Jumat, 14 Juni 2019

CREATING WEB-QUEST

1. THE DEFINITION OF WEB-QUEST



A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web. These can be created using various programs, including a simple word processing document that includes links to websites.

2. STRUCTURES OF WEB-QUEST


A WebQuest has 5 essential parts: introduction, task, process, resources, evaluation, and conclusion.[4] The original paper on WebQuests[5] had a component called guidance instead of evaluation.
a. Task
The task is the formal description of what the students will produce in the WebQuest. The task should be meaningful and fun. Creating a task is the most difficult and creative part of developing a WebQuest.
b Process
The steps the students should take to accomplish the task. It is frequently profitable to reinforce the written process with some demonstrations.
c. Resources
The resources the students should use. Providing these helps focus the exercise on processing information rather than just locating it. Though the instructor may search for the online resources as a separate step, it is good to incorporate them as links within the process section where they will be needed rather than just including them as a long list elsewhere. Having off-line resources like visiting lecturers and sculptures can contribute greatly to the interest of the students.
d. Evaluation
The way in which the students' performance will be evaluated. The standards should be fair, clear, consistent, and specific to the tasks set.
e. Conclusion
Time set aside for reflection and discussion of possible extensions.

3. THE BENEFITS OF WEB-QUEST FOR EDUCATION


Webquests can be a valuable addition to a collaborative classroom. One of the goals is to increase critical thinking by employing higher levels of Bloom’s Taxonomy and Webb’s Depth of Knowledge. This is a goal of the American educational system's Common Core and many new American state standards for public education. Since most WebQuests are done in small collaborative groups, they can foster cooperative learning and collaborative activities. Students will often be assigned roles, allowing them to roleplay in different positions, and learn how to deal with conflict within the group.
Webquests can be a versatile tool for teaching students. They can be used to introduce new knowledge, to deepen knowledge, or to allow students to test hypotheses as part of a final interaction with knowledge. The integration of computers and the Internet also increase students’ competency with technology. By having specific task lists, students can stay on task. By having specific sources of information, students can focus on using resources to answer questions rather than vetting resources to use which is a different skill altogether.
In inclusive classrooms (classrooms that have students of varying exceptionalities interacting such as learning disabled, language impaired, or giftedness) tasks can be differentiated to a skill level or collaborative groups for the same level of the task. A skill level may have students with learning disabilities working on a basic task to meet the minimum standard of learning skills and gifted students pushing their task to the higher end of the learning skill. More commonly, groups are composed of learners of all skill levels and completing the same level of the task. This is typically easier because the teacher is only creating one web-Quest, but can cause less student interaction from lower students and less learning from higher students.

THIS IS AN EXAMPLE OF WEB-QUEST ABOUT RECOUNT TEXT OF CINDERELLA


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