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Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
Tnc Webquest Presentation 1218306905988999 8
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Tnc Webquest Presentation 1218306905988999 8

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  • Welcome to the TNC. This presentation is going to be a introduction to webquests. When I started putting together this webquest I began to wonder if Web 2.0 tools would replace teaching strategies such as webquests but I think that the webquest still has its place in education. Teachers are able to put them together prior to using them with students and the webquest directs students learning while still placing students in control of their learning. Schools districts feel comfortable that the teacher is able to evaluate the site before students use the webquest and teachers feel comfortable that there is an specific project at the end of the webquest. Traditionally webquests use sites for reference materials but, in time, I think we will start to see more webquests that use Web 2.0 tools in order for students to create projects and interact with others.
  • A webquest: Doable tasks (students about to complete on their own) Higher level thinking Uses the Web for resources Students are not just reporting what they read. They are making things
  • Introduction Topic Task Process Resources Evaluation Conclusion
  • Introduction Topic Task Process Resources Evaluation Conclusion
  • Introduction Topic Task Process Resources Evaluation Conclusion
  • Introduction Topic Task Process Resources Evaluation Conclusion
  • Introduction Topic Task Process Resources Evaluation Conclusion
  • Simple to use. Write a title then pick a picture. Finally enter in the sections of the webquest. This will generate a printable webquest.
  • Makes it easy and quick to create WebQuests. You don’t need to know web editing or uploading. It guides you through the process and costs only $20 for a 2-year subscription.
  • On this site you can find and create a webquest. There are many wonderful examples and a community of people discussing webquest.
  • Introduction Topic Task Process Resources Evaluation Conclusion
  • Transcript

