When exploring different WebQuests, I few things came to mind to consider when design my own WebQuest. They are:
Can the students do this on their own?
Are the instructions clear?
Does the assignment reflect the learning goal?
Are you assessing the students on what they have learned?
Do this promote higher-order thinking?
I’ve posted the links to some of the WebQuests I liked in particular.
The Things They Carried – This is an English WebQuest that could easily be adapted to my American History course. I love the multiple historical perspectives it asks students to explore and the group task at the end will really challenge students to construct a system of support or proof for the argument they will be presenting.
If we didn’t start the fire, then WHO did? – I really enjoy being able to connect popular culture with the study of history, especially music and movies. This WebQuest takes the song by Billy Joel and instead of asking students to look up the lyrics and know what they mean, it asks students to examine tough questions like “What is the fire?” and “Who really started it?”. Students are asked to give real answers to these intriguing questions.
Quadrilateral Who Done It? – For this WebQuest, I specifically liked the length of it;. It would be a 1-2 day WebQuest that students could do individually, so they could also do it at home if they needed. I like that this WebQuest reinforces knowing the characteristics of quadrilaterals and ask students to solve “crimes” that were committed, but perhaps most of all, I like that it asked students to create their own “who done it?” problem.
Can the students do this on their own?
Are the instructions clear?
Does the assignment reflect the learning goal?
Are you assessing the students on what they have learned?
Do this promote higher-order thinking?
I’ve posted the links to some of the WebQuests I liked in particular.
The Things They Carried – This is an English WebQuest that could easily be adapted to my American History course. I love the multiple historical perspectives it asks students to explore and the group task at the end will really challenge students to construct a system of support or proof for the argument they will be presenting.
If we didn’t start the fire, then WHO did? – I really enjoy being able to connect popular culture with the study of history, especially music and movies. This WebQuest takes the song by Billy Joel and instead of asking students to look up the lyrics and know what they mean, it asks students to examine tough questions like “What is the fire?” and “Who really started it?”. Students are asked to give real answers to these intriguing questions.
Quadrilateral Who Done It? – For this WebQuest, I specifically liked the length of it;. It would be a 1-2 day WebQuest that students could do individually, so they could also do it at home if they needed. I like that this WebQuest reinforces knowing the characteristics of quadrilaterals and ask students to solve “crimes” that were committed, but perhaps most of all, I like that it asked students to create their own “who done it?” problem.
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