steps in the WebQuest Design Process.

Contact Please report bad links and suggest additions and improvements to the site by writing to Bernie Dodge, PhD. A real WebQuest This includes synthesis, analysis, problem-solving, creativity and judgment. A WebQuest that isn't based on real resources from the web is probably just a traditional lesson in disguise. Of course, books and other media can be used within a WebQuest, but if the web isn't at the heart of the lesson, it's not a WebQuest.

Having learners simply distilling web sites and making a presentation about them isn't enough. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn't require higher level thinking skills and so, by definition, isn't a WebQuest. Cool Cell Characteristics. Aliens From the Planet Nomathus. Listening to 'This I Believe'.

Teaching Plan for a Patient with Type 2 Diabetes. The Language of Relationships: Connecting Math. Capture the essence of a particular period in history by selecting a number of artifacts to include in a time capsule.

To guide a survey of a period and develop judgment about the relative importance of its activities and products. Time Capsule of Life in Egypt. Middle Ages Time Capsule. Teach factual knowledge about a particular place or set of places; budget time and money; optimize a solution that balances several competing possibilities. Rank order a given set of people, places, things, events, etc. To develop an understanding of how a set of things can be compared and contrasted with each other.

In addition, this pattern requires learners to think about values, both their own and those that apply to a specific context. Evaluating the Presidents. Who is the Most Famous Kansan? You've Got To Be Kidding!

Quality Publications: You Be the Judge. To build research, compromise and consensus building skills while exploring a multi-faceted problem. Review thoughts, theories and multiple points of view to make informed individual opinions and a single group recommendation. Should the Use of Hydroelectric Power be Increased? Tobacco News Report. Analyze sources of information for bias and use that analysis to articulate a point of view and demonstrate its impact.

To teach the structure and variations of various forms of expression such as editorials, editorial or political cartoons, and propaganda in advertising. To teach a general approach to analyzing messages and developing a point of view in one of the above modes of expression. Critical Thinking Skills: Students distinguish valid arguments from fallacious arguments in historical interpretations.

Students identify bias and prejudice in historical interpretations. Students collect, evaluate and employ information from primary and secondary sources, and apply it in written and oral presentations. World War II Propaganda. Propaganda in Black and White. An analysis of an abstract concept through investigation of examples and the identification of critical and less critical attributes. To analyze an abstract idea to develop a deeper understanding of its meaning and implication. Abstract ideas and concepts might include, but are not be limited to, heroism, courage, freedom, and patriotism.

Identification of critical and less critical attributes will aid in discerning the boundaries or fuzziness of the concepts. Love, Romance and Desire in Literature.

Analyze a specific form of creative expression and use that analysis to create a new example in that form. To teach the structure and variations of a genre and more generally to teach that most understandable writing is based on some set of conventions. To teach a general approach to analysis and to guide observation and close reading. Realm of Fairy Tales. Where Did We Come From? Having Fun with Fantastic Fables. Fountain of Colors. Sharpen your understanding of a particular artist or artistic style by creating a new work in a similar way.

Develop an understanding of the concept of artistic style in general. Apply this understanding to a specific style. Learning to Paint Like Van Gogh. Melting Clocks and Donald Duck. Art Critic Becomes Artist. Film as Literature: Tim Burton as Auteur. Organize a policy conference focusing on a global issue for participants to discuss the issues from different points of view.

To apply appropriate interviewing techniques, deliver persuasive arguments including evaluation and analysis of problems and solutions and causes and effects , deliver descriptive or expository presentations, historical interpretation, research, evidence, and point of view. And to teach the art of negotiation. Hypothesize about fictional realities in which historical events turn out different from our own.

Extrapolate a chain of cause and effect which that one difference would create. The South Will Rise Again. How a Hero Became Literate. An Elizabethan Exploration! Lying and Reverse Theology in the Screwtape Letters. Looking in Out of the Dust. Deepen ones understanding of a work of literature by extending it beyond what was originally written or by mapping it onto an entirely different domain. Develop creativity. Extend understanding of the characters, plot, setting and meaning of a work of literature.

Rewriting Romeo and Juliet. The WebQuest Formula WebQuests, say the teachers who use them, promote high-level thinking, develop problem-solving skills, and provide an avenue for seamlessly integrating technology into the curriculum. According to Dodge, the six building blocks of a WebQuest are: The Introduction orients students and captures their interest.

The Task describes the activity's end product. The Process explains strategies students should use to complete the task. The Resources are the Web sites students will use to complete the task. The Evaluation measures the results of the activity.

The Conclusion sums up the activity and encourages students to reflect on its process and results. Where Do I Begin?

The Design Process Once you have your outline or template in hand, here are some main points to include: The Topic. You may have already decided on a topic related to current events or to an area of the curriculum that's inadequately covered in available texts. If you're still searching for a topic, however, Tom March, who developed the first WebQuests with Bernie Dodge, suggests starting "where you're at.

You can also explore March's Idea Machine, which provides 50 prompts designed to help begin the brainstorming process. The Task. If you can't find it here, you can't find it anywhere! The Process. In this section, you'll include the roles students will assume and the steps they'll follow to complete the activity.

March's Designing for Success provides not only a Designer's Checklist, but also some clickable "friendly advice" for the creatively challenged! The Resources. Identify the online resources available on your topic by brainstorming a list of related words and using the list to search for relevant sites. As you search, create a hotlist of current, accurate, and age-appropriate sites that will engage your students' interest.

The Evaluation. As Kenton Letkeman points out, "Traditional evaluation techniques are not the best means for evaluating the results of WebQuests, since all students may not learn the same content. Individual evaluation rubrics should be developed that follow curriculum objectives and are easy for students to understand. Share It! Trending Report Card Comments It's report card time and you face the prospect of writing constructive, insightful, and original comments on a couple dozen report cards or more.

Here are positive report card comments for you to use and adapt! Struggling Students? You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths.

You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward. Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.

Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs.

There you will find the right words to keep your comments fresh and accurate. We have organized our report card comments by category. Read the entire list or click one of the category links below to jump to that list. Behavior The student: cooperates consistently with the teacher and other students. Character The student: shows respect for teachers and peers. Group Work The student: offers constructive suggestions to peers to enhance their work. Interests and Talents The student: has a well-developed sense of humor.

Participation The student: listens attentively to the responses of others. Social Skills The student: makes friends quickly in the classroom. Time Management The student: tackles classroom assignments, tasks, and group work in an organized manner.

Work Habits The student: is a conscientious, hard-working student. Student Certificates!