I’ve truly enjoyed getting to know each of you and I wish you luck in the future. Should you need some help with web development, you can always email me at maggiehu.china@gmail.com

Today we will have the portfolio showcase. We will be voting for a portfolio that best represent our works through the semester. 

Please complete the following before you leave class today:

• Complete the end-of-course evaluation.
• Make sure all portions of your portfolio are completed and published.
• Make sure I have “emergency contact” information should I have trouble accessing your website (fill out the form on the table).
• Send an email to me if you have questions about your final grade (your grade should be available in OASIS after Friday, May 1 at midnight.)

MOST REPRESENTATIVE PORTFOLIO: KATIE JO GREEN

Good luck on your finals and have a fantastic summer!!

Please remember that your WebQuest is due today. You should have a Webquest page in your portfolio that has a brief description of your website and a link to your actual WebQuest. If you are using your late pass your WebQuest is due at the beginning of class on Monday.

Getting ready for the last day of class:

1. Review the portfolio checklist – make sure you have everything completed. The portfolio is due at the beginning of class on Wednesday. You cannot use your late pass for the portfolio. You might want to view Kimberly Lawrence’s portfolio as an example:http://sites.google.com/site/kimberlylawrencewebsite/

2. Think of a creative way to decorate your workspace. At minimum – you’ll need a creative name tag. Former students have printed out sample work from portfolios, brought refreshments, created a poster, or had some clever reason why students should visit their workspace. We will be voting on the portfolio that best represents our work this semester.

3. Also during the last day we will complete the end-of-course evaluation and take a class picture. Please make sure to arrive to class on time as usual.

Please let me know if you have any questions or concerns about class. If you have NOT received an email from me about reading guides – you have submitted an adequate number.

Have a good weekend – good luck on all of your papers and exams! If you are looking for a distraction – try this website: http://www.wordlet.com

Sample of Evaluation page

Evaluation examples

For the evaluation part, I wish to see direct connections between the required task and the evaluation. Your rubric should be clearly stated.

Discuss how to create a rubric for the webquest based on the task description and the roles students will be playing. We will be using these links as resources:http://webquest.sdsu.edu/rubrics/weblessons.htm andhttp://webquest.sdsu.edu/rubrics/rubrics.html
You will be using this template for your rubric:http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Template.html
The only thing that is missing on this template is a row indicating the maximum possible points that can be earned. You will need to add a row to this template.
The easiest way to paste your rubric table to your googlesite:
Copy and paste the rubric onto a word document. When you have completed your rubric it is to be linked so that it opens as a word document.

Conclusion
1. This step allows for reflection by the students and summation by the teacher.
2. Setting aside time for discussion of possible extensions and applications of the lesson honors the constructivist principle: “We learn by doing — but we learn even better by talking about what we did.” You might also want to inspire their further thinking toward the subject content and the skills that they have been used, by asking some questions.
3. During the concluding section of a WebQuest, you can encourage your students to suggest ways of doing things differently to improve the lesson.

A sample work of Conclusion page
Conclusion examples

A good work on conclusion can be like this.

Teacher Page (Remember, the audience for this document is other teachers, not students)
The teacher’s page section of a WebQuest provides additional information to any teachers who might want to use your WebQuest in their own classroom. This page is helpful in providing information needed for lesson plans.

It should include:

1. A brief explanation of your WebQuest. Ex. What are the student’s researching?

2. The selected Georgia Performance standard and grade level for the designed WebQuest.

3. A list of the prerequisites and materials needed for theWebQuest.

4. What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or role plays, for example?

5. List here the sources of any images, music or text that you’re using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.

6. Include this: “We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author’s name is retained along with a link back to the original URL of this WebQuest. On the line after the original author’s name, you may add Modified by (your name) on (date).”

A sample work of Teacher page

For Monday:

No in-classroom meeting. A checklist will be available by 8:00 am Monday for you to check your Google Site and to make sure you accomplished everything.

See you Wednesday!

On Friday we will work on the rest sections of WebQuest: Evaluation, Conclusion, and Teacher Page. I will see you Friday!

