2.6 Reflection: WebQuests

When creating computer based instructional objectives you have to plan carefully and thoroughly. One thing to think about is choosing objectives that students can accomplish on their own or in groups. It is important to provide scaffolding throughout the learning process, so students feel supported rather than overwhelmed. The focus needs to be on the content, not on trying to use the new technology.

Also, while you could focus on lower-level thinking objectives, there is huge potential for higher-level thinking and engagement with material that students will find interest and relevancy in. With specific directions (expectations/rubrics) and careful guidance, student learning can be fostered in a student-centered, interactive way through computer based instruction. As students progress through the activities and work towards completion of the objective, it is also beneficial to provide feedback. This is a benefit of using computer based instruction, as you can more easily provide immediate response on an individual basis.

One final note is also to be sure to closely evaluate any sources/sites you are using for the activities. Websites should be chosen that match the particular audience, from reading level to display of content, so students can easily navigate and find the necessary information. Taking these points into consideration should help guide the process of creating/choosing a WebQuest or StAIR project appropriate for any classroom.

Some of My Favs
I found many interesting and useful webquests to use in my 7th grade language arts classroom, but there were a few that particularly stood out because they apply to areas of my instruction that I need to do a better job of teaching and supporting.

Greek Mythology
One topic is the genre study of mythology, which we cover right before the end of the year. I found a great webquest to uncover the stories of the Greek Gods and Goddesses. I particularly liked this quest because after researching the different myths, students could choose from a variety of response projects, all involving research information but requiring students to create something new using this information. Most importantly, the projects were focused on creative writing, which is the style I want to focus on for this genre unit.

Propaganda and Persuasive Writing
Another topic I found a great webquest for was Propaganda Techniques. I liked this webquest because it was interactive for many different learning styles. Activities included reading about the techniques, watching commercials and evaluating them for these usages, and then creating a script and a commercial to promote a product. Then after watching each other’s commercials, students will try to identify which technique their peers used. I think this is great for a variety of learners and will help to make this unit very fun!

Responding to Genocide
My favorite webquest, however, was one on Genocide. We spend a 9 week period covering the Holocaust, and I loved the idea of using this quest as a follow up to the unit by expanding the idea of genocide beyond just the Holocaust. Most importantly, after researching different genocides, the final project asks students to write a persuasive letter to the Secretary of State, requiring them to follow letter format, elements of persuasive writing, including research, and also considering and applying the challenging questions of whose responsibility is it to stop genocide. I thought this quest made the topic very relevant and real to students, while also allowing them a form of action by writing the letter. It wraps up this important unit very well, while targeting high level skills students are working on throughout the course of the year. Love it!