Our ideas for structuring WebQuests

Our ideas from our training for purposely structuring WebQuests
Are you involving all adult help?
  Reading teachers can help teach how to take notes or with non-fiction Internet reading.
  Youth Friends or classroom volunteers can help with research, writing, etc.
How are your partnering your students?
  Students can choose their own partners if you've done this before so that students know your expectations.
 

Are you partnering students purposely? Are you remembering which students leave for pull-out? Special Ed or resource students? Academic levels? Social levels?

Are you remembering your timeframe?
  And more importantly, are you sticking to it?
 

Do time checks with your students. 5 minutes after getting started, have they really started? Ask them. Half way through, let them know. 5 minutes left, it's time to wrap it up. This shouldn't be a mystery! Keep your kids on track with frequent time checks.

Are you using appropriate websites?
  Have you limited the websites to the few that are the very best?
 

Students shouldn't be navigating to get to the location you want them to research. It wastes time throwing off your timeframe!

  Are the websites you have choosen developmentally appropriate? Can your students read the information? More importantly, will they be able to understand the information?
Do your kids know how to gather information from Internet sites?
  Have you purposely pointed out the connection between non-fiction print and non-fiction online reading?
Are you conferencing with your students?
  Sometimes this just might look like "proximity control".
 

Make sure your kids are "getting it" as they progress through the WebQuest. Otherwise you'll get to the end and realize they missed information you thought they were gathering on day one.

How are you going to evaluate?
  Give your students the rubric upfront! There will be no surprises and your students will know what to work for.
 

What about developing the rubric with your students? They will have a vested interest in their final products.

  Are the students evaluating themselves and their group with their progress? Makes students aware of what needs to change or what their focus needs to be for tomorrow.
 

Center School District
This website is maintained by Colleen McLain
February 23, 2009

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