Guided Discovery Webquest

Introduction
This webquest is designed to provide preservice teachers with the materials necessary to assist them in learning the process of designing a webquest. Links to relevant documents and Web pages that describe the process and give examples of exemplary WebQuests have been provided. The purpose of this assignment is fourfold. It is designed to acquaint emerging teachers with the pedagogical approach known as a WebQuest. Second it will provide them with experience in developing a guided discovery lesson. Third, this quest provides a scaffolded experience designing a technology-enhanced lesson plan. Fourth it is structured to allow them to experience a webquest from the standpoint of the learner. Hopefully in exploring this approach and designing their own WebQuest These teachers will be empowered to join the growing community using this approach in their classrooms.

Learners
This webquest is designed for preservice or inservice teachers who are beginning to start to design their own lessons. Foundational knowledge in educational psychology and pedagogical approaches provides a context for this lesson. Technological expertise is not required, however a functional knowledge of the web and issues of website evaluation are useful.

Objective: By the end of this lesson, students will be able to demonstrate their understanding of how to design and publish a webquest by creating and publishing a webquest appropriate for actual use at the grade level of their choice.

Standards
ISTE Standards
Teachers plan and design effective learning environments and experiences supported by technology. Teachers:
- design developmentally appropriate learning opportunities that apply technology-enhanced instructional strategies to support the diverse needs of learners.
- plan strategies to manage student learning in a technology-enhanced environment.
Teachers implement curriculum plans, that include methods and strategies for applying technology to maximize student learning. Teachers:
- use technology to support learner-centered strategies that address the diverse needs of students.
- manage student learning activities in a technology-enhanced environment.
Teachers use technology to enhance their productivity and professional practice. Teachers:
-use technology resources to engage in ongoing professional development and lifelong learning.

Process
The process of implementing this webquest can be rather straight forward. One way to begin might be to introduce the concept of webquests and walk the teachers through the resources and process. Another might be to simply show them this webquest and let them work through it while you scaffold the process.
After the lessons are designed I encourage you to allow your teachers to present their webquests to each other and discuss the content and pedagogy they selected. Posting their webquests in the garden or on their personal websites is strongly encouraged.
Lesson Objectives:
By the end of this webquest, preservice teachers will be able to demonstrate the ability to synthesize their understanding of writing lesson plans and the process of designing webquests, by developing a pedagogically powerful social studies webquest.
By the end of designing their own webquest, preserivce teachers will be able to demonstrate their appreciation for the utility of webquests as a pedagogical approach by designing a webquest for inclusion in their worksample.

Resources
Most of the resources you will need to teach preservice teachers about the process of developing guided discovery lessons in the form of webquests can be found in the webquest itself. However, I have included a few additional resources below.

Concept to Classroom, What is a webquest - http://www.thirteen.org/edonline/concept2class/webquests/index.html
Tom March's Blog Page on Webquests - http://tommarch.com/learning/index.php
From Webquests to Virtual Realities http://llt.msu.edu/vol8num3/emerging/default.html
The old WebQuest Site at San Diego State University - http://webquest.sdsu.edu/webquest.html
The Webquest Site - http://webquest.org/index.php /
The Quest Garden Site - http://questgarden.com
This Webquest on Webgarden - http://questgarden.com/36/78/7/061002123834/

Dede C., & Sprague, D. (1999). If I teach this way, am I doing my job? Constructivism in the Classroom. Learning and Leading with Technology, 27(1).
I also recommend Will Richardson's book, "Blogs, Wikis, Podcasts, and Other Powerful Web Tools for the Classroom"

Assessment

Strong

5

Proficient

3

Emergent

1

Quality of Lesson Designed for Teachers

Lesson plan contains excellent implementation of the Pacific lesson design elements. Lesson contains thoughtful objectives and well-designed assessments as well as clearly delineated differentiations.

Lesson plan contains evidence of implementation of the Pacific lesson design elements. Lesson describes objectives and assessments and contains some differentiations.

Lesson plan contains evidence of inadequate implementation of the Pacific lesson design elements. Lesson either omits objectives, assessments or reference to differentiations.

Quality of Lesson Designed for Students

Lesson is developmentally appropriate and thoughtfully designed to engage and motivate students. Quest contains some high-level objectives where appropriate. Activities and assessments are authentic and help students build an integrated understanding of this social studies issue.

Lesson is developmentally appropriate and designed to engage students. Quest contains a range of objectives. Activities and assessments focus on a social studies issue.

Lesson does not accurately consider students' developmental level or appear to be designed to engage or motivate students. Quest is limited to lower-level objectives where others are possible. Activities or assessments are inauthentic or detached from other learning.

Introduction Introduction builds on learner's previous knowledge to provide a thoughtful and engaging invitation to the quest. Introduction nicely sets up the quest. Introduction is too academic or unclear and does not seem designed to engage learners.

Task Task is well designed, connected to appropriate standards and structured to foster a synthesis of material. Task is clear, and connected to relevant standards. Task is unclear, disconnected from standards and/or focuses on lower-level objectives.

Process Process is clearly spelled out with appropriate checks for understanding. Activities flow logically and build on each other. Process is adequately described but minimal strategies and checks are provided. Activities are described. Process is disjointed and not well conceived or described. Activities appear disconnected .

Assessment Rubric is provided that communicates criteria to students. Assessments incorporate authentic elements. Rubric is provided but it is not well designed to assess authentic representations of learning. Rubric is disconnected from learning activities. Activities are not authentic representations of understanding.

