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K-12 TEACHERS WEBQUEST EXPLAINED

TEACHERS LEARN
HOW TO MAKEA WEBQUEST
GET A FEEL FOR THIS: TRY ONE OUT FOR FUN

WE INVITE YOU TO USE, SHARE & MAKE
YOUR OWN WEBQUEST

TRY TO MAKE A WEBQUEST ABOUT
The Funk Brothers OR other Musicians in the movie like Chaka Khan.

 

 

Learn about the Educational CyberPlayGround Ringleaders - genius author, playger, and movie producer Allen Slutsky and Carla Benson the Background Vocalist on the left.
Chaka doing an EXCELLENT version of the Marvin Gaye hit accompanied by the legendary Funk Brothers with some nostalgic civil rights footage!!!

SEND THE URL OF YOUR
FUNK BROTHERS WEBQUEST
AND WE WILL POST IT HERE
FOR EVERYONE TO USE!!

 Teachers can facilitate learning environments and learning events that lead to the eventual use of higher order thinking and the very important assimilation and ability to transfer those skills out of the initial learning environment, but knowledge must precede application which precedes all important higher level thinking skills.

Help children develop the use of technology as a tool for learning and for use in all sorts of career related ways in the real world, by teaching "skills" with a learner-centered constructivist approach.

Try the Empty Nest Webquest and see what it is like.Then you'll immediately understand what it is. Empty Nesters make them for other Empty Nesters. It is an interdisciplinary inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web.

MORE About WebQuests
Rubrics, Evaluation, Assessment, Other K - Adult webquests.

CLASSROOM PROJECT TEMPLATE

TOOLS NEEDED TO MAKE YOUR WEBQUEST

Skills are important, and you ARE helping your students develop them if you are providing learner-centered / constructivist events, and hands-on (experiential), facilitated discovery. Anyway you approach it, the learner almost always develops both a knowledge base of skills and / or concepts along with the ability to make critical and / or creative decisions about the uses of those skills/concepts when the learning is student-centered and constructivist based.

Learners produce their own website or simple webpage that includes a quiz to encourage collaboration among learners.

LEARN TO BUILD YOUR OWN WEBPAGE FOR FREE

YOU CAN HOST YOUR WEBQUEST FOR FREE

When you have made a webquest and it is up on the web Email The Educational CyberPlayGround with Your Webquest URL we will link to it here so that others can take the webquest you have made. Email ECP edu-cyberpg [ dot ] com

Children make them for other children!!

WebQuests are designed to use learners' time, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis, and evaluation. The model was developed in early 1995 at San Diego State University.

The trick is in the task. Start with a good inquiry based task that has open ended questions, using clear learning objectives.

Instructions for using this template.

  • RUBRICS FOR YOUR WEBQUEST CLASS PROJECT
  • Make a folder on your hard drive to contain all your webquest documents.
  • Save this file as a source file and put it into a folder set up to contain all your webquest documents. Go to the File menu, select Save As..., type template.htm, select your webquest folder in the dialogue box, and click Save.
  • Open your HTML editor (e.g DreamWeaver, PageMill, Claris Home Page, Front Page 97, etc.)
  • Go to File Menu, select Open, find template.htm and select Open.
  • Now proceed to Cut/paste your way down the page as you insert the information pertinent to your WebQuest

Put Your Title Here

Introduction The Task Resources The Process Learning Advice Assessment Rubric Conclusion

INTRODUCTION

Write a short paragraph here to introduce the activity to the students. If there is a role or scenario involved (e.g., "You are a detective trying to identify the mysterious poet.") then here is where you'll set the stage. If there's no motivational intro like that, use this section to provide a short advance organizer or overview.

(If you have this information in a lesson plan or student activity sheet previously saved in a word processing document, open the word processing document and select the introduction, copy the information, switch back to your web program page, highlight all necessary words and paste information form your word processing document.)

THE TASK

Describe crisply and clearly what the end result of the learners' activities will be. The task could be:

  • series of questions that must be answered,
  • summary to be created,
  • problem to be solved,
  • position to be formulated and defended,
  • creative work, or
  • anything that requires the learners to process and transform the information they've gathered.

(Using your web dev program highlight each item. Describe crisply and clearly . . . state the information you gathered.
Replace with list of outcomes, behavioral objectives, questions, etc.
Try to get this to appear as a bulleted list.

RESOURCES

Use this space to point out places on the internet (or physical resources in the classroom) that will be available for the learners to use to accomplish the task. Embed the anchors within a description of each resource so that your learners know in advance what they're clicking on.

  • Link Title Here Comment.
  • Link Title Here Comment.
  • Link Title Here Comment.

( The easiest way to insert resources is to use your bookmark file from Explorer of Netscape. Open Netscape, under the Window menu, select Bookmarks, Delete/Cut all bookmarks in the file, find the resources needed to accomplish this task, as you locate each resource go to Bookmark Menu, select Add a Bookmark. When you have found all your resources, go to Window Menu, select Bookmarks, under the File Menu, select Save Bookmark File as... bookmark.htm. Now go to the Page Mill application and under File, select Open, open bookmark.htm, copy /paste these resources into this webquest document.)

THE PROCESS

To accomplish the task, what steps should the learners go through.

  1. This is step one.
  2. This is the second step
  3. and so on. (Delete -This is step one.
  4. This is the second step.
  5. and so on.- Copy/paste -
  6. for as many Directions or steps on how to accomplish goals from start to finish as you believe necessary.)

(Using your web development program just highlight each item then type your own information. Break the process down into clear concise steps. The successful completion of the task by the learner is directly related to the clarity and of the steps list here.)

LEARNING ADVICE

Here you would provide some guidance on how to organize the information gathered. This advice could suggestion to use flowcharts, summary tables, concept maps, or other organizing structures. The advice could also take the form of a checklist of questions to analyze the information with, or things to notice or think about.

It's possible that the learning advice would flow best if merged in with the process description. If you're providing a lot of advice, or if the data gathering and analysis process has more than a few steps, it might be best to break Learning Advice out to a separate section.

If you don't, just delete this section.

(To replace, highlight unnecessary information and replace with Learning Advice as suggested or you may Insert your paragraph with any help for learner that will enable learner to accomplish tasks, visualize final produce, etc.)

ASSESSMENT /GRADING RUBRIC

Be clear and concise in what is expected to successfully complete the project. You may want to include a rubric of your grading, listing the points assigned to various aspects of the project. If the data collection and analysis process has more than a few steps you should give students a schedule for submitting parts of the project. You could develop worksheets to be completed and submitted at these times. This will help students organize their time and not let everything go until the last minute. Remember our goal is for each of our students to be succesful.

CONCLUSION

Put a couple of sentences here that summarize what they will have accomplished or learned by completing this webquest. You might also include some rhetorical questions that encourage them to extend their thinking into other content.

(To replace, highlight unnecessary information and Replace with conclusion as suggested or you may also Insert summary of what was accomplished, means to evaluate WebQuest, etc.)

Please always leave the following acknowledgment to the source of WebQuests.

This page was adapted from Bernie Dodge 's WebQuest_Template1.html by Tom March

 

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