WebQuest Professional Staff Development Model · Permissions All materials found in The WebQuest Professional Staff Development Model are copyrighted. Special permission has been

WebQuest Professional Staff Development Model

Learn how to integrate WebQuests into the classroom and enrich and extend the curriculum

while promoting the effective instructional practices of Constructivism, Cooperative

Learning, and scaffolding.

Permissions All materials found in The WebQuest Professional Staff Development Model are copyrighted. Special permission has been granted by Bernie Dodge, WebQuest Page, http://edweb.sdsu.edu/webquest/webquest.html , to duplicate templates and worksheets. However, as a classroom teacher you have the following permissions: • You have permission to reproduce any worksheet in The WebQuest Professional

Staff Development Model for a WebQuest workshop or for your classroom use, but you must contact Bernie Dodge, [email protected]. to specify who will be using the worksheets.

• You have permission to make copies of the PowerPoint WebQuest Presentation

and the Excel Rubric Spreadsheet to use in a WebQuest workshop or in your individual classroom for the purpose of instruction on WebQuest development.

• You have permission to distribute the PowerPoint WebQuest Presentation and

the Excel Rubric Spreadsheet to other classroom teachers after contacting the producer of in The WebQuest Professional Staff Development Model, Karen Creech, [email protected]

Table of Contents

1. Introduction to The WebQuest Professional Staff Development Model

2. Getting Started

a. Using The WebQuest Professional Staff Development Model b. Downloading The Student WebQuest Template c. Prerequisite Skills for Learners

3. Using IrfanView Graphic Software

4. Finding the Information You Want

a. WebQuest Handouts b. Web Resources

5. Instructional Goals and Objectives

6. Activities

a. Introduction to WebQuest Critical Attributes b. Evaluation of North Carolina WebQuest c. WebQuest Storyboarding Activity d. Explore Taskomomy of Tasks e. Develop WebQuest Using Student WebQuest Template f. Develop Authentic Assessment Instrument/s g. Edit Web Graphics Using IrfanView h. Request Permission to Link to Web Resources i. Peer Evaluation of WebQuests

7. Three-Day Agenda 8. Evaluations 9. Credits

Introduction to The WebQuest Professional Staff Development Model

The WebQuest Professional Staff Development Model is designed to use with classroom teachers to provide training in the development of WebQuest. Dr. Bernie Dodge, University of San Diego professor, defines a WebQuest as “an inquiry-oriented activity in which some or all of the information used by learners is drawn from the Web. WebQuest are designed to use learners’ time well, to focus on using information rather than looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation.” Within The WebQuest Professional Staff Development Model teachers will be able to learn how to integrate WebQuest into their classrooms to enrich and extend their curricula while promoting the effective instructional practices of Constructivism, Cooperative Learning and scaffolding. Teachers will participate in a brief overview of WebQuest and will be able to explore through a variety of WebQuest developed for grades K-12 and subject areas across the curriculum. During this workshop experience teachers will be able to explore through a collection of WebQuest discovering some of which have been identified as short term WebQuest and others that have been identified as long term WebQuest. Teachers will be taken through the process of evaluating WebQuests using a rubric and then begin developing a WebQuest. In addition, The WebQuest Professional Staff Development Model provides: • a list of presentation tips for the instructor of the WebQuest workshop • an article on WebQuest for the instructor to provide background information

on WebQuest

• a tutorial for IrfanView, graphic software, for editing graphics used in the

WebQuest. • a Process Checklist to gain knowledge on the Process section of a WebQuest,

which will focus on the details that are important in developing this type of classroom project.

