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Presentation explaining the role library teachers can have in creating and teaching using the Webquest model

Presentation explaining the role library teachers can have in creating and teaching using the Webquest model

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Webquest Collaboration Webquest Collaboration Presentation Transcript

  • Webquests Using existing Internet programs to help build collaboration between teachers and libraries
  • What is a Webquest?
      • Online inquiry-oriented activity
      • Most/all of the information used is drawn from online sources
      • Designed with the following in mind:
        • Use learners' time well
        • Focus on using rather than looking for information
        • Support higher level thinking for learners’
      • The model was developed in 1995 at San Diego State University by Bernie Dodge and Tom March
    Source: http://webquest.sdsu.edu/overview.htm
  • Pedagogy Principles
    • Webquests
    • Definition:
    • “ to focus on using information rather than looking for it”
    • “ support learners' thinking at the levels of analysis , synthesis and evaluation ”
    • Bloom’s NEW Taxonomy
    • High Order Skills
    • Create (Evaluation)
    • Evaluate (Synthesis)
    • Analyze (Analysis)
    • Apply (Application)
    • Understand (Comprehension)
    • Remember (Knowledge)
    • Low Order Skills
    Source: Anderson, L.W., & Krathwohl, D.R. (Eds.) (2001). A taxonomy of learning, teaching, and assessment: A revision of Bloom's taxonomy of educational objectives. New York: Longman. and http://www.apa.org/ed/new_blooms.html Source: http://webquest.sdsu.edu/overview.htm
  • Regurgitation Warning
    • “ Students become smarter when teachers show them how to use their minds to wrestle with challenging questions, but scooping and smushing does little to advance their skill” -Jamie McKenzie
    • “ Unfortunately, they're carrying the tradition forward using the WebQuest format, too. As I look over the WebQuests being submitted … I see far too many of these same, lame research reports…The world doesn't need any more "WebQuests" that consist of kids looking up information about a planet or a state and then making a PowerPoint presentation about them.” -Bernie Dodge
    • Source: http:// webquest.org /news/ Apr 5, 2007
  • Build on Bloom
    • “ By definition, a WebQuest requires … a task that is authentic , a smaller version of something adults do. … Teacher educators: let's move up Bloom’s ladder.” -Bernie Dodge
    • Source: http:// webquest.org /news/ Apr 5, 2007
  • Library Link
    • Adults use the library for real world applications
    • Library teachers want to teach information literacy for effective lifelong learning
    • Information literacy models can match up well to the Webquest model
    • Sound familiar?
  • Component Comparison
    • Webquest steps
      • Introduction
      • Task
      • Process
      • Evaluation
      • Conclusion
      • (Credits)
    • Teacher’s page
      • Learners
      • Standards
  • Intellectual Integration
    • A Webquest goal: to USE not FIND information.
    • Who, then, does the FINDING?
    • The library teacher
    • Let the library teacher do the work for you…with you
    • The library media teacher can assist with finding real world applications to curriculum standards
    • Students are then able to move on to Higher Order Thinking
    • Consider this…
  • Webquest Wonders
  • But how did we get there?
    • Meetings with teacher
      • Her GOAL: real world application to vocabulary from 2 chapters
      • Her idea: take a trip to a foreign country and give directions from the hotel to tourist destinations
      • My idea: different groups would have different budgets
    • Mapped out assignment
      • Worksheets for each group member
      • Expected end product
      • Number of library visits (4)
  • Ease of use
    • QuestGarden http://questgarden.com
        • Free trial, $20 membership for 2/yrs
    • Searchable database Author Subject School URL
    • Can be uploaded to another location
  • Creation and Collaboration
    • Began working on Webquest
      • Both able to edit Webquest at QuestGarden site
      • Many hours spent at the beginning of this project
      • Essential to communicate with one another
    • Scheduled library visits
      • Discussed use of library time
    • Continued to revisit goals and objectives
  • Research Resources
    • Searched Internet for relevant, authoritative, current, usable sites
    • Included books owned by the library
    • Supplemented collection with public library travel guides
  • It goes there . . .
  • Lessons learned . . .
    • Teacher work was done at the beginning
    • Students visited Webquest, w/out teacher assistance
    • Public library supplement
    • High learning curve for all, worth doing again
    • More mini lessons needed: one for each visit
    • Make resources more obvious - edit options?
    • Citations and translations
    • Absence = ignorance: translators
  • And Success stories
    • Absence = permission: Honduras mission ($7000)
  • Relevance Review Did our Webquest go beyond regurgitation? Did we move up Bloom’s ladder?
  • Bloom and Bishop Feehan
    • (Apply) Application
    • (Analyze) Analysis
    • (Evaluate) Synthesis
    • (Create) Evaluation
    Task: work together to find a map of a Spanish-speaking country and chart 5 destinations you and your family will visit. Create a travel plan of where you and your family can go and how you all can get around. Conclusion: Compare and contrast your trip to those of other groups in class. How well did your group work together? Concluding handout: was your budget realistic? Did budgets make a difference for your group’s trip? How did the money you spent compare to the income of the country you visited? Concluding handout: Could you see yourself (and/or) your family taking a trip to a Spanish speaking country? Where? Why or why not?