We started the week by studying a few different sources that explained exactly what a WebQuest is and how they originated. I have to say, I found it interesting that the structure of WebQuests is pretty strict. The different components that are supposed to be there include the introduction, task, process, resources, evaluation, and conclusion. I can see how these components are beneficial, since they break down the whole assignment into easy to handle sections.
After reading about WebQuests, I feel that they could truly be beneficial in almost any type of classroom. English classes and history classes seem that they would really lend themselves well to WebQuest usage. For example, I found a great example of a WebQuest created by an English teacher who used it to teach about mid-20th Century authors. Here is the link:
http://sfcstudent123.tripod.com/authorwq.html
In this WebQuest, the teacher divided students up into groups and had them pretend that they are working in a publishing house and are tasked with deciding who is the best mid-Century modern American author. The students in each group were then given individual parts such as "biographer," "literary critic," "literary analyst," and "presentation coodinator and assistant analyst." Each student was assigned a specific task to do using the research and links listed on the WebQuest. At the end, the group was to create a presentation on the author they believed to be the best and present it to the class. Then, the class would vote as a whole to see which author "won."
I think that this WebQuest is a great example, especially since it it allows individual and group work as well as creates a slight competition, which students enjoy. I also feel that it could be used for almost any time period or group of similar authors such as the Beat generation or Southern Gothic authors. I definitely plan to create a variation on this WebQuest for my classroom.
Though I do not have my own classroom yet, I tried to create a WebQuest that could be relevant for a future classroom or easily changed to accomodate certain authors, books, and time periods. With that being said, what I chose to do was a WebQuest about The Great Gatsby. I actually chose this for two reasons - I studied it when I was a senior in high school, and it is one of the books that made me fall in love with literature, and secondly, I recently saw the new movie adaptation of it and felt that it is a popular and relevant topic right now.
In my WebQuest, I really wanted to focus on how authors' lives and time periods affect their work. For Process 1, I had students research a few links about the Roaring Twenties and write a quick paragraph about their findings to turn in to me. I didn't really want to make this part of the assignment too difficult, but I did want to ensure that they actually did the reading. This paragraph was listed on the Evaluation section, which ensures that students will take it seriously.
In Process 2, I had students explore Fitzgerald's life and background. Once they were finished reading about him and watching the assigned video that I linked, they were to complete the Word Document with questions that I attached. I also did not want to make this part too difficult since the last component is time-consuming. I also listed this Word Document on the Evaluation section, to make sure that students complete it.
Process 3 is my favorite part. I assigned students to choose an object or use of symbolism that Fitzgerald used in The Great Gatsby and create a Glog, work of art, or presentation about it. I listed a specific list of what exactly the project needed to have, but I did not make the list very long as I wanted the students to have a good amount of autonomy on this one. I want them to think creatively and come up with something that they find interesting and then express it in a creative way.
Once the presentations were complete, I chose to have students present them on "Gatsby Day," and give them extra credit if they dressed in the Roaring Twenties attire.
I felt that my WebQuest was a successful one, but I do feel it would be interesting to see how it went over in a classroom. I found the entire process of creating one to be quite challenging. It was difficult, especially since I don't have a classroom yet, to think of an idea that would be relevant to high school students without having a curriculum yet. It was also difficult to come up with tasks that weren't boring. I felt that my final task of having them think deeply about symbolism and express it in a creative way was a much better assessment of understanding than just a paper or worksheet.
I did feel, however, that Quest Garden made the process much easier. It broke the steps down into manageable sections, and it provided tips and examples of other WebQuests to help along the way. If I am in a school where I have easy access to computers that all of my students can use, I feel that I will use WebQuests often. I like that it allows students to be in charge of their own learning, while giving them the autonomy to be creative at the same time.
No comments:
Post a Comment