IM TEACHER SAI. I HAVE BEN TEACHING EARLY CHILDHOOD EDUCATION SINCE 2019. NOW IM AM SPECIALIZING IN TEACHING ONLINE STUDENTS WHO HAVE DISABILITIES. I HOPE THAT YOU KJFHDHVMBFFC.
Introduction
Introduction
This document should be written with students as the intended audience. Use the second person pronoun (“you”) to address student readers directly.
Write a short paragraph to introduce the activity or lesson to the students. If there is a scenario involved (e.g., "You are detectives trying to identify the mysterious poet." or “The UN Secretary-General has given you an important mission: to save the world’s tropical rainforests.”), then this is where you describe this scenario. Or you can use this section to provide a short overview of what students will do in the WebQuest. It is also in this section that you will communicate the Big Question (Essential Question, Guiding Question) that the whole WebQuest is centered around.
Task
The Task
The task could be a:
· problem or mystery to be solved;
· position to be formulated and defended;
· product to be designed;
· complexity to be analyzed;
· personal insight to be articulated;
· summary to be created;
· persuasive message or journalistic account to be crafted;
· a creative work; or
· anything that requires the learners to process and transform the information they've gathered.
Process
What steps should the learners go through to accomplish the task? List them here, using a numbered list format. For example,
1. You will be assigned to a team of four students. Introduce yourselves to each other and together decide on the role each of you should take. The roles are…
2. Once you've picked a role to play....
The first step is usually to organize your students into groups. The groups should not be too big or too small. And groups should be heterogeneous: there should be a mix of ability and talent in each group. To ensure that students work collaboratively, assign roles for group members. Describe these roles here (perhaps under the first step). Make sure that each role has a concrete contribution to the final product that you expect each group to submit.
Specify a time frame for each step in the process. Make sure that the process (or any one step in the process) does not extend over too long a time, to make sure that you or your students do not lose focus or run out of time or energy.
Evaluation
|
Criteria |
Exemplary 4 |
Accomplished 3 |
Developing 2 |
Beginning 1 |
Score |
|
Criterion #1
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Description of identifiable performance characteristics reflecting the highest level of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting a beginning level of performance. |
|
|
Criterion #2
|
Description of identifiable performance characteristics reflecting the highest level of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting a beginning level of performance. |
|
|
Criterion #3
|
Description of identifiable performance characteristics reflecting the highest level of performance. |
Description of identifiable performance characteristics reflecting mastery of performance. |
Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. |
Description of identifiable performance characteristics reflecting a beginning level of performance. |
|
Conclusion
Briefly summarize what the students will have accomplished or learned by completing the WebQuest. You might also include some remarks on how the activity shows them the relevance or connection of what they learn in the classroom to the real world in which they live.
Credits
One of the steps in the process is for the students to read Web resources that you have pre-selected. You can have a set of websites that everyone must read for background information. You can also have websites for each of the roles that you have identified for group members.
List other types of resources that your students can use, such as books. If they are to interview experts, list these experts (their designations or offices) here.
One of the steps in the Process is surely the processing or analysis of the information or data students collected from different resources during the WebQuest, and the preparation of the final group output (e.g., a report, poster, or magazine). You must provide guidelines on how to accomplish this step, for instance by giving your students a topic outline, a summary table, or a checklist of questions to analyze the information with, or things to notice or think about. You can also prepare other written guides covering specific skills needed for the WebQuest, such as how to interview an expert or how to make a multimedia scrapbook). These student support materials that you have prepared can be listed here and/or hyperlinked (if you have uploaded the documents to a website) to this section.