Put the Title of the WebQuest Here

Developed by (put your name, an email link, and your URL)

Overview | Introduction | Quest(ions) | Process | Resources | Evaluation | Conclusion

Overview

Overview | Introduction | Quest(ions) | Process | Resources | Evaluation | Conclusion

Introduction

Write an introduction to your WebQuest that will give students some background about your topic. Try to interest them.

Remember, you want to interest the students in pursuing this WebQuest.

Overview | Introduction | Quest(ions) | Process | Resources | Evaluation | Conclusion

Quest(ions) and the Task

What are the guiding questions that students need to keep in mind in order to accomplish their task? What is the task that the student(s) must undertake? Why is the job necessary? What are the circumstances surrounding the task or the question that may cause conflict? What led up to this circumstance? Is there more than one way of looking at this. Can you see conflicting roles for people--such as environmentalist and industrialist.

You should briefly outline for student(s) what they are expected to learn. For example: Despite the known risks of space flight should the elderly be encouraged to make space shuttle flights for the sake of gaining potentially beneficial medical knowledge?

Assign various roles to students. A good WebQuest generates some tension or conflict that must be resolved so you should try to develop two to four roles. Remember that you want this to be a collaborative activity for students.

  1. Person 1
  2. Person 2
  3. Person 3
  4. Person 4

Overview | Introduction | Quest(ions) | Process | Resources | Evaluation | Conclusion

Process

Explain that students who have similar roles may work together to compare ideas based on the factual information they have collected, or that students may continue to pursue their role individually until the conflict generated by the original guiding question(s) forces them to resolve the issue with the entire group.

Once students have understood their roles and investigated the background material necessary to make informed decisions, then it is time for them to come together as a group and to discuss the issue(s). Group work should result in a consensus document or presentation.

Give students directions on this group work.

Be sure that they understand that their role may place them in conflict with another person's role.

Provide options for how students may present their information to the group. Here are some ideas:

Overview | Introduction | Quest(ions) | Process | Resources | Evaluation | Conclusion

Resources

Identify for the students which other resources they may use to complete their task(s). Other resources may include:

Overview | Introduction | Quest(ions) | Process | Resources | Evaluation | Conclusion

Evaluation

Provide students with a clear understanding of the grading criteria which will be used to evaluate their efforts.

Provide links to online rubrics which will allow students to know upfront what grading criteria will be used. Following are some examples that could be used for a variety of projects.

Include a phrase such as, "Please click here to review the criteria on which your individual grade will be based."

OR

"You will also receive a collaborative grade. Please click here to review the criteria which will determine your collaborative grade."

Explain how the grades will be counted or averaged.

Overview | Introduction | Quest(ions) | Process | Resources | Evaluation | Conclusion

Conclusion

Explain to students how the conclusion will offer the opportunity to engage in further analysis. For example:

Overview | Introduction | Quest(ions) | Process | Resources | Evaluation | Conclusion


Last updated: February 26, 2004

This template was created by David Marcovitz based on the template avaliable at http://www.spa3.k12.sc.us/WebQuestTemplate/webquesttemp.htm