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Parenting WebQuest
 

Parenting WebQuest

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    Parenting WebQuest Parenting WebQuest Presentation Transcript

    • Parenting: Guidance and Discipline Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] WebQuest for a Child Development Course Designed by Katie Quinn [email_address] Based on a template from The WebQuest Page Process 2 Images from Microsoft Office Online Database
    • Introduction Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Congratulations! You and your spouse are the proud parents of twins! You both are pleased to announce the arrival of baby Annie and baby Charlie. You have planned for this for several years and can’t wait to bring your two bundles of joy into your busy lives. You and your partner settle into life with “the twins” soon enough and think that life can’t ever possibly be rough with those two smiling faces in your lives! … 5 years later… Screaming, crying, temper tantrums, name calling—and that’s all just between you and your spouse! You look back and can’t remember where things went downhill. It all seemed so simple before, what you wouldn’t trade for those early days when Annie and Charlie were babies. Now you and your spouse are trying to juggle work schedules, kindergarten schedules, meal times, and so much more. Everything seems to be amplified because there’s double of everything to do. Activities together as a family on the weekends stopped a few years ago. Often the evenings end with the house in a mess, and the twins running around way past their bedtime and not listening to either of you. Often, the children throw tantrums in the grocery store over a candy bar, usually you give in to avoid the screams and stares from other customers. It’s all you and your partner can do to fall into bed every night exhausted, facing yet another day of the same. Concerned about your family, your friends Sam and Jen (whose children are the best behaved on the block, of course) come over one evening to drop off some hand-me down clothes for the twins. Soon the topic of conversation turns to parenting…Jen hands you a pamphlet for a parenting class she and Sam took a few years ago. As you say your goodbyes, Sam mentions that they’ve been worried about you both and urges you to give the number on the pamphlet a call, saying “it changed our lives”…the next morning you find your spouse sitting at the kitchen table with the pamphlet in hand. You hand the phone over, sighing “Let’s do it- go ahead and call”… Process 2
    • The Task Student Page Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • “ As a part of “Parenting: Guidance and Discipline”, it is our promise that when you come out of this parenting course you will…
      • Complete a personalized discipline guide poster for your family situation
      • Create a short role-playing script with your partner to illustrate 2 different parenting styles
      • Parenting: Guidance and Discipline gives you, the parents, the answers you need to the important question: What qualities characterize a competent parent?
      Title Process 2
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ]
      • “ Welcome to our Parenting Seminar! You’re all here today because you see something in your day-to-day family interactions that you want to change. We believe that every parent is trying to do their best, and we want to give you the tools to have a connected, strong relationship with each and every one of your children and family members.”
      • The first thing that we will need to do is help you determine what type of parent you are. It is vitally important that you are aware of how you approach your role as a parent. Go to this PARENTING QUIZ and answer the 10 questions. What discipline style would you be if you were a parent? On your own sheet of notebook paper, write down the style, a short summary of the style description and what the website says about how it affects your children.
      • Now that we’ve determined what type of discipline you utilize the most as a parent, let’s go over what discipline is. Go to WHAT IS DISCIPLINE? Read the article and write down the 4 bold headings. Write a 2-3 sentence summary of each topic.
      • 3. We want to be sure that you as parents understand what effective discipline and guidance looks like for your family. Go to GOOD TIMES WITH GUIDANCE AND DISCIPLINE . As you read this article, answer the following questions: A) Define Guidance. What does guidance look like? B) Define Discipline. What does discipline look like? C) What are the “6 Tools” listed? Read the situation with the caregivers and Nicholas and Willy (In the middle of the article) Answer the following on your paper: Which caregiver response would you choose? Why?
      Process 2 Continue to Process (page 2 )
    • The Process Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Process 2 4. You’re doing great! I believe that we’ve already given your family some great starting points to make some changes in your home. Go ahead and look at this last resource about NATURAL AND LOGICAL CONSEQUENCES . This is a great way to approach discipline with your children, it makes it easy for the child to understand the why behind the consequences you give them. Read through each page on the website and click on the arrow at the bottom of the screen to move to the next page. Make sure you notice the differences between natural and logical consequences. 5. Now that you know a little about your parenting style and how that can affect your interactions with your children, let’s create a situation so we can explore parenting styles a little more. Open a Word document and write a short script (1/2 page) using Mary (mom) and Jess (son). Show how Mary can use 2-3 of the “tools” you identified earlier to guide Jess. -Here’s the scenario…..“ Jess, age 6, just doesn’t follow instructions. His mother Mary, has to tell him 5 or 6 times to clean up his room or to pick up his toys. When he’s called to dinner, he often doesn’t come. When he does come, Mary ends up nagging him to finish eating. Jess is nearly impossible to get dressed in the morning because he dawdles and mom ends up nagging and getting his clothes on him, just to avoid being late for school and work. When he is told to do something, he typically whines, “I don’t wanna” or do I hafta?” 6. Finally, we want all our participants to leave our seminar with a personalized guide to take home. This will make a great reference sheet for you and your spouse when it comes time to guide and discipline your children. In the same Word document, create a “Top 10” list of the best tips and tricks that would be useful for you and your partner to use with your twins, Annie and Charlie. See your rubric on the evaluation page for guidelines. **You may be asked to present your short script and/or your poster to the class. Make sure the poster is visually appealling and can be read from a distance.**
    • Evaluation: Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Process 2 Date Created: Nov 03, 2008 09:51 am (CST) CATEGORY 4 3 2 1 Use of Class Time Used time well during the class period. Focused on getting the project done. Never distracted others. Used time well during the class period. Usually focused on getting the project done and never distracted others. Used some of the time well during the class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Mechanics Capitalization and punctuation are correct throughout the poster. There is 1 error in capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation. Content - Accuracy At least 7 accurate techniques/tips are displayed on the poster. 5-6 accurate techniques/tipsare displayed on the poster. 3-4 accurate techniques/tips are displayed on the poster. Less than 3 accurate techniques/tips are displayed on the poster. Short Script Script is very well developed and includes 3 or more of the parenting tools from the web resource. Script has 2-3 of the parenting tools. Shows complete understanding of effective parenting. Script contains 1 parenting tool and shows incomplete comprehension of effective parenting. Script does not follow requirements, evidence of little to no effort. Notes Notes taken cover required elements and additional relevant information Notes taken cover required elements well. No missing information Some missing information, covers majority of required elements. Notes are missing or contain minimal information.