    • 1. Webquests Elera ganoza Jhon watson Quinto año A
    • 2. According to Webquest.org a webquest is:
      • wrapped around a doable and interesting task that is ideally a scaled down version of things that adults do as citizens or workers.
      • requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment.
      • makes good use of the web. A WebQuest that isn't based on real resources from the web is probably just a traditional lesson in disguise. (Of course, books and other media can be used within a WebQuest, but if the web isn't at the heart of the lesson, it's not a WebQuest.)
      • isn't a research report or a step-by-step science or math procedure. Having learners simply distilling web sites and making a presentation about them isn't enough.
      • isn't just a series of web-based experiences. Having learners go look at this page, then go play this game, then go here and turn your name into hieroglyphs doesn't require higher level thinking skills and so, by definition, isn't a WebQuest.
    • 3. Start by thinking about your students
      • What do students already know?
      • What are their technical abilities?
    • 4. Identify what equipment you have available to you.
      • Will you have a computer for each student or will students need to work in groups?
      • Are the resources available or are some blocked by your students?
      • How much time can you spend in the lab?
    • 5. Ideas?
      • Look at the standards you teach.
      • What is something that you teach now that you feel you could use improvement?
      • Are there web based resources for this topic?
    • 6. Parts of a Webquest
      • Introduction
      • Topic
      • Task
      • Process
      • Resources
      • Evaluation
      • Conclusion
    • 7. Introduction
      • This is the hook. You want to capture your students and get them excited about the activity.
      • This should be:
        • Meaningful
        • Relevant
        • Written at grade level
    • 8.
      • Example:
      • At the beginning of this year the junior class found out the senior trip which had always been to Disney World was now going to be to Washington D.C. The school board reasoned that they wanted the trip to be an educational. Many of you were furious with change and fought to have the trip changed back to Disney World.  The school board agreed to allow the class to travel to Disney World however; you have been asked to put the details and expenses of the trip into a proposal to be presented to and approved by the school board. Your team has been chosen to create the proposal which will include an itinerary, budget, and description of the trip.
      • http://questgarden.com/47/15/3/070224105812/
    • 9.  
    • 10. Task
      • Describes what the students will be doing and sets the stage for students to prepare themselves.
      • The task can:
        • Explain procedures
        • Identify roles in a group
        • Provide links to any worksheets or graphic organizers that need to be completed
    • 11. http://www.fccps.org/meh/teachers/misenheimer/egyptwebquest/egyptwebquest/atripdownthenile.htm#introduction Example :
    • 12. Process
      • Explains how students should complete the webquest. Remember that a webquest should be designed for students to work independently with the teacher working as a facilitator.
      • The process should:
      • Written at for the grade level of the students
      • List the steps the students will go through.
      • Include any links need to accomplish the taks
    • 13.
      • Example:
      • **STEP 1** Get into groups of three. Once in your group, each person must choose one of the following roles : Volcano Expert, Eruption Alerter, Facts Boy/Girl (depending on your gender of course)
      • **STEP 2** Once each person in the group has a role, each of you will go to the computer lab and research the assigned questions given to your particular role. In addition to researching the information regarding your role, each student must find five pieces of information (about volcanoes) that they think are important and would be most helpful in teaching another person about volcanoes.
      • **STEP 3** After researching is complete, meet back together and share each of your findings. After hearing each of the member's five pieces of important information (about volcanoes), your group will decide on the top ten pieces of information that they find to be most valuable. Your group will, in addition, keep the research information regarding the questions assigned to each role .
      • http://www.teacherweb.com/IN/PNC/Taylor/
    • 14. Resources
      • This is were you will list the resources for your students.
      • In a webquest the main resources should be internet based but you can supplement with other resources.
      • You will want to make sure that the resources are the appropriate grade level and reading level.
    • 15.
      • Example:
      • Desert USA contains all kinds of resources about the desert.
      • Desert Life in the American Southwest has lots of information about the Sonoran Desert.
      • Sonoran Desert contains more information about the Sonoran Desert.
      • Desert Botanical Gardens is located in Phoenix, Arizona and is a great resource for information on the desert.
      • Boyce Thompson Arboretum is a Arizona State Park that has resources about the plants and wildlife of Arizona.
      • Arizona-Sonora Desert Museum is located in Tucson, Arizona and is another great resource about the Sonoran Desert.
      • Tucson Botanical Gardens is, also, located in Tucson, Arizona and it contains lots of information on the desert.
      • Desert Photos has several pictures of the desert.
      • The Desert Biome is a virtual tour of the desert. You can learn all about deserts.
      •  
      • http://coe.west.asu.edu/students/stennille/ST3/desertwq.htm
    • 16. Evaluations
      • Explains the expectations.
      • Rubrics ( http://rubistar.4teachers.org/index.php )
    • 17. Example: http://questgarden.com/45/56/4/070110213127/
    • 18. Conclusion
      • Ties everything together and has students reflecting on their learning and the process they went through.
    • 19. Example:
      • Congratulations on a job well done! Ms. Ima Fake is eager to look at all the playground designs and I’m sure all the children at Notfo Real School are very grateful.
      • Why let the fun and learning stop here? Put your new found knowledge of simple machines to use some more. Perhaps you can design a new amusement park ride that makes use of simple machines. Maybe you can think of a problem that could be solved with a simple machine, such as an invention that helps to get you out of bed in the morning. These would also be great topics to incorporate into your writing during Writers Workshop.
      • Just don’t let your discovery of simple machines end here. Look all around you. I think you’ll be amazed to discover how often you use simple machines.
      • http://iteach0509.angelfire.com/
    • 20. Printable webquest generator http://teachers.teach-nology.com/web_tools/web_quest/
    • 21. Webquest hosting site http://questgarden.com/
    • 22. Webquest.org http://www.webquest.org/index.php
    • 23. Your mission for next week:
      • Look at the content you teach and either:
        • Create a webquest or
        • Find a webquest
      • That you can use in your classroom.
      • Come back next week and share with everyone!
    • 24. References
      • Blattner (2008). The Outsiders. Retrieved August 3, 2008 from WebQuest.org Web Site: http://web.epsteinatlanta.org/culture_quest/index.htm
      • Dodge, B. (2007). Webquest.org. Retrieved July 26, 2008, from Creating Webquests Web site: http://webquest.org/index-create.php
      • Fowler, L. (2003). Dino show: A webquest for 2 nd graders. Retrieved August 3, 2008, from WebQuest.org Web Site: http://www.lauriefowler.com/dinoshow.html
      • Gammill, R. (2006). Dream car project. Retrieved August 3, 2008 from WebQuest.org Web Site: http://www.rebeccagammill.com/CARPROJECT/webquest%20template/index.htm
      • Misenheimer, A.M. (2007). A trip down the Nile. Retrieved August 3, 2008 from WebQuest.org Web site: http://www.fccps.org/meh/teachers/misenheimer/egyptwebquest/egyptwebquest/atripdownthenile.htm
    • 25. References (Cont.):
      • Myers, J. (2007). Save the super bowl. Retrieved August 3, 2008 from WebQuest.org Web Site: http://questgarden.com/45/56/4/070110213127/
      • Nevola, S. (2007). Simple Machines. Retrieved August 3, 2008 from WebQuest.org Website: http://iteach0509.angelfire.com/
      • Stonjanovich, C. (2007). Proposal for your senior trip. Retrieved August 3, 2008 from WebQuest.org Web Site: http://questgarden.com/47/15/3/070224105812/
      • Taylor, A. (2005). Volcanoes. Retrieved August 3, 2008 from WebQuest.org Web Site: http://www.teacherweb.com/IN/PNC/Taylor/
      • Tennille, S. (2003). Desert Quest. Retrieved August 3, 2008 from Webquest.org Web Site: http://coe.west.asu.edu/students/stennille/ST3/desertwq.htm

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