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The document outlines the typical structure of a web quest, which includes an introduction to provide background information, a single question for students to analyze information to answer, a process section where the teacher guides students through completing the task by managing time, collecting data, and working in groups, resources like curated websites for students to use, an evaluation such as a written report or presentation, and a conclusion for student reflection.
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Teaching technology
The document outlines the typical structure of a teacher-led inquiry project, known as a web quest. It begins with an introduction to provide background information for students. Students are then given a single question to analyze information to answer. The teacher guides students through the process, offering advice on time management, data collection, and group work strategies. Students are provided resources like websites to help complete the task. Finally, students present their findings in a written or oral report, and provide reflections on their experience.
Introduction
The document outlines the typical structure of a web quest which includes an introduction to provide background information, a single question for students to analyze information to answer, a process section where the teacher guides students on completing the task including managing time, collecting data, and working in groups, as well as providing resources like curated websites to help students complete the task and an evaluation of students' work typically in the form of a written report or presentation.
Lesson 1
This document outlines the process for a class exercise known as a Web Quest. It begins with posing a question that requires students to analyze extensive information. The teacher then guides students through the task, offering advice on time management, data collection, and group work strategies. Students are provided tools and websites to help complete the task, which the teacher must review. Finally, students produce a written, oral, or multimedia report and reflect on their experience through a survey or email.
Historicism
This document provides an overview of the components of a historicism didactic lesson, including an introduction to provide background, a task that involves a new approach, a process where the teacher guides students through working in groups to collect data and manage time, resources like curated websites for completing the task, an evaluation like a report or presentation, and a conclusion for student reflection.
Practical tips in formulating an e learning strategy and developing an e-lear...
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
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Teaching technology
The document outlines the typical structure of a teacher-led inquiry project, known as a web quest. It begins with an introduction to provide background information for students. Students are then given a single question to analyze information to answer. The teacher guides students through the process, offering advice on time management, data collection, and group work strategies. Students are provided resources like websites to help complete the task. Finally, students present their findings in a written or oral report, and provide reflections on their experience.
Introduction
The document outlines the typical structure of a web quest which includes an introduction to provide background information, a single question for students to analyze information to answer, a process section where the teacher guides students on completing the task including managing time, collecting data, and working in groups, as well as providing resources like curated websites to help students complete the task and an evaluation of students' work typically in the form of a written report or presentation.
Lesson 1
This document outlines the process for a class exercise known as a Web Quest. It begins with posing a question that requires students to analyze extensive information. The teacher then guides students through the task, offering advice on time management, data collection, and group work strategies. Students are provided tools and websites to help complete the task, which the teacher must review. Finally, students produce a written, oral, or multimedia report and reflect on their experience through a survey or email.
Historicism
This document provides an overview of the components of a historicism didactic lesson, including an introduction to provide background, a task that involves a new approach, a process where the teacher guides students through working in groups to collect data and manage time, resources like curated websites for completing the task, an evaluation like a report or presentation, and a conclusion for student reflection.
Practical tips in formulating an e learning strategy and developing an e-lear...
First presented at Medical Education Conference: Creative teaching and learning with new technology in new era, organised by Kaohsiung Chang Gung Memorial Hospital, Kaohsiung, Taiwan
http://telatkaohsiung.blogspot.sg/
(conference presentation blog above)
see also
http://www.slideshare.net/dnrgohps/one-strategy-to-utilise-material-from-a-comprehensive-indexed-digital-case-based-and-educational-repository-by-using-an-educational-blogwebsite-to-support-clinical-residency-training
and
http://www.slideshare.net/dnrgohps/the-role-of-e-learning-in-clinical-training-a-critical-evaluation
Flipped classroom
SlideDeck for presentation as part of MEU lunchtime symposium, Dec 10, 2013; Symposium room 2 and 3, Clinical Research Centre (CRC), Block MD 11, 10 Medical Drive, Yong Loo Lin School of Medicine, National University of Singapore
continue assessment test.waheed
This document discusses alternatives to continuous assessment tests (CATs) for evaluating student progress, including portfolios, debates, presentations, oral exams, student projects, and posters. It notes some potential drawbacks of CATs, such as causing stress and not assessing a complete understanding of the material. Portfolio assessment is proposed as an alternative that more closely resembles instructional activities. Presentations, debates, and oral exams provide experience for future situations while projects help students link theories to practice. Overall, the document analyzes different assessment methods and their ability to fully and accurately evaluate student learning.
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Phil Winne argues that traditional learning science offers limited support for individual learners due to its reliance on randomized controlled trials. However, learning analytics that leverage large datasets can better support learners by clustering data about similar individuals and providing personalized feedback and recommendations. Winne presents nStudy, an online tool that traces self-regulated learning behaviors to gather data and provide analytics to guide learners' monitoring, assembling, rehearsing, and generating of information.
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Social communication skills are essential for social work and development as they allow one to effectively manage interactions, collect information, and work well with others. This document provides guidance on tasks, resources, and evaluations for learning about social communication skills through a web quest that involves reviewing online sources to create a presentation or report. It emphasizes student reflection on their experience.
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9
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Presentation1
- 1. Introduction: The introduction is a means of providing the students with background information that is intended to be a springboard for them to begin the process of inquiry.
- 2. Task: In most cases, a single question is posed that requires students to analyze a vast array of information.
- 3. Process: In this section, the teacher leads the student through the task. The teacher offers advice on how to manage time, collect data, and provides strategies for working in group situations.
- 4. Resources: Students are provided with tools (usually web sites), or leads to tools that can help them complete the task. In order for this to be valuable, a teacher must thoroughly review each source.
- 5. Evaluation: The outcome for Web Quests is usually a product, in most cases, in form of a written/oral report or multimedia presentation.
- 6. Conclusion: Effective Web Quests have a built in mechanism for student reflections. To receive feedback, you can survey your students about their experience, or have the students send you an e-mail sharing their thoughts.