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  1. 1. Student Page [Teacher Page] Title A WebQuest designed for special education students. Introduction Designed by Task Laura Smallsreed Process Evaluation Conclusion Credits Based on a template from The WebQuest Page
  2. 2. Student Page [Teacher Page] Title Introduction If you could go anywhere in the world, where Task would it be? For this assignment lets pretend Process that you are going to Disney Land in California. Evaluation Your job is to use the internet to figure out the Conclusion fastest way to get to Disney Land. Is it by airplane? Car? Walking? Credits
  3. 3. Student Page [Teacher Page] Title Introduction For this assignment you are going to use the internet to Task get directions to Disney Land in California. Next you will Process use google maps to determine which form of Evaluation transportation is the fastest way to get to Disney Land. Conclusion Credits
  4. 4. Student Page [Teacher Page] Title 1. Get the address for Disney Land in California. Introduction adventure/ Task Process 2. Next go to the link below, Google Maps, and put in Evaluation the address that was found in step 1. For this step Conclusion determine how long it would take you to get from your home to Disney Land by car. 3. The next step is to determine how long it would take to get to Disney Land by walking, using the address found in step 1. 4. The last step is to determine how long it would take to get to Disney Land by airplane, using the address found in step 1. For this step set the fly out of location as Akron, Ohio. Then hit calculate to determine how long it will take by flight. Credits
  5. 5. Student Page [Teacher Page] Title Collaborative Work Skills : Transportation Introduction Task Teacher Name: Ms. Smallsreed Process Evaluation Student Name: ________________________________________ Conclusion CATEGORY 3 2 1 Score: Focus on the task Consistently stays Focuses on the task Focuses on the task focused on the task and what needs to and what needs to and what needs to be done most of the be done some of be done. Very self- time. Other group the time. Other directed. members can count group members Problem-solving Actively looks for Refines solutions Does not suggest or and suggests suggested by refine solutions, solutions to others. but is willing to try problems. out solutions suggested by Following Understands and Follows but does Does not follow the Directions follows step by step not fully step by step intructions. understand the step instructions. by step instructions. Date Created: February 27, 2012 Credits
  6. 6. Student Page [Teacher Page] Title Introduction CONGRATULATIONS!!! You have just completed this Task webquest. You have used the internet to determine the Process fastest way to get to Disney Land! Being able to do this will be very helpful in other situations. Evaluation Conclusion Credits
  7. 7. Student Page [Teacher Page] Title Introduction Task Process All images were found on “Google Images” Evaluation Conclusion The idea for this webquest was found on Credits
  8. 8. [Student Page] *Teacher Page A WebQuest for xth Grade (Put Subject Here) Title Introduction Designed by Learners Put Your Name Here Standards Put Your E-mail Address Here Process Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  9. 9. [Student Page] *Teacher Page Begin with something that describes the origin of the lesson. For example: This Title lesson was developed as part of the San Diego Unified School Districts Triton Project, a federally funded Technology Innovation Challenge Grant. Introduction Learners 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. Standards Process Resources EvaluationTeacher Script Conclusion Credits
  10. 10. [Student Page] *Teacher Page Describe the grade level and course that the lesson is designed to cover. For Title example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to Introduction additional grades and subjects, mention that briefly here as well. Learners Describe what the learners will need to know prior to beginning this lesson. Limit this Standards description to the most critical skills that could not be picked up on the fly as the lesson is given. Process Resources EvaluationTeacher Script Conclusion Credits
  11. 11. [Student Page]Teacher Page Title Introduction Application To Students With Disabilities Learners Standards The Common Core State Standards articulate rigorous Process grade-level expectations in the areas of mathematics Resources and English language arts.. These standards identify the Evaluation knowledge and skills students need in order to be successful in college and careersTeacher Script Students with disabilities ―students eligible under the Conclusion Individuals with Disabilities Education Act (IDEA)―must be challenged to excel within the general curriculum and be prepared for success in their post-school lives, including college and/or careers. These common standards provide an historic opportunity to improve access to rigorous academic content standards for students with disabilities. The continued development of understanding about research- based instructional practices and a focus on their effective implementation will help improve access to Credits mathematics and English language arts (ELA)
  12. 12. [Student Page] *Teacher Page You can paste in the process description given to students in the “student” process Title slide and then interleave the additional details that a teacher might need. Introduction Describe briefly how the lesson is organized. Does it involve more than one class? Learners Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or Standards what? Process If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them Resources here and suggest ways to get around them. Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or roleTeacher Script plays, for example? Conclusion If youre designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Credits
  13. 13. [Student Page] *Teacher Page Describe whats needed to implement this lesson. Some of the possibilities: Title •Class sets of books Introduction •E-mail accounts for all students Learners •Specific software (how many copies?) •Specific hardware (what kind? How many?) Standards •Specific reference material in the classroom or school library •Video or audio materials Process If the lesson makes extensive use of specific websites, it would be appropriate to Resources list, describe and link them here. Evaluation Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in theTeacher Script room? Do you need to coordinate with a teacher at another school? With a partner Conclusion in industry or a museum or other entity? Is a field trip designed in as part of the lesson? Credits
  14. 14. [Student Page] *Teacher Page How will you know that this lesson was successful? Describe what student products Title or performances youll be looking at and how theyll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. Introduction Learners You may want to just copy and paste the evaluation section of the student page (Evaluation) into this space and add any clarifications needed for another teacher to Standards make use of this lesson. Process Resources EvaluationTeacher Script Conclusion Credits
  15. 15. [Student Page] *Teacher Page The WebQuest model is best suited for learners who can navigate the Web on their Title 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 Introduction Learners and special populations by creating a facilitated WebQuest, one that Learners requires an adult or older peer to drive things. Standards Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. Process This page will include step by step directions to the facilitator, including: Resources •What to say at each point in the process Evaluation •What to click on •What questions and misconceptions to anticipateTeacher Script •How long to take at each point Conclusion •When to direct learners to work away from the computer To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. This page is linked to the Process segment off of the Teacher Page Credits
  16. 16. [Student Page] *Teacher Page Make some kind of summary statement here about the worthiness of this lesson and Title the importance of what it will teach. Introduction Learners Standards Process Resources EvaluationTeacher Script Conclusion Credits
  17. 17. [Student Page] *Teacher Page List here the sources of any images, music or text that youre using. Provide links back to Title the original source. Say thanks to anyone who provided resources or help. Introduction List any books and other analog media that you used as information sources as well. Learners Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that Standards others can acquire the latest version of this template and training materials. Process Resources EvaluationTeacher Script Conclusion Credits