• a Student WebQuest Template that provides a guide in the process of

storyboarding the beginning stages of a WebQuest • a set of guidelines for using Web resources in a WebQuest • a template for requesting permission to use Web graphics in a WebQuest or

link to Web resources • a rubric construction set for developing authentic assessments used in a

WebQuest • a set of pre and post evaluation surveys to be completed during the WebQuest

workshop

Getting Started Using The WebQuest Professional Staff Development Model What you need To conduct a WebQuest workshop, you need the following:

• Computer lab

• Computer Teacher station –

• Projection system • PowerPoint on Teacher Station • Netscape or Internet Explorer • Web page Editor on all computers – i.e. Front Page, Netscape Composer,

Claris Home Page

• A printer

• Internet connection on all computers

• IrfanView software - Window specific software

Downloading

To assist you with in the development of WebQuests, Dr. Bernie Dodge provides a WebQuest Student Page Template. You will need to be able to demonstrate how to download this template for teachers to use for developing a WebQuest. Teachers will need to download the WebQuest

Student Page Template to a folder on a 3 ½ floppy disk or in a folder on the Desktop. It is important to emphasis to the teachers that the WebQuest will need to be saved in the same location as all graphics that are used in the WebQuest. To download the Student Page Template go to: http://edweb.sdsu.edu/webquest/LessonTemplate.html

Prerequisite Skills of Learner

Before you begin the WebQuest workshop teachers should have the following computer skills in order to successfully use the software:

• turn on computer • print documents • use a computer mouse • download WebQuest template • create folders on the

desktop/3 ½ floppy disk • open computer applications such as

IrfanView • copy files to folder on

desktop/3 ½ floppy disk • open Netscape/Internet

Explorer

• follow directions for installing IrfanView

• use Web page Editor such as Front Page, Netscape Composer

Using IrfanView Software

Teachers will want to insert graphics into their WebQuest and may find it necessary to edit the graphics such as cropping or resizing. IrfanView is a free graphic viewer and converter that can be downloaded free to use for editing graphics. To download IrfanView go to: www.IrfanView.com The Iredell-Statesville Technology Department developed an IrfanView tutorial that can be printed as a resource for teachers using IrfanView. To print a copy of the IrfanView tutorial, go to: http://www.teachers-connect.net/misc/quest/irfanv/irfanv.htm

(See Handout #4)

Finding the Information You Want

The WebQuest Professional Staff Development Model provides a variety of resources that you will need to conduct the WebQuest workshop. Below you will find a description of each of these resources. Handouts 1. Some Thoughts About WebQuests

http://edweb.sdsu.edu/courses/edtec596/about_webquests.html 2. WebQuest Workshop 3-Day Agenda 3. WebQuest Presentation Tips 4. IrfanView Tutorial

http://edweb.sdsu.edu/courses/edtec596/about_webquests.html 5. WebQuest Handout

http://www.ncwiseowl.org/Handouts/WebQuest/wqhanout.html 6. A Draft Rubric for Evaluating WebQuest

http://projects.edtech.sandi.net/staffdev/rubric.htm 7. Rubric for Evaluating North Carolina WebQuest

http://www.teachers-connect.net/misc/quest/WQRub2.HTM 8. Fine Points

http://projects.edtech.sandi.net/staffdev/tpss99/finepoints/index.htm 9. Process Guides

http://projects.edtech.sandi.net/staffdev/tpss99/processchecker.html 10. A Taxonomy of Tasks

http://edweb.sdsu.edu/webquest/taskonomy.html 11. WebQuest Templates

http://edweb.sdsu.edu/webquest/LessonTemplate.html 12. WebQuest Student Page Template

http://edweb.sdsu.edu/webquest/LessonTemplate.html 13. Spider WebQuest – Long Term WebQuest

http://www.ncwiseowl.org/webquest/spider/default.htm 14. Spin City WebQuest – Short Term WebQuest

http://www.ncwiseowl.org/WebQuest/tornadoes/studenttornado.html 15. WebQuest PowerPoint Slides 16. WebQuest Pre-evaluation Form 17. WebQuest Feedback Form Day 1 – Day 3 18. WebQuest Storyboarding Activity 19. Process Checklist

http://projects.edtech.sandi.net/staffdev/tpss99/processguides/index.htm 20. Graphics for Multimedia Projects and Web Pages

http://www.ncwiseowl.org/Handouts/WebQuest/freegrap.html 21. WebQuest Examples

http://www.ncwiseowl.org/Handouts/WebQuest/wqexample.html 22. WebQuest CEUs Certificate 23. Copyright in an Electronic Environment