    • Conclusion Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Process 2 Great Job! Do you feel like you have some tools to take home with you and begin to change your relationship with Annie and Charlie? It’s so important to remember that parenting isn’t easy; it takes hard work and consistency. When both parents are on the same page with great guidance and discipline techniques, it won’t be long before you both begin to see the benefits! Turn in the notes that you took during the WebQuest , your printed short script and your printed poster.
    • Credits & References Student Page Title Introduction Task Process Evaluation Conclusion Credits [ Teacher Page ] Websites: http://www.parenting.com/article/Toddler/Behavior/When-Kids-Want-Discipline http://www.ext.colostate.edu/pubs/COLUMNCC/cc061017.html http://quizzes.familyeducation.com/quiz/discipline/55969.html?detoured=1 http://www.nncc.org/Series/good.time.guid.html http://www1.dshs.wa.gov/CA/fosterparents/training/natlog/nat01.htm Scenario used for Process step # 5 was adapted from Dr. Jennifer T. Aberle, PhD, Colorado State University, Spring 2008 Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Process 2
    • Parenting: Guidance and Discipline [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page A WebQuest for a Child Development Course Designed by Katie Quinn [email_address] Based on a template from The WebQuest Page Evaluation Teacher Script Conclusion
    • Introduction (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page 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. Evaluation Teacher Script Conclusion
    • Learners (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This is a WebQuest for a Family and Consumer Sciences Child Development/ Parenting course. The WebQuest was designed with grades 10-12 in mind. This WebQuest fits within the “Nurturing Development” unit of the course outline and aligns with the Guidance and Discipline topic. Evaluation Teacher Script Conclusion
    • Curriculum Standards (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
        • Family and Consumer Sciences Standards:
      • Evaluate parenting practices that maximize human growth and development. (N 15.2)
      • Assess common practices and emerging research about discipline on human growth and development. (N 15.2.3)
      • Select communication strategies that promote positive self esteem in family members. (N 15.2.2)
        • Family, Career and Community Leaders of America (FCCLA) Events
        • Power of 1
        • Family First
        • FACTS
      Evaluation Teacher Script Conclusion
    • The Process (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion This was designed to be a single-participant WebQuest. Ideally, the lesson would be taught during one (1) block period of approximately 90 minutes, in a computer lab setting. If desired, this lesson could be utilized as a partner computer activity, both partners would share the computer to visit the websites, answer the questions, create the short script and the poster. The Process pages for the students are fairly descriptive and self-explanatory. The text in red are the directions for what the student must complete for that step. If more or less note-taking is desired, then the teacher may modify what is required to turn-in as they see fit.
    • Resources (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page
      • What is needed:
      • Computers for each student (or 1 per 2 students if working in partners)
      • Internet Access
      • Microsoft Word
      • Each student needs their own sheet of notebook paper for note-taking, or a prepared organizer may be created and used at the teacher’s discretion
      Evaluation Teacher Script Conclusion
    • Evaluation (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion The rubric designed here includes points for note-taking, the student’s script, content and mechanics for the poster, as well as participation points. The total point allotment is 20 points, but could easily be modified based on course need. CATEGORY 4 3 2 1 Use of Class Time Used time well during the class period. Focused on getting the project done. Never distracted others. Used time well during the class period. Usually focused on getting the project done and never distracted others. Used some of the time well during the class period. There was some focus on getting the project done but occasionally distracted others. Did not use class time to focus on the project OR often distracted others. Mechanics Capitalization and punctuation are correct throughout the poster. There is 1 error in capitalization or punctuation. There are 2 errors in capitalization or punctuation. There are more than 2 errors in capitalization or punctuation. Content - Accuracy At least 7 accurate techniques/tips are displayed on the poster. 5-6 accurate techniques/tips are displayed on the poster. 3-4 accurate techniques/tips are displayed on the poster. Less than 3 accurate techniques/tips are displayed on the poster. Short Script Script is very well developed and includes 3 or more of the parenting tools from the web resource. Script has 2-3 of the parenting tools. Shows complete understanding of effective parenting. Script contains 1 parenting tool and shows incomplete comprehension of effective parenting. Script does not follow requirements, evidence of little to no effort. Notes Notes taken cover required elements and additional relevant information Notes taken cover required elements well. No missing information Some missing information, covers majority of required elements. Notes are missing or contain minimal information.
