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Educational Leadership:New Needs, New Curriculum:The Learning Power of WebQuests - 0 views

www.ascd.org/...arning-Power-of-WebQuests.aspx

webquests curriculum

shared by Pamela Stevens on 23 Jul 13 - No Cached

WebQuest, a model for integrating the use of the Web in classroom activities. He defined a WebQuest as
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nquiry-oriented activity
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hey are not WebQuests because the information in each activity can go from the browser to the product without altering—or even entering—the learner's understanding.
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...11 more annotations...
n a real WebQuest, newly acquired information undergoes an important transformation within learners themselves.
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A real WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students' investigation of an open-ended question, development of individual expertise, and participation in a group process that transforms newly acquired information into a more sophisticated understanding.
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nspire students to see richer thematic relationships, to contribute to the real world of learning, and to reflect on their own metacognitive processes.
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s students internalize more advanced intellectual skills through ongoing practice, the teacher can gradually remove the scaffolded levels of support. Scaffolding is used to implement such approaches as constructivist strategies, differentiated learning, situated learning, thematic instruction, and authentic assessment.
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Real WebQuests should pass the ARCS filter: Does the activity get students' Attention? Is it Relevant to their needs, interests, or motives? Does the task inspire learners' Confidence in achieving success? Finally, would completing the activity leave students with a sense of Satisfaction in their accomplishment?
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A teacher can challenge students by “posing contradictions, presenting new information, asking questions, encouraging research, and engaging students in inquiries designed to challenge current concepts” (Brooks & Brooks, 1999, p. ix).
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Background for Everyone,
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Background stage also paves the way for differentiating student activities in such a way that all students can master required knowledge and then pursue different levels of individual expertise.
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ontent, process, products, and learning environment—
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irst, we ask, Could the answer be copied and pasted? If the answer is no, then we ask, Does the task require students to make something new out of what they have learned?
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- Pamela Stevens on 23 Jul 13
  
  Questions to ask about webquest: 1. Can the answer by copied and pasted? 2. Do the students make something new out of what they learned.
  
  <div class="cArrow"> </div><div class="cContentInner">Questions to ask about webquest: 1. Can the answer by copied and pasted? 2. Do the students make something new out of what they learned.</div>
  
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Educational Leadership:How to Differentiate Instruction:Baby Steps: A Beginner's Guide - 0 views

www.ascd.org/...Steps@-A-Beginner's-Guide.aspx

DI differentiated_instruction differentiation

shared by Pamela Stevens on 20 Jul 13 - No Cached

Second, make activities different; don't just add more of the same.
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For these projects, students write a learning contract and create a product, such as a video or a diary, from a list of about 50 suggestions. (For the list, visit www.rogertaylor.com.) Taylor has categorized the list by multiple intelligences so that students can choose to create a product that uses their learning strengths.
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the Passion Project
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...1 more annotation...
We devoted two class periods to preparation, identifying language-arts goals and matching those goals with appropriate products. I shared some of Taylor's I-SEARCH examples.
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