http://www.dpi.state.nc.us/copyright1.html 24. Rubric – “This Land is Your Land” 25. Rubrics

http://www.ncwiseowl.org/Handouts/WebQuest/rubrics.html 26. Rubric Construction Set

http://landmark-project.com/classweb/rubrics/index.html 27. Request for Permission Form

http://www.teachers-connect.net/misc/quest/WQPerm.htm 28. Web Resources

a. NC WISEOWL http://www.ncwiseowl.org

b. Teachers Connect http://www.teachers-connect.net/misc/quest

c. WebQuest Page http://edweb.sdsu.edu/webquest/webquest.html

d. Landmark Project http://www.landmark-project.com/

e. LEARN NC http://www.learnnc.org

f. NC Public Schools http://www.ncpublicschools.org

g. The Staff Room http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm

Instructional Goals and Objectives

The WebQuest Professional Staff Development Model will provide:

• General information about WebQuest • A list of fine points and thinking skills that need to be considered in the

development stages of WebQuest. • An overview of the critical attributes of a WebQuest • Examples of Model WebQuests

Instructional Goals • Classroom teachers will look at a

collection of WebQuests and be able to identify the difference between a short term WebQuest and a long term WebQuest.

• Classroom teachers will be able to

gain knowledge on WebQuest development by being able to identify the 6 critical attributes of a WebQuest.

• Classroom teachers will know how

to use a rubric to evaluate a WebQuest for the purpose of integrating the WebQuest into

Instructional Objectives

• Given the examples and definitions of the two types of WebQuest, the learner will be able to identify whether a WebQuest is long term or short term and list the determining factors in at least three out of four examples.

• Given a list of the six critical

attributes of a WebQuest and the definitions, the learner matches at least five out of the six attributes with the correct definition without the use of the list.

• Given a evaluation rubric with

a rating scale of 0-6, the learner will look closely at a

integrating the WebQuest into the curriculum

• Classroom teachers will be able to

use a Process Checklist to gain knowledge on the Process section of a WebQuest to focus on the details that are important in developing a classroom project.

• Classroom teachers will know how

to begin developing a WebQuest while utilizing a Student WebQuest Template and going through the process of storyboarding.

WebQuest and begin rating the WebQuest as a beginning, developed, or accomplished WebQuest.

• Given a Process Checklist, the

learner will begin evaluating the Process that was developed in the Storyboarding Activity and take notes for improvement.

• Given a WebQuest Storyboarding Activity, the learner will begin developing the six critical attributes of a WebQuest while using a Student WebQuest Template as a model.

Activities

1. Introduction to WebQuest Critical Attributes 2. Evaluation of North Carolina WebQuest 3. WebQuest Storyboarding Activity 4. Explore Taskonomy of Tasks 5. Develop WebQuest Using Student WebQuest Template 6. Develop Authentic Assessment Instrument/s 7. Edit Web Graphics Using IrfanView 8. Request Permission to Link to Web Resources 9. Peer Evaluation of WebQuests

Three Day Training Agenda Note: As an instructor, you may find that you will need to adjust the time frame for each day. Feel free to include additional activities or delete activities.

Day One

10:00 -10:15 Registration - Pre-evaluation Form While participants are getting the workshop materials that you have prepared, ask them to complete the Pre-evaluation Form. This survey will identify who your participants are and classify them so you can provide specific resources for them during the training. 10:15 - 10:35 Introductions/focus of training Introduce yourself to the group and share the focus of the workshop. Have each participants introduce themselves and give a brief description of their expectations for the workshop. 10:35 - 11:35 Discuss components of WebQuests -

PowerPoint

During the WebQuest PowerPoint presentation, you will define WebQuests, discuss the six critical attributes of a WebQuest and share examples of each of the attributes with model WebQuests.

