A WebQuest is an inquiry-oriented lesson format that uses mostly online resources for students to investigate an issue or topic. It allows students to assume a role to conduct research. Key elements of a WebQuest include an introduction that engages students, essential questions that guide the task, a process with clearly outlined steps and online resources for students to find information, and an evaluation rubric. Teachers should select an appropriate topic, formulate the essential question and task, find relevant online resources to guide students, and provide a means to assess students' work.

1. INTRODUCTION TO
WEBQUESTS

2. What is a WebQuest?
• inquiry-oriented lesson format in which most
or all the information that students work
with comes from the web.
• developed by Bernie Dodge at San Diego
State University in 1995
• Basically any documets that can contain
hyperlinks (online/offline/printed)
• More info at http://www.webquest.org/
Webquest examples: http://questgarden.com/search/
Free webquest tool: http://www.zunal.com/

3. • Students assume the role that
allows them to investigate an
issue through their view.
1
• Web-based resources are much
wider than offline ones2
• Free WebQuests are available
online (http://webquest.org/)
3
WebQuests advantages

4. Before you begin…
• Your WebQuest should be an enhancement
or culmination of a unit of study, not the
entire unit itself

5. • Selecting a Topic – a Hook
(Introduction)
1
• Formulating the essential
question (Task)2
• Finding the information and
guiding the student / scaffolding
(Process)
3
• Describing the grading method
(Evaluation)4
• Summing it all up and giving
reflections (Conclusion)5
Creating WebQuest

6. Introducing the subject matter to the
student
• Identify “roles” (e.g. “You are an
archaeologist who must report to his boss
about an amazing new discovery…”)
• Remember, you are addressing the student
directly, so use the second person: “You will
be researching the Egiptian Pyramids”

7. Formulating the Essential Question
(TASK)
• The task is the most important part of your
WebQuest
• It must be achievable with the resources the
students have available
• Decide how you want your students to
complete the WebQuest: Individually, in
pairs, or in a small group of three to four
students
• http://webquest.sdsu.edu/taskonomy.html

8. The Task
• With the task decided upon, write a
paragraph or a bulleted list that clearly states
in the second person voice what you expect
the student to accomplish, create, or present.
• If the final product requires student to use
any specific software, be sure to mention it in
this section

9. Finding the Information
• The most crucial element of writing a good
WebQuest is researching appropriate and
helpful online resources. (use google or local
search engines, wikipedia)
• As you find sites, be sure to save them or
bookmark them
• Include a short description of the site so your
students as well as yourself will have a
synopsis of the resource.

10. Guiding the Student
• Outline the steps that the students will go
through in order to complete the task.
• Clearly state these steps in a logical, sequential
order.
• Make a list of websites you developed
previously.
• If the students will be working in groups, you
may want to discuss how they are to divide the
responsibilities.
• Again, the student is the audience, so use the
second person voice

11. The Final Analysis (Evaluation)
• Formulate a method for evaluating the
student’s progress and performance.
• Possibly use a rubric – a scoring tool that
employs a graduated point scale for each of
the tasks.
• Share the rubric with the students prior to
the start of the WebQuest.
(http://www.schrockguide.net/assessment-
and-rubrics.html)

12. Summing it all up
• At the end of the WebQuest, it is necessary
to include a few sentences that tell what it is
you hope they will have learned or
demonstrated upon completion.
• To encourage further exploration, its often
helpful to insert rhetorical question or two
and a few mor links to websites containing
extension materials.