Introduction
This document should be written with
the student as the intended audience. Write a short paragraph here to
introduce the activity or lesson to the students. If there is a role or
scenario involved (e.g., "You are a detective trying to identify the
mysterious poet.") then here is where you'll set the stage. If there's no
motivational intro like that, use this section to provide a short advance
organizer or overview. Remember that the purpose of this section is to
both prepare and hook the reader.It is also in this section that
you'll communicate the Big Question (Essential Question, Guiding Question)
that the whole WebQuest is centered around.
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The Task
Describe crisply and clearly what
the end result of the learners' activities will be. The task could be
a:
- problem or mystery to be
solved;
position to be formulated and
defended;
product to be designed;
complexity to be analyzed;
personal insight to be
articulated;
summary to be created;
persuasive message or
journalistic account to be crafted;
a creative work, or
- anything that requires the
learners to process and transform the information they've
gathered.
If the final product involves using
some tool (e.g.Flash , the Web, video), mention it here.Don't list the steps that students
will go through to get to the end point. That belongs in the Process
section.
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The Process
To accomplish the task, what steps
should the learners go through? Use the numbered list format in your web
editor to automatically number the steps in the procedure.
- First you'll be assigned to a
team of 3 students...
Once you've picked a role to
play....
- ... and so on.
Learners will access the on-line
resources that you've identified in the next section as they go through the Process. In the Process block, you might also
provide some guidance on how to organize the information gathered. This
advice could suggestions to use flowcharts, summary tables, concept maps,
or other organizing structures. The advice could also take the form of a
checklist of questions to analyze the information with, or things to
notice or think about. If you have identified or prepared guide documents
on the Web that cover specific skills needed for this lesson (e.g. how to
brainstorm, how to prepare to interview an expert), link them to this
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Resources
List any print or online resources that will be helpful to the students in completing the Process. Consider categorizing or sorting the Resources if there are a lot of them. Make sure that online resources have live links to them. Examples:
General information about using the Web in education
- Cunningham, Craig A. and Marty Billinsley. 2006. Curriculum Webs: Weaving the Web into Teaching and Learning. Boston: Allyn & Bacon.
- Companion web site for Curriculum Webs, 2/e; http://curriculumwebs.com.
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Evaluation
Describe to the learners how their
performance will be evaluated. Specify whether there will be a common
grade for group work vs. individual grades. Include a rubric (possibly based on the following template) if helpful.
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Beginning
1 |
Developing
2 |
Accomplished
3 |
Exemplary
4 |
Score |
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance.
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Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
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Description of identifiable performance characteristics reflecting mastery of performance.
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Description of identifiable performance characteristics reflecting the highest level of performance.
|
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Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance.
|
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
|
Description of identifiable performance characteristics reflecting mastery of performance.
|
Description of identifiable performance characteristics reflecting the highest level of performance.
|
|
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance.
|
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
|
Description of identifiable performance characteristics reflecting mastery of performance.
|
Description of identifiable performance characteristics reflecting the highest level of performance.
|
|
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance.
|
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
|
Description of identifiable performance characteristics reflecting mastery of performance.
|
Description of identifiable performance characteristics reflecting the highest level of performance.
|
|
Stated Objective or Performance
|
Description of identifiable performance characteristics reflecting a beginning level of performance.
|
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance.
|
Description of identifiable performance characteristics reflecting mastery of performance.
|
Description of identifiable performance characteristics reflecting the highest level of performance.
|
|
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Conclusion
Put a couple of sentences here that
summarize what they will have accomplished or learned by completing this
activity or lesson. You might also include some rhetorical questions or
additional links to encourage them to extend their thinking into other
content beyond this lesson.
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Credits & References
List here the sources of any images,
music or text that you're using. Provide links back to the original
source. Say thanks to anyone who provided resources or help. List any books and other analog
media that you used as information sources as well.
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Last updated on September 22, 2005 by Craig A. Cunningham for http://curriculumwebs.org.
Based on a template from The WebQuest
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