Guided Resource Links

Links provide excellent resources that will allow young students access to materials useful in completing the webquest. Links are clearly annotated in a developmentally appropriate manner. Links provide resources that will allow young students access to materials useful in completing the webquest. Links are annotated. A limited number of resources are provided and/or some are of questionable quality. Links are not well annotated. Completion of the webquest my be difficult using these links. Some links may be broken.

Clarity of Presentation

Writing is accurate and clearly communicates all elements of the quest. All elements appear to be connected so that a coherent and pellucid picture of task, process and assessments are provided. Writing is adequate to describe the elements of the quest. Writing and structure are problematic in that they obfuscate elements of the quest. Elements appear to be disconnected and the process lacks coherent focus.

Quality of Presentation

Visual elements are included that add to the aesthetic feel or informational content of the quest. Pages are well designed and implemented in a manner that elucidates the quest and excites the learner. Pages have been careful edited for grammar, links and updated content.
Adequate visual elements are included. Pages adequately communicate the quest and navigation is not problematic. Pages appear to have been edited. Visual elements are either not included or appear to detract from the quest. Pages are not well designed and implemented, navigation may be confusing. Pages include grammatical or spelling errors, links are either broken or outdated.

Also see Bernie Dodge's Rubric.

	Strong 5	Proficient 3	Emergent 1
Quality of Lesson Designed for Teachers	Lesson plan contains excellent implementation of the Pacific lesson design elements. Lesson contains thoughtful objectives and well-designed assessments as well as clearly delineated differentiations.	Lesson plan contains evidence of implementation of the Pacific lesson design elements. Lesson describes objectives and assessments and contains some differentiations.	Lesson plan contains evidence of inadequate implementation of the Pacific lesson design elements. Lesson either omits objectives, assessments or reference to differentiations.
Quality of Lesson Designed for Students	Lesson is developmentally appropriate and thoughtfully designed to engage and motivate students. Quest contains some high-level objectives where appropriate. Activities and assessments are authentic and help students build an integrated understanding of this social studies issue.	Lesson is developmentally appropriate and designed to engage students. Quest contains a range of objectives. Activities and assessments focus on a social studies issue.	Lesson does not accurately consider students' developmental level or appear to be designed to engage or motivate students. Quest is limited to lower-level objectives where others are possible. Activities or assessments are inauthentic or detached from other learning.
Introduction	Introduction builds on learner's previous knowledge to provide a thoughtful and engaging invitation to the quest.	Introduction nicely sets up the quest.	Introduction is too academic or unclear and does not seem designed to engage learners.
Task	Task is well designed, connected to appropriate standards and structured to foster a synthesis of material.	Task is clear, and connected to relevant standards.	Task is unclear, disconnected from standards and/or focuses on lower-level objectives.
Process	Process is clearly spelled out with appropriate checks for understanding. Activities flow logically and build on each other.	Process is adequately described but minimal strategies and checks are provided. Activities are described.	Process is disjointed and not well conceived or described. Activities appear disconnected .
Assessment	Rubric is provided that communicates criteria to students. Assessments incorporate authentic elements.	Rubric is provided but it is not well designed to assess authentic representations of learning.	Rubric is disconnected from learning activities. Activities are not authentic representations of understanding.
Guided Resource Links	Links provide excellent resources that will allow young students access to materials useful in completing the webquest. Links are clearly annotated in a developmentally appropriate manner.	Links provide resources that will allow young students access to materials useful in completing the webquest. Links are annotated.	A limited number of resources are provided and/or some are of questionable quality. Links are not well annotated. Completion of the webquest my be difficult using these links. Some links may be broken.
Clarity of Presentation	Writing is accurate and clearly communicates all elements of the quest. All elements appear to be connected so that a coherent and pellucid picture of task, process and assessments are provided.	Writing is adequate to describe the elements of the quest.	Writing and structure are problematic in that they obfuscate elements of the quest. Elements appear to be disconnected and the process lacks coherent focus.
Quality of Presentation	Visual elements are included that add to the aesthetic feel or informational content of the quest. Pages are well designed and implemented in a manner that elucidates the quest and excites the learner. Pages have been careful edited for grammar, links and updated content.	Adequate visual elements are included. Pages adequately communicate the quest and navigation is not problematic. Pages appear to have been edited.	Visual elements are either not included or appear to detract from the quest. Pages are not well designed and implemented, navigation may be confusing. Pages include grammatical or spelling errors, links are either broken or outdated.

Conclusion
The purpose of this assignment is fourfold. It is designed to acquaint preservice teachers with the pedagogical approach known as a WebQuest. Second it will provide teachers with experience in developing a guided discovery lesson. Third it is a scaffolded experience designing a technology-enhanced lesson plan. Fourth it is structured to allow teachers to experience a webquest from the standpoint of the learner. As teachers explore this approach and designing their own WebQuest, they will be empowered to join the growing community of teachers using this approach in their classrooms.

Credits & References

Bernie Dodge's Web Quest Materials - http://webquest.org/
History of WebQuests at San Diego State University - http://eet.sdsu.edu/eetwiki/index.php/WebQuests
The Webquest Site - http://webquest.org/
The Quest Garden Site - http://questgarden.com
This Webquest on Webgarden - http://questgarden.com/36/78/7/061002123834/

Mark Bailey, Pacific University College of Education
Last updated on Sept 23, 2015. Based on a template from The WebQuest Page

Guided Discovery Using the World Wide Web A WebQuest on Webquests for Preservice Teachers Designed by Mark Bailey baileym@pacificu.edu