WebQuests & Beyond

Literacy in the Content Areas

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If you can read this, thank a teacher.~ Anonymous Teacher ~

Agenda

Supporting reading in content areas. What is a WebQuest? Practice using a WebQuest (individual, small,

and whole group) Questions and answers Exit ticket

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To read without reflecting is like eating without digesting.

~Edmund Burke ~

Reading in the Content Area

Implies that students can read and understand expository texts. Not only are these texts characterized by their factual information, but this information is often conveyed using multi-syllabic technical words.

Another common feature of expository texts is the way they are structured. For example, they may rely on cause/effect, compare-contrast, or sequencing.

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Interact BDA

When students read in the content areas they interact with the text before, during, and after reading.

Before reading, they draw on their prior knowledge, set a purpose, and anticipate questions.

During reading, they use word identification strategies (e.g., structural analysis, syllabication) to decode unfamiliar multi-syllabic words and context clues to figure out the meaning of technical terms. They read between the lines to make inferences.

After reading, students reflect, synthesize ideas across sources, and make further interpretations.

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3 Level Interaction

Drawing on their diverse abilities and needs, readers interact with the text on three levels.

The first level is the literal level—reading and understanding the factual information in the text.

The second level is inferential—reading between the lines to make sense of ideas through connecting to past experiences and knowledge.

The third level is evaluation—forming conclusions and developing viewpoints based on analysis of the information.

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What kinds of strategies could you apply to:

Read for facts? Read to make sense? Read to make relevant

connections? Read to form conclusions? Read to examine a point of

view? Read to analyze? pro.corbis.com/images/42-16954183.jpg?size=57...

Reading Strategies

Content Area Reading Strategies (CARS) are specific actions readers take to make meaning from text. Reading is like a conversation between author and reader. Authors make decisions about how to effectively communicate through a piece of writing. Readers use specific strategies to help them understand what authors are trying to communicate.

"The things I want to know are in books. My best friend is the man who'll get me a

book I [haven't] read." — Abraham Lincoln

What is a WebQuest?

In the mid 1990s, Bernie Dodge and colleagues from San Diego State University created the concept of a learning activity whereby most or all of the information used by the learner was obtained from the internet. They named this activity a WebQuest.

The use of WebQuests provides a focused method of using the internet effectively in lessons and provides the tutor with a framework for exploring and developing subject topics.

For the learner, WebQuests are a very rich, interactive and empowering activity, enabling them to think about and then to take control of their own learning experience.

http://WebQuest.sdsu.edu/index-2007a.html

Creating a WebQuest

A structured process containing six stages:

The Introduction The Task The Process Resources The Evaluation The Conclusion

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Introduction

The 'Introduction' section creates a context for the task and should be a short introductory paragraph, that introduces the WebQuest activity. It should be written in a style that hooks and engages the learner. This is where you can be quite creative - have fun!

Source: Space Colony WebQuest - coollessons.org. "In the past few years, we have found fifty four "Near Earth Asteroids" in orbit around the sun that cross the orbit of the earth. According to N.A.S.A., the "Earth orbits in a cosmic shooting gallery subject to occasional random hits by comets and asteroids. Impacts by objects a mile or more across can devastate the planet's environment." (from Asteroid and Comet Impact Hazards). If one strikes, will the fate of humans be the same as the fate of dinosaurs - extinction?"

Task

The 'Task' section focuses your learners on what they are going to do.

Describe crisply and clearly what the end result of the learners' activities will be. Don't list the steps that students will go through to get to the end point - that belongs in the Process section.

How do you want the learners to record and present their finished information or findings? Examples could include a:

Powerpoint presentation, simple word processed document, web page, verbal presentation, or through a weblog

Process

The 'Process' section should outline how the learners will accomplish the task. It is very important to make sure that it includes clear guidance or steps on how they should organize their information.

The steps or guidance could include a set of questions for them to answer, or specific areas they should concentrate or reflect on.

Learners will use the on-line resources that you have identified in the resources section as they go through the process.

Resources

The 'Resources' section should contain a list of web sites, web pages or other objects that you have found that will help your learners accomplish the task.

All resources should be pre-selected by you, so that learners can focus their attention on the task rather than surfing aimlessly getting thrown from link to link.

Create a form or worksheet that students can use for note taking during their research. Include a section for citations and references.

Evaluation It is very important that your learners know how you will evaluate

their work and what they can do to provide you with evidence to support that they have completed the task.

You should also be reflecting how you as the tutor will measure the impact of the WebQuest on the learner[s]. After all, there is little point in using WebQuests to support your teaching and learning if it doesn't improve the learning experience of your learners. Are they picking up or developing other softer skills, such as listening, reflective, negotiation, assimilating and collating skills etc?

How will you measure the impact? Will you actually ask the learner[s] if they enjoyed doing the WebQuest? How will you record the learner comments and how will you use those comments to improve or modify your plans?

Will there be will be individual or group marks, grades, or levels? The 'Evaluation' section should describe the evaluation criteria needed to determine how well your learner [or group of learners] has done.

Conclusion

The Conclusion rounds up the activity - almost a 'further reading' section. For example; now that you have completed this WebQuest, you may want to .............

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http://www.youtube.com/watch?v=t1VZzzzY1sA&feature=related

"The more that you read, the more things you will know. The more you learn, the more places

you'll go." — Dr. Seuss, "I Can Read With My Eyes Shut!"

Let’s Get in Groups

Please group yourselves by content area. i.e. Math teachers all sit together, same for social studies, language arts, science, and related arts. Special education teachers and all others can find a group.

Groups should not be larger than 6.

When I say go, You have 2 minutes to get move.

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What Next

1 person from each group get laptops for all group members.

Power on your laptops Open a web browser Type this URL:

http://questgarden.com/71/10/3/081009062951

We are going to practice completing a WebQuest about reading strategies

Follow along with me from the LCD

In Closing

Supporting PA reading anchors throughout all content areas will increase assessment scores.

Try to use a reading strategy daily, or choose one for the entire week to embed in lessons.

Attempt to create and use a WebQuest. Complete your exit ticket and drop it off at the

front of the room on your way out.

Do Not forget about your homework assignment for

Nov. 4