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Wouldn’t It Be Great…

Wouldn’t It Be Great…. Tutor Teach Refine and Extend Learning Help S tudents with Computer Skills Engaging Excite learning Make Connections Cross-Curricular Be Interactive Provide Hands Activities Tools for Visual Learners Provide Comprehensible Input

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Wouldn’t It Be Great…

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  1. Wouldn’t It Be Great… • Tutor • Teach • Refine and Extend Learning • Help Students with Computer Skills • Engaging • Excite learning • Make Connections Cross-Curricular • Be Interactive • Provide Hands Activities • Tools for Visual Learners • Provide Comprehensible Input • Translate to a Students Primary Language • Meet the Special Needs of Students

  2. 21st Century Skills By: Heather Hawks and Charity Messimer

  3. The web quest was developed in 1995, by Bernie Dodge and Tom March. It can be used in Primary Grades through College Classes Adapted to any Subject Provides Scaffolding Develops Higher Level Thinking

  4. Highly Effective Webquests Include: 1. Clear Objective tied to the Standard 2. Hook 3. Age Appropriate 4. Relevant to what the Students are Learning 5. Highly Visual 6. Easy to Use 7. Evaluations

  5. What should a webquest look like?

  6. Steps to create your own webquest… EXAMPLE • Know your standard and your objective • Choose a theme or topic • Make an outline of your introduction, quest, process, evaluation, and conclusion • Before you finish your webquest make sure to revaluate it with your objective in mind • Remember webquest are meant to be interactive and engaging at the same time as refining and extending.

  7. How does a serve ELL students? • Content Access in Home Language • Offers Background Knowledge • Comprehensible Input through Pictures and Examples • Gives ELL Students an Attainable Goal • Provides Scaffolding • Resources to Complete the Task • Keeps them Interested • Offers Review of the Learning in a Conclusion

  8. Survey Says… In general, the results of the comparative studies have indicated that Web-based language instruction produced better writing quality and more writing quantity than traditional classroom instruction (Braine, 1997; Ghaleb, 1993; Liou, 1997; Sullivan & Pratt, 1996). However, a few studies have found that Web-based language instruction had non-significant or negative effects (Biesenbach-Lucas & Weasenforth, 2001; Leh, 1999).

  9. ELL Webquest Opportunities Challenges If a teacher does not know how to put together a webquest correctly, it will not be effective Finding an internet source that are valid with good information that serves the need of your student or that portrays the correct information Making the webquest age appropriate Making sure that the webquest relates to the classroom objective • A teacher can tailor it to whatever subject it needs to be or whatever specific needs a student has • Makes good use of internet resources • It’s a step-by-step procedure rather than a research report • It is limitless, there is no limits to what you can do with a webquest • Collaborative or individual • There are premade webquests for the busy teacher Helpful website to help you understand more about creating a webquest is http://www1.teachersfirst.com/summer/webquest/quest-a.shtml

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