Put the Title of the WebQuest Here Introduction Introduction | Task | | Process | Evaluation |...

Task Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher PageDescribe crisply and clearly what the end result of the learners' activities will be.

The task could be a: • problem or mystery to be solved; • position to be formulated and defended; • product to be designed; • complexity to be analyzed; • personal insight to be articulated; • summary to be created; • persuasive message or journalistic account to be crafted; • a creative work, or • anything that requires the learners to process and transform the information

they've gathered.

Task (Continued)

If the final product involves using some tool (e.g., HyperStudio, the Web, video), mention it here.

Don't list the steps that students will go through to get to the end point. That belongs in the Process section.

Introduction


This document should be written with the student as the intended audience. Write a short paragraph here to introduce the activity or lesson 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.

Remember that the purpose of this section is to both prepare and hook the reader. It is also in this section that you'll communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around.

Process


To accomplish the task, what steps should the learners go through? Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better.

Remember that this whole document is addressed to the student, however, so describe the steps using the second person.

1. First you'll be assigned to a team of 3 students... 2. Once you've picked a role to play.... 3. ... and so on.

Process (Continued)

Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that the resources belong in the Process section rather than alone.)

Process (Continued)

In the Process section, you might also provide some guidance or scaffolding on how to organize the information gathered. This advice could suggestions 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. If you have identified or prepared guide documents on the Web that cover specific skills needed for this lesson (e.g. how to brainstorm, how to prepare to interview an expert), link them to this section

Evaluation

Introduction | Task | Process | Evaluation | Conclusion | Credits | Teacher Page

Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. You may want to have separate rubrics for individual and group work.

Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score

Stated objective or perform-ance

Description of identifiable performance characteristics reflecting a beginning level of performance.

Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.

Description of identifiable performance characteristics reflecting mastery of performance.

Description of identifiable performance characteristics reflecting the highest level of performance.

Conclusion


Put a few sentences here that summarize what they will have accomplished or learned by completing this activity or lesson.

You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.

Credits & References


• List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.

• Don't relist all the links you've already included. They're self-documenting.

• List any books and other analog media that you used as information sources as well.

• Include a link back to The WebQuest Page and the Design Patterns page so that others can acquire the latest version of this template and training materials.

http://webquest.sdsu.edu/

http://webquest.sdsu.edu/designpatterns/index.htm

Credits & References(Continued)

You might want to include the following statement:We all benefit by being generous with our work. Permission

is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.Based on a template from The WebQuest Page

http://webquest.sdsu.edu/

Introduction


Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant.

In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students.

Teacher Page

http://edtech.sandi.net/triton/

http://www.ed.gov/Technology/challenge/

Learners


Describe the grade level and course that the lesson is designed to cover. For example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to additional grades and subjects, mention that briefly here as well.

Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.

Teacher Page

Curriculum and ET-IL Standards


What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:

Social Studies Standards Addressed• Recognize the relationships among the various parts of a nation's

cultural life. • Learn about the mythology, legends, values and beliefs of a people.

Teacher Page

http://www.d20.co.edu/standards/index.html

Curriculum and ET-IL Standards (Continued)

Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?

Teacher Page

Process


• You can paste in the process description given to students on the student page and then interleave the additional details that a teacher might need.

• Describe briefly how the lesson is organized. Does it involve more than one class? Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or what?

• If students are divided into groups, provide guidelines on how you might do that.

Teacher Page

Process (Continued)

• If there are misconceptions or stumbling blocks that you anticipate, describe them here and suggest ways to get around them.

• What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?

• Variations• If you can think of ways to vary the way the lesson might

be carried out in different situations (lab vs. in-class, for example), describe them here.

Teacher Page

Resources Needed


Describe what's needed to implement this lesson. Some of the possibilities:

• Class sets of books • E-mail accounts for all students • Specific software (how many copies?) • Specific hardware (what kind? How many?) • Specific reference material in the classroom or school library • Video or audio materials

Teacher Page

Resources Needed (Continued)

• If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. It would also be helpful to link the names of books suggested to Amazon or other online sources.

• Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in the room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the lesson?

Teacher Page

http://www.amazon.com/

Evaluation


• How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.

• You may want to just copy and paste the evaluation section of the student page into this space and add any clarifications needed for another teacher to make use of this lesson.

Teacher Page

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