In this video we learn how to create a WebQuest by using a Web Page named Questgarden, it is very simple and teachers only have to register in order to get the 30 days free trial. Also, we learn about the first step we have to take into account when creating a WebQuest: the task. According to the reading “Using a WebQuest in your classroom” (http://www.internet4classrooms.com/using_quest.htm) the task is defined as: “state what the students will be required to do, and detail what products will be expected and the tools that are to be used to produce them”. In other words, in the task the teacher presents the instructions of what they have to do in order to learn or reinforce a specific topic. As my personal opinion, I think this is the most important part of a WebQuest because it is when the students actively participate in different task assigned by the teacher in which they are reinforcing and studying new topics. As a teacher I have not used WebQuests in my classes, but in the future I will use it, a couple of examples of how I will use it are: • Creating a task in which students have to participate in a debate of a specific topic, so they have to present their point of view of the topic chose by the teacher. • Also, another task will be writing a reaction of a short video or a reading in which they write their thoughts about it.
Being the task the core of a WebQuest, it is essential that we design it following the recommendations given. I’ll point out two that I found pertinent while I was planning my project. First, a task goes beyond mere research on the Internet. It “requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment” (webquest.org) The WebQuest “Taskonomy” ( http://webquest.sdsu.edu/taskonomy.html) provides a range of tasks in which this higher level thinking is required through activities such as transforming the information students compiled, creating a product within a pre-determined goal, or trying to persuade others to a particular standpoint based on what students have learned. This “Taskonomy” includes practical tips that we can consider when planning a task within the realm of a WebQuest. Second, “A well designed task is doable and engaging” (webquest.org). This reminds me about how a task is defined according to the Task Based Instruction approach. Basically, they are activities that require students to use language for a genuine purpose. Therefore, a good task makes students to deal with a situation that they might encounter in real world. Moreover, being a task something genuine, it is likely to be engaging for students since they might derive a practical benefit from doing it. Thinking about my students – future call center representatives- and the subject I chose for my project, I am considering some tasks such as compiling information for travelling and make a traveler’s guide based on it, creating a manual for customer’s assistance for airport procedures, or evaluating the sources of information available for travelers and proposing a plan for improvement.
It is interesting what is mentioned in the video about webquests, it was mentioned that they are quite hard and request "higher order thinking skills", and sure they do, however, I believe that we can adapt them to almost any school level, almost to any age of our students if we can find the appropriate resources. Considering primary school for example, it could be perfectly the time to initiate students in the search for information, but we need to find appealing ways to do it. Take for instance a topic like classroom objects, it may seem to be a simple topic, but if we can, using the webquest, show students classroom objects not only from Costa Rican context, but also from other countries, they will find it more interesting how such a setting can vary culturally. Furthermore, through the webquest, we can "Give food for thought as to where they can go with the info they have learned, using it in a different situation" (Retrieved from: http://www.internet4classrooms.com/using_quest.htm). It is necessary to provide other learning opportunities, if not, the students will only learn to apply their knowledge to a single context. In my case, I would use webquests to expand learning in two ways: - Providing extra information besides the taught during lessons for tests, etc. - Providing chances for students to look for information about their own favorite topics
First of all, it is important to know what a WebQuest is, “A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web” (WebQuest.org.). When learning English as a foreign language, the web is a great tool that provides useful, practical, and attractive information for teachers and students about all topics that the Ministry of Education includes in the programme. Therefore, WebQuest is a great option teachers can take in order to forget about the traditional teaching techniques and try to engage their students in the learning process by using new resources. Some of the advantages of the use of WebQuest in the class are the following: With WebQuest, students can feel motivated because they enjoy surfing on the net, the class will be more interactive what at the same time leads to deep learning, regarding this aspect Carvin says: “Students of all ages learn better when they are actively engaged in a process, whether that process comes in the form of a sophisticated multimedia package or a low-tech classroom debate on current events” (EdWeb, Exploring Technology and School Reform). Also, as the video mentions, a good WebQuest uses group work to share knowledge and solve problems together, in this way, the value of cooperative is learned by students because they help each other. I would use my educational WebQuest in two different ways: one as class work and the other one as extra class work. a) Class work: I would use this tool to study and practice topics such as clothing, animals, physical appearance, typical food, daily routines, etc. With the latter, I could organize several activities for each part of the webquest; for example, videos and worksheets to study vocabulary and expressions in context, role plays to perform and mime the daily routines, and other activities in which students can evaluate each other. b) Extra class work: WebQuests can help weaker students to reinforce the content from home while the rest of the students can practice what has been studied in class. Continuing with daily routines, students can be given some links to study the topic deeper and do exercises about daily routines. Then, they present a summary or the exercises (printed) to the teacher.