The first activity participants will participate in is evaluating a North Carolina WebQuest, “This Land is Your Land” http://www.ncwiseowl.org/WebQuest/index.htm Introduce WebQuest evaluation instrument – “Rubric for Evaluating North Carolina WebQuests” and discuss each of the categories. Note that the point values are not the same for each category. The total number of points is 40 and participants can score any category with in-between scores such as 1.5 or 2.5. 11:35 - 11:40 Break 11:40 - 12:40 Assign teams (pairs) to evaluate WebQuest Note: You may choose another WebQuest for participants to evaluate. Make sure that you have evaluated the WebQuest before doing this activity with participants. In pairs have the participants evaluate "This Land is Your Land WebQuest" using the “Rubric for Evaluating North Carolina WebQuests.” Have teams share evaluations by completing the rubric spreadsheet that will be displayed on the teacher presentation computer station. After all teams have completed the rubric spreadsheet led a discussion on each category and the scores participants gave in each category. 12:40 - 1:40 Lunch 1:40 - 3:00 WebQuest storyboarding Have teams begin storyboarding their individual WebQuests. It is important that participants develop content-rich WebQuests and spend less time on the WebQuest design. This storyboarding activity can be done on paper, word processor or Web Editor. Have participants download WebQuest Student Page Template http://ededweb.sdsu.edu/webquest/Lesson Template.html

3:00 - 3:15 Break 3:15 - 4:15 Continuation of WebQuest planning and

development 4:15 - 4:30 Final remarks and Day 1 Evaluation Discuss any questions participants may have after the first day of training. Before participants leave have them complete the Day 1 Evaluation. Read evaluations before the next day of training to identify any additional questions or concerns. .

Three Day Training Agenda

Day Two . 8:00 - 8:10 Reality check/discussion Discuss any problems or concerns that participants shared in the Feedback Form Day 1. Review briefly the activities on Day One and provide clarification or additional information as needed. 8:10 - 8:25 Rubric templates - Landmark-Project Web

site Introduce participants to the rubric construction set that is available on the Landmark-Project Web site. Demonstrate briefly how to construct a rubric. Discuss the Rubric handout that contains a list of rubrics found on the Web. 8:25 - 10:00 Continue WebQuest development Have participants to continue developing WebQuest using WebQuest Student Page Template. Emphasis to participants the importance to have a content-rich WebQuest. 10:00 - 10:15 Break 10:15 - 11:00 Discuss Copyright Issues - "Copyright in an

Electronic Environment"

Discuss "Copyright in an Electronic Environment" www.dpi.state.nc.us/copyright1.html with participants. Encourage participants to write for permission to link to Web resources used in

their WebQuest as well as all graphics or content materials. Review the three reasons why participants should request permission: modeling for students both ethical and social netiquette which is addressed in the NC Computer Skills Curriculum, being given access to additional resources that may be shared by Web Master, and keeping broken links updated when resource have been moved to another server or taken off the Web. Have participants utilize the Permission Form Template http://www.teachers-connect.net/misc/quest/WebCopy.htm 11:00 - 11:45 Introduce graphic software – IrfanView Web graphics may need to be edited such as large graphics that may take too long to load. Introduce participants to the free software, IrfanView. Demonstrate how to download software if necessary. Provide participants with copy of IrfanView Tutorial, http://www.teachers-connect.net/misc/quest/irfanv/irfanv.htm 11:45 - 12:45 Lunch 12:45 - 3:45 Continue WebQuest development 3:45 - 4:15 Peer editing of Student WebQuests Have participants to pair with another participant and begin sharing their WebQuest in draft form. This activity will allow participant to get feedback on their WebQuest. Tell participants that they will be sharing their completed WebQuests in the afternoon on Day 3. 4:15 - 4:30 Final remarks and Day 2 Evaluation Discuss any questions participants may have after the second day of training. Before participants leave have them complete the Day 2 Evaluation. Read evaluations before the next day of training to identify any additional questions or concerns.

Three Day Training Agenda

Day Three 8:00 - 8:10 Reality check/discussion Discuss any problems or concerns that participants shared in the Feedback Form Day 2. Review briefly the activities on Day Two and provide clarification or additional information as needed. 8:10 - 10:00 Continue WebQuest development Participants need to be in the last stages of WebQuest development. Let participants know that they will be sharing completed WebQuest after lunch. 10:00 - 10:15 Break 10:15 - 12:00 Continue WebQuest development 12:00 - 1:00 Lunch 1:00 - 2:30 Continue WebQuest development 2:30 - 3:30 Putting it all together... WebQuest

presentations (10 minutes each)

Allow participants the opportunity to present completed WebQuests in front of the whole group. Ask participants to make comments and or suggestions after each WebQuest presentation.