Here are some things to remember about the Process section:

1. This should be a step-by-step description of what students will do.
2. Students should be assigned roles (journalist, editor, astronaut, politician, etc.) and given specific information on their “job descriptions”.
3. Students should be able to access links to at least 5 age appropriate resources that will help them to complete their task. This should not be a list of 5 long web addresses. It should be a title that links to the website and a short description of what students will find there. For example:

Currency Converter: As you plan your trip you will need to determine how much money you need to take. Use this currency converter link to determine how many pesos you will need.

4. Students will likely need some type of printable form to help them organize the information they are finding online – particularly if they are elementary or middle school students.

For Wednesday:
1. Continue work on the Introduction, Task, and Process sections of your Webquest.

This is a research project conducted by Dr. Robert Branch,  and several of his doctoral students. They currently are collecting data via the following link to a 15-minute on-line survey. You will be helping a lot if you could help to fill it out: http://projects.coe.uga.edu/rbranch/SPS/Space/index.html 

Thank you!

Today we will focus on designing your Introduction and  tasks for your webQuest.

Introduction:
What is introduction in a WebQuest? How should I write it?
1. Provides background information and motivational scenarios like giving students roles to play

2. Provides an overview of the learning goals to students
3. The infusion from other media (prints, posters, models) and guest lecturers (other faculty members, parents, business leaders, experts, etc.) adds real-world components to online investigations. This is very important because depending on technology alone to convey the meaning of a lesson tends to create a sense of unreality.
3. Adding “introductory” types of information and material throughout the duration of the WebQuest keeps students fully engaged.

A sample of introduction

Task:

1. A formal description of what students will have accomplished by the end of the WebQuest.
2. To create a task the teacher must find resources for a particular topic on the Web.
3. The teacher must devise an activity for the students that incorporates the information from the various sites.
4. Developing this task — or the main research question — is the most difficult and creative aspect of creating a WebQuest.

HINT: A task should be visually and aesthetically appealing, inherently important (global warming, acid rain, welfare policy, etc.), and fun for the students.
5. A successful project can be reused by the teacher several times (either with a different class or the next semester).

A sample work of Task description 

View the WebQuest Taxonomy of Tasks to determine in what category your original WebQuest will fall. Share with the class your idea for a “hook” or introduction and your WebQuestcategory.

For Monday:

Read Chapter 6: Supporting Student Problem Solving. You can access the reading guide here. This is the last reading guide and it is due on Friday, April 24 at the beginning of class.

What’s left for this semester:

Monday, April 20: Process and Resources sections of WebQuests.

Wednesday, April 22:  Evaluation, Conclusion and Teacher Page sections of WebQuests.

Friday, April 24: peer review of WebQuests, information about showcase. Chapter 6 reading guide due.

Monday, April 27: WebQuest due. Class does NOT meet. Portfolio checklist will be made available by 8:00 am.

Wednesday, April 29: Last day of class – showcase of projects, end-of-course evaluations, class picture day.

Thursday, April 30: Final grades posted.

After you decide what topic you will address with WebQuest, the next step is to design the WebQuest.

Do you really need to create a WebQuest from scratch?

Of course not.  Some of you have sent me really good ideas about their webQuest topic, but this doesn’t necessarily mean that you have to write the webQuest from the scratch. There are thousands of WebQuest on the Internet, and most of them have some good points here or there. So the most efficient and easy way to do that is to find some webQuests that have a similar topic/grade level/task/process, and put on your own creativity to modify and to improve them.  Some good places to search at are:

1. http://webquest.sdsu.edu/designpatterns/all.htm

2. previous students’ projects

3. The Internet.

You need to create a separate Google Site under the same Google account, and then link it to your class Google site. Here is how you create a separate site for your webQuest project:

1. Go to http://sites.google.com

2. Log on with your Google account

3. Clikc “Create new site”

4. Create a site like this http://sites.google.com/site/webquestteamplateforedit2000/

What exactly is a WebQuest? What are its main characteristics? What are your initial reactions to WebQuests in terms of teaching and learning? What advantages and disadvantages do you see in teaching with WebQuests? What standards in your content area lend themselves to WebQuests?