In this video we learn how to create a WebQuest by using a Web Page named Questgarden, it is very simple and teachers only have to register in order to get the 30 days free trial. Also, we learn about the first step we have to take into account when creating a WebQuest: the task. According to the reading “Using a WebQuest in your classroom” (http://www.internet4classrooms.com/using_quest.htm) the task is defined as: “state what the students will be required to do, and detail what products will be expected and the tools that are to be used to produce them”. In other words, in the task the teacher presents the instructions of what they have to do in order to learn or reinforce a specific topic. As my personal opinion, I think this is the most important part of a WebQuest because it is when the students actively participate in different task assigned by the teacher in which they are reinforcing and studying new topics.
ReplyDeleteAs a teacher I have not used WebQuests in my classes, but in the future I will use it, a couple of examples of how I will use it are:
• Creating a task in which students have to participate in a debate of a specific topic, so they have to present their point of view of the topic chose by the teacher.
• Also, another task will be writing a reaction of a short video or a reading in which they write their thoughts about it.
Being the task the core of a WebQuest, it is essential that we design it following the recommendations given. I’ll point out two that I found pertinent while I was planning my project. First, a task goes beyond mere research on the Internet. It “requires higher level thinking, not simply summarizing. This includes synthesis, analysis, problem-solving, creativity and judgment” (webquest.org) The WebQuest “Taskonomy” ( http://webquest.sdsu.edu/taskonomy.html) provides a range of tasks in which this higher level thinking is required through activities such as transforming the information students compiled, creating a product within a pre-determined goal, or trying to persuade others to a particular standpoint based on what students have learned. This “Taskonomy” includes practical tips that we can consider when planning a task within the realm of a WebQuest. Second, “A well designed task is doable and engaging” (webquest.org). This reminds me about how a task is defined according to the Task Based Instruction approach. Basically, they are activities that require students to use language for a genuine purpose. Therefore, a good task makes students to deal with a situation that they might encounter in real world. Moreover, being a task something genuine, it is likely to be engaging for students since they might derive a practical benefit from doing it. Thinking about my students – future call center representatives- and the subject I chose for my project, I am considering some tasks such as compiling information for travelling and make a traveler’s guide based on it, creating a manual for customer’s assistance for airport procedures, or evaluating the sources of information available for travelers and proposing a plan for improvement.
ReplyDeleteIt is interesting what is mentioned in the video about webquests, it was mentioned that they are quite hard and request "higher order thinking skills", and sure they do, however, I believe that we can adapt them to almost any school level, almost to any age of our students if we can find the appropriate resources.
ReplyDeleteConsidering primary school for example, it could be perfectly the time to initiate students in the search for information, but we need to find appealing ways to do it. Take for instance a topic like classroom objects, it may seem to be a simple topic, but if we can, using the webquest, show students classroom objects not only from Costa Rican context, but also from other countries, they will find it more interesting how such a setting can vary culturally.
Furthermore, through the webquest, we can "Give food for thought as to where they can go with the info they have learned, using it in a different situation" (Retrieved from: http://www.internet4classrooms.com/using_quest.htm). It is necessary to provide other learning opportunities, if not, the students will only learn to apply their knowledge to a single context. In my case, I would use webquests to expand learning in two ways:
- Providing extra information besides the taught during lessons for tests, etc.
- Providing chances for students to look for information about their own favorite topics
First of all, it is important to know what a WebQuest is, “A WebQuest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the web” (WebQuest.org.). When learning English as a foreign language, the web is a great tool that provides useful, practical, and attractive information for teachers and students about all topics that the Ministry of Education includes in the programme. Therefore, WebQuest is a great option teachers can take in order to forget about the traditional teaching techniques and try to engage their students in the learning process by using new resources.
ReplyDeleteSome of the advantages of the use of WebQuest in the class are the following: With WebQuest, students can feel motivated because they enjoy surfing on the net, the class will be more interactive what at the same time leads to deep learning, regarding this aspect Carvin says: “Students of all ages learn better when they are actively engaged in a process, whether that process comes in the form of a sophisticated multimedia package or a low-tech classroom debate on current events” (EdWeb, Exploring Technology and School Reform). Also, as the video mentions, a good WebQuest uses group work to share knowledge and solve problems together, in this way, the value of cooperative is learned by students because they help each other.
I would use my educational WebQuest in two different ways: one as class work and the other one as extra class work.
a) Class work: I would use this tool to study and practice topics such as clothing, animals, physical appearance, typical food, daily routines, etc. With the latter, I could organize several activities for each part of the webquest; for example, videos and worksheets to study vocabulary and expressions in context, role plays to perform and mime the daily routines, and other activities in which students can evaluate each other.
b) Extra class work: WebQuests can help weaker students to reinforce the content from home while the rest of the students can practice what has been studied in class. Continuing with daily routines, students can be given some links to study the topic deeper and do exercises about daily routines. Then, they present a summary or the exercises (printed) to the teacher.