3:30 - 4:00 Saving WebQuests - final remarks and Day 3 Evaluation

Before participants leave have them complete the Feedback Form Day 3.

Evaluations

• WebQuest Pre-evaluation Form

• Feedback Form Day 1 • Feedback Form Day 2 • Feedback Form Day 3

WebQuest Pre-evaluation Form

Date: __________ Training Site:____________________

To help identify which kinds of people this workshop works best for, please answer the following questions.

1. For how many years have you been actively using computers? 2. In a typical week, how many hours do you spend on the Internet? 3. Which of these terms best describes your job?

• Teacher • Technology coordinator • Staff developer • Site administrator • Curriculum coordinator • Library/media specialist • Other

4. Which of these best describes the environment you work in?

• Pre-K – Grade 3 • Grade 4 – 6 • Grade 6 – 8 • Grade K –8 • High School • All Grades • Other

Feedback Form Day 1


5. Prior to this workshop's pre-session assignment:

Were you aware of WebQuests?

Had you ever created a WebQuest? 6. Did the components of this session meet your expectations and give you a

better understanding of WebQuests:

• Educational value of WebQuest

• Components of WebQuests • Rubric evaluation of WebQuests • WebQuest storyboarding

• Using the WebQuest Template

3. Comments:

I learned today... I would like to learn more about...

4. Suggestions for Future Sessions:

5. Do you think that you will be able to apply what you learned today in your classes?

6. Do you feel your students can benefit using teacher-created WebQuests?

7. Which of these terms best describes your job?

• Teacher • Technology coordinator • Staff developer • Site administrator • Curriculum coordinator • Library/media specialist • Other •



Feedback Form Day 2


7. Prior to this workshop:

Had you ever created rubric assessment/s for student projects? 8. Did the components of this session meet your expectations and give you a

better understanding of WebQuests tools and resources?

• Rubric templates

• Graphic software (Irvanview)

• Copyright in an Electronic Environment

3. Comments:

I learned today... I would like to learn more about...


5. Do you think that you will be able to apply what you learned today in your

classes?

6. Do you feel your students can benefit using the WebQuests you are

creating?

7. Which of these terms best describes your job?




Feedback Form Day 3

Date: __________ Training Site:____________________ 1. Prior to this workshop:

Did you feel you would have completed a WebQuest of the quality you have today?

2. Comment:

As a result of this training session, I have learned...

My reflection of this training experience...


4. Has this training given you a better understanding of the process for creating an effective WebQuests?

5. Has this training met your expectations? 6. Which of these terms best describes your job?




Credits Graphics

Animal Clipart. 1998. Butterflies. 2, Jan. 2000. http://clipartguide.com/clipart_animal_pics/animals_page13.shtml Cool Archive Free Clip Art. 1999. Butterflies. 2, Jan. 2000. http://www.coolarchive.com/clipart.cfm?parameter=butterflies Wassi's Zoo. 1999. Butterflies. 2, Jan. 2000. http://members.tripod.com/~wassisimo/zoo/bfly.html

Text

Integrating the Internet. 1998. Integrating the Internet into the Curriculum Using WebQuests in Your Classroom. Feb. 2000. http://121pd.arin.k12.pa.us/linktuts/inteweb.htm Discovery School. 1998. Kathy Schrock's Guide for Educators. Feb. 2000. http://school.discovery.com/schrockguide/webquest Ozline . 1998. WebQuests for Learning. Mar. 2000. http://www.ozline.com/webquests The WebQuest Page. 1997. http://edweb.sdsu.edu/webquest/webquest.html

Web sites

Rubric Hotlist . 1998. March 2000. http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm

