WebQuests: A Design Pattern Approach
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Workshop given at TIES 2009, Minneapolis, MN, December 13, 2009. Using a design patterns approach to identify higher level thinking tasks to create a WebQuest around.
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WebQuests: A Design Pattern Approach
- 1. WebQuests: A Design Patterns Approach Bernie Dodge, PhD San Diego State University webquest.org/workshops/TIES2009
- 4. An Exercise
- 6. Summarize Design Decide Create Predict Analyze
- 7. So, how do we uncover the opportunities for higher level thinking in our content?
- 11. Create Open ended thinking with many possible end points. Encourages surprisingness, originality while still working within the confines of a genre.
- 13. Creating an Event http://www.lubbockisd.org/Webquests/MeetImmigrants/index.htm A meeting of minds in which students act as if they were someone else
- 14. Creating an Event http://questgarden.com/01/66/9/070813071510/ A meeting of minds in which students act as if they were someone else
- 15. Creating an Event http://projects.edtech.sandi.net/hoover/amistad/ A re-enactment of a trial in which all sides of an issue are argued
- 16. Creating a Narrative To go behind the book and describe the setting of a work of literature http://questgarden.com/57/28/8/071113161036/
- 17. Creating a Narrative To go beyond a book and extend it to new chapters or in-between scenes http://oncampus.richmond.edu/academics/education/projects/webquests/shakespeare/
- 18. Creating a Narrative To write a diary or journal from a particular point of view http://teachers.eusd.k12.ca.us/mguerena/castewebquest/index.htm
- 19. Creating a Narrative To describe a journey and the places along the way as if you were there http://questgarden.com/63/99/1/080415075239/
- 20. Creating a Transposition http://coe.west.asu.edu/students/madams/webquest.htm Transpose something from one form to another
- 22. Practice Working in your team of four, come up with WebQuest ideas for the topic given that will engage higher level thinking
- 23. 6 Thinking Hats
- 29. What did you come up with?
- 30. Design Solving a problem or creating a change to achieve a pre-determined end result while working within realistic constraints
- 32. Designing an object or space http://questgarden.com/58/39/5/071125090624/ Work within given constraints to meet the desired goal
- 33. Designing an object or space http://questgarden.com/58/68/0/071129072810/ Work within given constraints to meet the desired goal
- 34. Designing a distillation http://questgarden.com/63/14/1/080403063542/ Choose representative items to represent a large body of content
- 35. Designing a distillation http://questgarden.com/09/99/6/080210153854/ Choose representative items to represent a large body of content
- 36. Designing a distillation http://questgarden.com/00/33/5/070902213117 Choose representative items to represent a large body of content
- 37. Designing a distillation http://www.questgarden.com/59/82/3/080115195501/ Choose representative items to represent a large body of content
- 39. Practice Working in your team of four, come up with WebQuest ideas for the topic given that will engage higher level thinking
- 41. What did you come up with?
- 42. Decide Make an informed choice from among several alternatives while taking competing ideas into account
- 44. Deciding a Course of Action http://questgarden.com/53/74/2/070721171535/ Recommend a change of policy or procedure
- 45. Deciding a Course of Action http://www.questgarden.com/59/53/2/080103163228/ Recommend a change of policy or procedure
- 46. Deciding a Course of Action http://questgarden.com/54/88/3/070910191921/index.htm Recommend a change of policy or procedure
- 47. Deciding a Personal Stance http://questgarden.com/56/21/0/071015183645/ Examine an issue and decide how you feel about it personally
- 48. Deciding a Ranking http://www.questgarden.com/62/59/7/080318044044/ Look at a number of items and rank order them or pick one out based on defined criteria
- 49. Deciding a Ranking http://www.questgarden.com/63/75/3/080411135809/ Look at a number of items and rank order them or pick one out based on defined criteria
- 51. Practice Working in your team of four, come up with WebQuest ideas for the topic given that will engage higher level thinking
- 53. What did you come up with?
- 54. Click here for a PDF
- 55. WebQuests: A Design Patterns Approach Bernie Dodge, PhD San Diego State University webquest.org/workshops/TIES2009
Notes de l'éditeur
- Secondary School Teacher Workshop - May 7 Title: Finding Opportunities for Higher Level Thinking in the Curriculum Description: How can we create engaging lessons and exercises that require 21st century information skills while also addressing the acquisition of testable content knowledge? This workshop will provide practice in analyzing what you teach and finding authentic problem situations which give your learners something more to do than merely memorizing facts and procedures. To accomplish this, teachers need to rethink their role. They become not just presenters of information, but designers of challenging tasks that require the use of information. Three strategies for curricular analysis will be presented: finding authentic problem situations, creating problems where none existed by changing the situation, or inventing opportunities for improvement in a situation. To teach the concepts of predator-prey relationships, for example, one might focus on a situation in which the fishing of sharks is regulated and give learners the task of recommending changes in the regulations. To teach about the history of the Japanese occupation of China in World War II, one might give learners the task of designing a museum wing that explains that period. These strategies will be explained in the context of the WebQuest format and workshop participants will practice using the strategies on new content relevant to their own teaching.
- Secondary School Teacher Workshop - May 7 Title: Finding Opportunities for Higher Level Thinking in the Curriculum Description: How can we create engaging lessons and exercises that require 21st century information skills while also addressing the acquisition of testable content knowledge? This workshop will provide practice in analyzing what you teach and finding authentic problem situations which give your learners something more to do than merely memorizing facts and procedures. To accomplish this, teachers need to rethink their role. They become not just presenters of information, but designers of challenging tasks that require the use of information. Three strategies for curricular analysis will be presented: finding authentic problem situations, creating problems where none existed by changing the situation, or inventing opportunities for improvement in a situation. To teach the concepts of predator-prey relationships, for example, one might focus on a situation in which the fishing of sharks is regulated and give learners the task of recommending changes in the regulations. To teach about the history of the Japanese occupation of China in World War II, one might give learners the task of designing a museum wing that explains that period. These strategies will be explained in the context of the WebQuest format and workshop participants will practice using the strategies on new content relevant to their own teaching.