Viewing exemplary webquests is a good way to get started on your own. Go to the main WebQuest page and click the words “Find WebQuests” on the left navigation bar. Using the Curriculum/Grade Level Matrix (in the middle of the page), spend a few minutes viewing 2 or 3 WebQuests in your content area.

A WebQuest is an inquiry-oriented online tool for learning, says WebQuest expert Bernie Dodge.

This means it is a classroom-based lesson in which most or all of the information that students explore and evaluate comes from the World Wide Web.

Beyond that, it can be as short as a single class period or as long as a month-long unit; usually involves group work, with division of labor among students who take on specific roles or perspectives; are built around resources that are preselected by the teacher.

Students spend their time USING information, not LOOKING for it.

Hopefully, you’re beginning to formulate an idea for a “hook” for your own WebQuest. It may be related to work you have already done in our class or work you are currently completing in other courses. It could even be something completely new in your content area. After you have some ideas review the webquest class project description and the rubric so that you are clear on what is expected. Before Wednesday’s class, you’ll want to identify your WebQuest topic. Use this website to help you in the selection process.

Generally, a good WebQuest topic should have some inherent complexity, such as controversial issues, multiple perspectives, unknowns, etc. The topic needs to have your students take information in and transform it, using their own judgement and creative problem-solving techniques — a LoTi level 4 or higher — the learning should be authentic. Certain topics tend to lend themselves more to the WebQuest format than others.

In Summary a WebQuest is:

1. A clear, concise introduction that provides necessary information and sets up the activity.

2. An interesting and concrete central task.

3. A collection of information resources needed.

4. A step-by-step description of the process to be used for the task.

5. Guidelines on how to organize the information acquired (questions that should be answered, etc.); this will be the backbone for the Web site students create.

6. A closing lesson that reviews what the students have learned and how it can be brought to bear on other subjects.

7. The teacher resources page includes the standards that are addressed, the appropriate grade level and directions on how the teacher can use the webquest for their classroom.

WebQuest Resources:

Some Thoughts About WebQuests

Building Blocks of a Webquest

The Webquest Design Process

Taxonomy of WebQuest Tasks

WebQuest Rubric

Process Checklist

Concept to Classroom

Searching tips

WebQuest Templates

Sample WebQuests:

Middle School WebQuest Matrix

Maryland Tech Academy WebQuests

Tooth Fairy Tales

Other examples

Here are some questions to consider as you are working on your WebQuest (you do not need to turn in responses to these questions):

*Is your WebQuest topic authentic?

* Is your WebQuest topic interesting so that it can engage your students?

*Is your WebQuest task challenging but still feasible?

*Do your learners need to think independently and critically during the WebQuest activity?

*Is collaboration between your students important for the successful completion of the WebQuest?

*What scaffolds (visual organizers, software tools, prompting questions and suggestions) will be provided in your WebQuest?

Homework:

By Wednesday, April 15th :

You’ll want to identify your WebQuest topic. Use this website to help you in the selection process. It may be related to work you have already done in our class or work you are currently completing in other courses. It could also be something completely new in your content area. After you have some ideas and put them together, please email your ideas to Maggie (maggiehu@uga.edu) including your answers to the following questions. Make sure to include your name in the title or content of the email. Maggie will provide you with feedback about your topic choice via email before class on Wednesday, April 15th.

1. Briefly describe your topic

2. Why did you choose this topic?

3. Why do you think this topic is appropirate for a WebQuest project?

4. How will web resources play an important role in your WebQuest?

5. How will your WebQuest be tied to Georgia or national curriculum standards?

6. How will your WebQuest require students’ deep understanding or higher-level thinking instead of mere comprehension?

On Wednesday, we had a successful field trip to the Barrow Elementary School. Mr. Andy Plemmons gave us a talk about using Smart Board in school, creating digital stories in the classroom, and using Blog to help students read. Take a look at the Medica Center’s web page of the Barrow Elementary School to know more about how technology has been used in this school to help teachers and students.