Spin City. 1999. March 2000. http://www.ncwiseowl.org/WebQuest/tornadoes/studenttornado.html This Land is Your Land. 1998. March 2000. http://www.ncwiseowl.org/WebQuest/teacher.htm#Print Resources WebQuest Taskonomy. 1998. March 2000. http://edweb.sdsu.edu/webquest/taskonomy.html Presentation Tips http://www.fpm.wisc.edu/support/PresentationTips.htm Building and Giving Presentation Tipshttp://macinfo.its.queensu.ca/LTU/tips/TipsPresentation.html The Art of Communicating Effectively http://www.presentingsolutions.com/effectivepresentations

NC WISEOWL www.ncwiseowl.org Teachers Connect www.teachers-connect.net/misc/quest WebQuest Page http://edweb.sdsu.edu/webquest/webquest.html Landmark Project www.landmark-project.com LEARN NC www.learnnc.org NC Public Schools http://www.ncpublicschools.org/

For more information contact:

Karen Creech [email protected]

Rubric for Evaluating North Carolina WebQuests

Use the following rubric to evaluate WebQuest that have been developed by North Carolina teachers. After you have evaluated and scored a WebQuest, begin taking notes to justify the score you gave for each category.

Note: The point values are not the same in each of the major categories and vary from 0 points to 6 points.

Beginning Developing Accomplished Score

Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.) Overall visual appeal

0 points Background is gray. There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers.

1 point There are a few graphic elements. There is some variation in type size, color, and layout.

2 points Appealing graphic elements are included appropriately. Differences in type size and/or color are used well.

Introduction Motivational effectiveness of Introduction

0 points Introduction is purely factual, with no appeal to relevance or social importance.

1 point Introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.

2 points The Introduction draws the reader into the lesson by relating to the learner's interests or goals and/or describing a compelling question or problem.

Cognitive effectiveness of the Introduction

0 points Introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.

1 point Introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.

2 points The Introduction builds on learner's prior knowledge by explicitly mentioning important concepts or principles, and effectively prepares the learner for the lesson by foreshadowing new concepts and principles.

Task (The task is the end result of student efforts... not the steps involved in getting there.) Cognitive level of the task

0 points Task requires simply comprehending web pages and answering questions.

3 points Task requires analysis of information and/or putting together information from several sources.

6 points Task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product.

Technical sophistication of task

0 points Task requires simple verbal or written response.

1 point Task requires use of word processing or simple presentation software.

2 points Task requires use of multimedia software, video, or conferencing.

Process (The process is the step-by-step description of how students will accomplish the task.) Clarity of Process

0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.

1 point Some directions are given, but there is missing information. Students might be confused.

2 points Every step is clearly stated. Most students would know exactly where they were in the process and what to do next.

Richness of process 0 points Few steps, no separate roles assigned.

3 points Some separate tasks or roles assigned. More complex activities required.

6 points Lots of variety in the activities performed. Different roles and perspectives are taken.

Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Resources block. Also note that books, video and other offline resources can and should be used where appropriate.) Quantity of resources

0 points Few online resources used.

1 point Moderate number of resources used.

2 points Many resources provided, including off-line resources.

Quality of resources

0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.

2 points Some links carry information not ordinarily found in a classroom.

4 points Links make excellent use of the Web's timeliness and colorfulness.

Evaluation Clarity of Evaluation Criteria

0 points Students have no idea on how they'll be judged.

1 point Criteria for success are at least partially described.

2 points Criteria for gradations of success are clearly stated, perhaps in the form of a rubric for self-, peer-, or teacher use.

Total Score

Permission to reproduce was given by Bernie Dodge.

WebQuest Page - http://edweb.sdsu.edu/people/bdodge/bdodge.html

Presentation Tips

General ALWAYS HAVE A BACKUP PLAN!! - Technology can fail so even though we try to do everything in our power to make sure that problems do not arise. If your presentation is based on a PowerPoint presentation, have overhead backups of each page. Try to have an "alternate no AV" lecture planned, if the system should go down. Check out the room ahead of time. Before your first lecture, check out the room, and make sure it has everything you need. This will avoid unwanted surprises the first day of class. Practice. If you have a complex presentation planned, with several different multimedia, go to the room ahead of time, and practice your presentation. We would be happy to meet you at the room and assist with any preparations or extra instructions. Use your notes sparingly. Too much time spent reading notes may convince your audience that you are unprepared. Pace yourself - don't go too fast, or too slow. As a general rule, every "slide" deserves at least 10 seconds, and none rate more than 100. Don't memorize. Rehearsing is one thing, committing the presentation to memory and performing it by heart, is not the way to go. You need to present, not to recite. Giving the Presentations: • Print out a summary of the presentation and/or create speaker’s notes for the

