Tips for Quest Garden


Published on

Tips of creating the pages

Published in: Technology, Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Tips for Quest Garden

  1. 1. Tips for Creating a Webquest Using Quest Garden
  2. 2. Author • This information that appears here was taken from the input you supplied when you opened a Quest Garden account. • You can only change it by opening a different account.
  3. 3. Topic The information you enter about your topic does not appear on any page in the webquest. It is only to help you get started thinking.
  4. 4. Title & Description • This information will appear on the home page of your quest. • It should be a very brief description of what level student the quest is designed for and what it consists of. • The audience for this information is other teachers who may want to use or modify your quest.
  5. 5. Standards 1 • The information will appear when a participant clicks on Teacher page and then chooses Standards. • Choose only the one or two standards that your quest is designed to meet. • Write out the wording of the standard.
  6. 6. Standards 2 New York State Learning Standards for 28 Subjects New York State Language Arts Standards with Key Ideas TESOL PreK-12 Standards Langages Other than English (Foreign Language) Standards
  7. 7. Learners • The information you enter will appear on Teacher page under Learners. • The description should be a very brief description of what level (grade or age) the quest is designed for. • Describe any special needs of learners the quests is designed for such as language proficiency level or other conditions.
  8. 8. Task • This section simply specifies the final product such as a written report, oral report, Power Point presentation, skit, etc. • The task description should be about one paragraph in length. • It should be written in the second person and in language accessible to your targeted learners.
  9. 9. Process • Address the students directly. • Use to keep track of links as you develop this section. • Intersperse relevant online resources within the steps in the process. • Assigning different roles is a good technique. • Provide scaffolding by using checklists or guiding questions.