So – we’ve looked at some online resources in Thinkfinity that are age and subject-appropriate.  Here’s what you’ll do next – and it’s 5% of your grade, due at the beginning of class on Monday, April 13. There are two choices for the assignment – please complete only one choice.  Please contact me if you have any questions.

OPTION #1:

1. Read Chapter 4 in your textbook. Complete the reading guide if it is one of your remaining 4 required guides. The reading guide is linked here.

2. Select a topic that interests you: wellness, healthy eating, dance, creating a budget, etc. 

3. Turn that topic into an “Essential Question” – you’ll need to read more about them first. Read this short article: http://www.authenticeducation.org/bigideas/article.lasso?artId=53

4. Identify a set of 10 or more resources that would help you to find answers to your essential question.You’ll add them to your Delicious account and give them a specific tag related to your essential question. You’ll need to annotate each resource – which means you’ll write a detailed description of each resource and what students might find there. If you cannot remember your Delicious login – feel free to create a new account.

5. You’ll create a page in your Google site called “web resources” and include a brief description of your topic, your essential question, and a link to your delicious account (since you are linking to your delicious account, there is no need to list your 10 resources again on your google page). 

************************************************************************************************************

EXAMPLE of what you might write on your webpage for Option #1:

I’ve gained almost 10 pounds since the beginning of spring semester. With a stressful job and high blood pressure, I know that I should make healthier choices – but it’s not always easy. I need additional incentive to do better. So I’d like to have additional reasons to exercise and eat healthy. So my essential question is:

“How different will my life be if I start eating healthier??”

Using that essential question, I located online resources and tagged them “healthyeating” in my Delicious account. Click here to view those ten annotated resources in my account.

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OPTION #2

1. Read Chapter 4 in your textbook. Complete the reading guide if it is one of your remaining 4 required guides. The reading guide is linked here.

2. There are many websites dedicated to teaching – sites about specific subjects, sites about the first year of teaching, sites about classroom management, gateway sites like Thinkfinity, etc. For option #2, you’re going to contribute 10 annotated teaching resources to a class delicious account.

3. Search for your sites and add them to our class account – make sure to write detailed descriptions of what you found. To login to our account, go to: http://www.delicious.com and use the login: lookwhatwefound and the password: edit2000

4. Each of the 10 resources you find should be tagged with at least two names: your name (type it as one word, like: gretchenthomas) and the topic (classroommanagement or newteacher, etc).

5. On your Google site page, called “web resources”, write a brief explanation (a paragraph or two) about how you went about finding your resources and why you think they are useful. Then, provide a link to our class delicious account: http://delicious.com/lookwhatwefound

Note: For those of you who missed Wednesday’s class, you can put the 10 new resources on the same page that you have created for the alternative assignment.

That’s it – let me know if you have any questions!

On Wednesday, we will have a field trip to the Media Center of the Barrow Elementary school. We will meet at the front desk of the administration office, which is next to the Media center at 1:30 pm, and then we will enter the media center. The media specialist, Mr. Andy Plemmons, will introduce us to the center and how teachers use technologies at the center to teach.

To go to Barrow Elementary School, you can either walk or take a bus and then walk. It is 0.7 miles if you start from the Aderhold Hall. I checked the forecast weather for the coming Wednesday and it is said to be “Sunny”.

Here are the directions if you walk from Aderhold hall to Barrow Elementary School:

View Larger Map

To take a bus, you can:

Take a bus and get off at Stegeman coliseum, and then walk down to S. Lumpkin Street, when you see a gas station with a name of “Kangaroo Express” on its front side, you will find the school right behind this gas station on the left.

For those of you who have classes right before our class and therefore cannot make it, you have an alternative assignment instead:

Please find two web resources that you think are good for teachers to use when they are teaching. These web resoureces can be lesson plan websites, collection of educational videos, web-based test bank, online teacher communities, online student activity communities, etc. You will need to create a short webpage on your Googlesite to describe the two web resources that you found and how teachers can use it for teaching purpose. This alternative assignment is due on next Friday before the class starts.

Note: Thinkfinity and other web resources that are included on our blog site cannot be listed in your findings.