IDEAS PARA EMPEZAR LA WEBQUEST

Empezar con los resultados que se quieren obtener, y a partir de ellos buscar maneras de lograrlos.

Estudiar cuidadosamente el programa o la parte del programa que se quiere transformar como webquest
Valerse de experiencias pasadas, ver ejemplos de webquest ya hechas

Una posibilidad para no empezar de cero es adaptar una webquest que ya existe

Empezar por tarea, evaluación, proceso y luego llenar introducción, conclusiones y créditos

Where do you find good WebQuests? Your first stop should be the matrix of examples on the SDSU WebQuest site.


An ideal WebQuest would have (among other things) these qualities:

Links are all working and up to date.
Pages are attractively laid out and free of spelling, grammar and technical errors.
The Task is engaging and requires higher level thinking.
What is learned aligns well with your standards.
The readability level and tone matches well with your students.

These design patterns can be organized in terms of the dominant thinking verb that underlies them. These five verbs: design, decide, create, analyze and predict, represent the highest levels of Bloom's taxonomy. Starting with those verbs guarantees that your WebQuest will be wrapped around a higher level thinking task.


print out a copy of the WebQuest Evaluation Rubric

Para encontrar templetes

http://webquest.sdsu.edu/designpatterns/all.htm

Introduction
One of the best ways to learn something is to teach it to someone else. A few weeks from now, youÕre going to teach x how to y, and youÕre going to do an amazingly good job of it!

Task
Describe the content of the lesson, the target learner, and the duration of the lesson. If there are any special modes of instruction that might be used (e.g., debate, field trip, role play), mention them here.

Process
First get a general background in the topic by looking over the following web sites and resources....
Now look at the following curriculum standard and decide for yourself what parts of the topic are important to teach. Make a list of concepts, facts, principles and procedures that are important to know about this topic for this set of learners.
Decide how you will tailor the lesson for this learner group. How will you deal with the limitations of their vocabulary and previous experience? Here are some ideas for you to consider:
Provide a glossary
Make a game of learning unfamiliar words
Come up with a metaphor that relates the new information to something they might be familiar with
Figure out ways to make ideas more concrete by drawing them or illustrating them with models
Think about ways to make the content more interesting by having students take on roles and acting something out
Write out your proposed lesson. Be sure to include a way to introduce it, a part in which new information is provided, a time in which students practice what they've learned and get feedback, and an opportunity to tie it all together. Be sure to include lots of interaction between you and the learners and perhaps between learners. Don't talk at the learners for more than 10 minutes in a row, or even less for young learners.
Practice your lesson with other members of your class before giving it to your target class.
While the lesson is going on, one member of your team should be the evaluator: he or she will watch the learners and record where they get confused or bored.
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. You may want to have separate rubrics for individual and group work.

Conclusion
Put a few 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. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.


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Credits & References
List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.

Don't relist all the links you've already included. They're self-documenting.

As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about.

List any books and other analog media that you used as information sources as well.

Include a link back to The WebQuest Page and the Design Patterns page so that others can acquire the latest version of this template and training materials.

You might want to include the following statement:

We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL.