WebQuests Template

WebQuest Title Goes Here for the Webpage

Introduction | Task | The Process & Resources | Conclusion | HyperText Dictionary

Introduction

Begin by engaging students in a complexity related to the topic. Because WebQuests are excellent problem-solving activities, choose something that doesn’t have a clear solution, perhaps something controversial. Try to get the students hooked and wondering. You might look at examples on the national debt and the orphanage scandal in China to see a couple approaches.

Question & Task

Tell students what they will be doing in this WebQuest. The details will come in the following section, but this allows students to start grasping the big picture of their task. The Question should include some gray area, complexity, problem-solving, or construction of new meaning.

The Process and Resources

Here’s where you line out the step-by-step process students will use to solve their challenge. Let them know that what they will be reading and doing are from real people all over the world who care about this topic. Students aren’t “playing school,” but doing real work that is challenging even to adults. Also let them know that because these are real articles written for people all over the world, the reading level might challenge them. Suggest they use the online dictionary or one in your classroom.

1. Background: Something for Everyone

Often you will want students to gain enough background knowledge on the topic so that they can begin to develop real, sophisticated understanding. To do this, you might have everyone read or experience the same thing before they divide into different roles. Add a link to the site you want all students to master:

    Name of Site for Everyone

  1. Instructions for what to do with the above site go here.
  2. Maybe there are more steps?
  3. And even more?
2. Looking Deeper: Different Perspectives on the Topic

Divide the students into the number of groups you want to work with (something like a group per main knowledge source or perspective). Then let them know in the next section what they will do:

Instructions:

  1. Individuals or pairs from your larger WebQuest team should choose to explore one of the three groups below.
  2. Read through the files linked to your group. If you print out the files, underline the passages that you feel are the most important. If you look at the files on the computer, copy sections you feel are important by dragging the mouse across the passage and them pasting it into another program.
  3. Note: Remember to write down or copy/paste the URL of the file you take the passage from so you can quickly go back to it if you need to prove your point.
  4. Be prepared to focus what you’ve learned into one main opinion that you hold after reading all the files in your section.
Group One: “Main Angle / Topic / Perspective or Task”
Group Two: “Second Main Angle / Topic / Perspective or Task”
Group Three: “Third Main Angle / Topic / Perspective or Task”
3. Debate and Discuss What You Learned

Draw the gray area, the complexity, the issue into greater focus for the students. Make sure they can see what it is they are trying to resolve. Remind the students that they have be learning about something different from their partners, so now each group member has to come through with the understanding and wisdom he or she gained from the search. Let them know that it’s now time to come together with their teammates to see what everyone has learned. Because the topics are so complex, students you will have to examine the details of the internet sites they learned from in order to persuade their teammates. This is where you must prompt transformative thinking (construction of new meaning, synthesis, etc.) or you don’t have a WebQuest, but a Treasure Hunt.

4. You Might Want to Mail Your Opinions to the World

Once your team has reached its consensus decision about the situation you could have the students send their ideas out into the world. Have the students decide among themselves which of the three people you will each send a letter to. You can send more than one letter to one of the sites as long as letters are sent to all three locations.

Possible Sources for Real World Feedback

Use one or all of the following links to help you find out about your representatives and how to contact them. If possible get both email and snail mail addresses.

  • Technorati – Search Real Blogs & Posts –  caution  advised
  • Aardvark – Ask real people who have some expertise on a wide range of real world subjects.
  • AllExperts – post questions to real people.

Conclusion

Return to the hook you used in the introduction and help students to see how far they have come in gaining a deeper understanding to a real, gray, challenging topic. You might symbolically relate what they studied to larger issues in the same or different topics. This will help students transfer the subtlety they have gained in this area to other complex issues.

This page written by Your Name, email@address
Last updated Month, 20XX.

3 Responses to WebQuests Template

  1. Pingback: TomMarch.com » AGQTP WebQuests 2.0

  2. Pingback: Connnections between Melbourne & Malawi | PLC Neno Community

  3. Pingback: TomMarch.com » WebQuests 2.0 – “Day 3″

Leave a Reply

Your email address will not be published. Required fields are marked *