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion
      • The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things. This is a script for those facilitators.
      • The first thing that we will need to do is help you determine what type of parent you are. It is vitally important that you are aware of how you approach your role as a parent. Go to this PARENTING QUIZ and answer the 10 questions. What discipline style would you be if you were a parent? On your own sheet of notebook paper, write down the style, a short summary of the style description and what the website says about how it affects your children. (Read the whole text of this step, make sure the students are ready to take notes and then click on the website. Answer the quiz questions either personally or have a group consensus for each question. At the end results page, make sure they write down the resulting style and implications before proceeding. )
      • Now that we’ve determined what type of discipline you utilize the most as a parent, let’s go over what discipline is. Go to WHAT IS DISCIPLINE? Read the article and write down the 4 bold headings. Write a 2-3 sentence summary of each topic. ( Read the whole text of this step and then click on the website, read through the website, leaving time for the students to take notes.)
      • 3. We want to be sure that you as parents understand what effective discipline and guidance looks like for your family. Go to GOOD TIMES WITH GUIDANCE AND DISCIPLINE . As you read this article, answer the following questions: A) Define Guidance. What does guidance look like? B) Define Discipline. What does discipline look like? C) What are the “6 Tools” listed? Read the situation with the caregivers and Nicholas and Willy (In the middle of the article) Answer the following on your paper: Which caregiver response would you choose? Why? ( For this step, it may be useful to have a prepared organizer for some student populations, or write A, B &C on the board for them to follow along. Read the text of this step, then go to the website, read the information at the beginning of the page, and then read the situation with Nicholas and Willy, and discuss which response they chose.)
      Continue to page 2
    • Teacher Script (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Evaluation Teacher Script Conclusion Page 2 4. You’re doing great! I believe that we’ve already given your family some great starting points to make some changes in your home. Go ahead and look at this last resource about NATURAL AND LOGICAL CONSEQUENCES . This is a great way to approach discipline with your children, it makes it easy for the child to understand the why behind the consequences you give them. Read through each page on the website and click on the arrow at the bottom of the screen to move to the next page. Make sure you notice the differences between natural and logical consequences. ( Read through the text of this step, then click on the website. This is a great website to look at as a class- follow it through to the end and answer any questions the students may have) 5. Now that you know a little about your parenting style and how that can affect your interactions with your children, let’s create a situation so we can explore parenting styles a little more. Open a Word document and write a short script (1/2 page) using Mary (mom) and Jess (son). Show how Mary can use 2-3 of the “tools” you identified earlier to guide Jess. -Here’s the scenario…..“ Jess, age 6, just doesn’t follow instructions. His mother Mary, has to tell him 5 or 6 times to clean up his room or to pick up his toys. When he’s called to dinner, he often doesn’t come. When he does come, Mary ends up nagging him to finish eating. Jess is nearly impossible to get dressed in the morning because he dawdles and mom ends up nagging and getting his clothes on him, just to avoid being late for school and work. When he is told to do something, he typically whines, “I don’t wanna” or do I hafta?” ( Read this scenario out loud, here the students could then create their script individually or in small groups) 6. Finally, we want all our participants to leave our seminar with a personalized guide to take home. This will make a great reference sheet for you and your spouse when it comes time to guide and discipline your children. In the same Word document, create a “Top 10” list of the best tips and tricks that would be useful for you and your partner to use with your twins, Annie and Charlie. See your rubric on the evaluation page for guidelines. ( Read through this step, ensuring that the students understand what their “top 10” list will look like.) **You may be asked to present your short script and/or your poster to the class. Make sure the poster is visually appealing and can be read from a distance.**
    • Conclusion (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page This lesson was designed to let students assume the role of the parent, and explore discipline and guidance techniques that appeal to them as individuals. The use of role-playing and scripting allows the students to apply the knowledge gained in a constructive way. Evaluation Teacher Script Conclusion
    • Credits & References (Teacher) [ Student Page ] Title Introduction Learners Standards Process Resources Credits Teacher Page Websites: http://www.parenting.com/article/Toddler/Behavior/When-Kids-Want-Discipline http://www.ext.colostate.edu/pubs/COLUMNCC/cc061017.html http://quizzes.familyeducation.com/quiz/discipline/55969.html?detoured=1 http://www.nncc.org/Series/good.time.guid.html http://www1.dshs.wa.gov/CA/fosterparents/training/natlog/nat01.htm Scenario used for Process step # 5 was adapted from Dr. Jennifer T. Aberle, PhD, Colorado State University, Spring 2008 Evaluation Teacher Script Conclusion