presentation. • Know your audience • Be organized • Stand beside monitor not in front of it. • Repeat question asked, if large group • Talk to your audience not to your monitor. • Encourage people to ask questions throughout • Maintain eye contact • Pay attention to the non-verbal signals your audience is giving you and adjust your

presentation accordingly.

WebQuest Storyboarding Activity

You have had the opportunity to look very carefully at the Critical Attributes of a WebQuest. In this exercise you will go through the beginning stages of developing a WebQuest. This will be a “work in progress” that you will have time to refine as you move through the process. Use the Student WebQuest Template found at the end of this document to guide you through the process of storyboarding ideas. You may wish to complete this activity using a word processor or print a copy to jot down your ideas. Remember this is a storyboarding activity so you may want to do further research before drafting a final copy.

Title - _________________________________

Grade Level- ____________________________

Introduction Task

Process Resources Evaluation ( A good source for evaluation rubrics can be found at the following Rubrics’ Website: http://www.odyssey.on.ca/~elaine.coxon/rubrics.htm) Conclusion

Credits & References- (This is not one of the six critical attributes of a WebQuest, but is a very important component. Use the following Website to properly cite the resources that you include in your WebQuest:

How to Cite Your Sources: First Things First! - http://www.ncsu.edu/midlink/citing.html )

Student WebQuest Template

Put the Title of the WebQuest Here

A WebQuest for xth Grade (Put Subject Here)

Designed by

Put Your Name Here

Put Your E-mail Address Here

Put some interesting graphic representing the content here

Introduction | Task | Process | Resources | Evaluation | Conclusion | Credits | 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. 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., HyperStudio, 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,

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. Describing this section well will help other teachers to see how your lesson flows and how they might adapt it for their own use, so the more detail and care you put into this, the better. Remember that this whole document is addressed to the student, however, so describe the steps using the second person. 1.First you'll be assigned to a team of 3 students... 2.Once you've picked a role to play.... 3.... and so on. Learners will access the on-line resources that you've identified as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that the resources belong in the Process section rather than alone.) 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, o r 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 section. Resources

Describe what's needed to implement this lesson. Some of the possibilities: Class sets of books E-mail accounts for all students Specific software (how many copies?) Specific hardware (what kind?) Specific reference material in the classroom or school library Video or audio materials If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here. 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. 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.

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.

Permission to reproduce was given by Bernie Dodge. WebQuest Page - http://edweb.sdsu.edu/people/bdodge/bdodge.html

Rubric - This Land is Your Land1 2 3 4 5 6 7 8 9 10 11 12 Average

Rubric Description Overall Aethestics Overall visual appeal 0 0 0 0 0 0 0 0 0 0 0 0 0Introduction Motivational effectiveness 0 0 0 0 0 0 0 0 0 0 0 0 0Cognitive effectiveness 0 0 0 0 0 0 0 0 0 0 0 0 0Task Cognitive level 0 0 0 0 0 0 0 0 0 0 0 0 0Technical sophistication 0 0 0 0 0 0 0 0 0 0 0 0 0Process Clarity 0 0 0 0 0 0 0 0 0 0 0 0 0Richness 0 0 0 0 0 0 0 0 0 0 0 0 0Resources Quantity 0 0 0 0 0 0 0 0 0 0 0 0 0Quality 0 0 0 0 0 0 0 0 0 0 0 0 0Use of NCWISE OWL 0 0 0 0 0 0 0 0 0 0 0 0 0Evaluation Clarity of Criteria 0 0 0 0 0 0 0 0 0 0 0 0 0

Total Score 0 0 0 0 0 0 0 0 0 0 0 0 0

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