webquest a student-centered method

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WEBQUEST A STUDENT-CENTERED METHOD Nguyễn Thị Việt Hà English Lecturer Tôn Đức Thắng University

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Nguyễn Thị Việt Hà English Lecturer Tôn Đức Thắng University. WEBQUEST A STUDENT-CENTERED METHOD. Contents. 1. What is a WebQuest ? 2. The first WebQuest 3. Why is WebQuest a Student-centered method? 4. Critical attributes 4.1. Introduction 4.2. Task 4.3. Process - PowerPoint PPT Presentation

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Page 1: WEBQUEST  A  STUDENT-CENTERED METHOD

WEBQUEST A STUDENT-CENTERED METHOD

Nguyễn Thị Việt HàEnglish Lecturer

Tôn Đức Thắng University

Page 2: WEBQUEST  A  STUDENT-CENTERED METHOD

Contents1. What is a WebQuest?2. The first WebQuest 3. Why is WebQuest a Student-centered

method?4. Critical attributes

4.1. Introduction4.2. Task4.3. Process4.4. Evaluation4.5. Conclusion

5. Useful advice6. Writing your own WebQuest7. Conclusion

Page 3: WEBQUEST  A  STUDENT-CENTERED METHOD

WEBQUESTS

holding learners' attention

responsible use of Internet

motivating force

Page 4: WEBQUEST  A  STUDENT-CENTERED METHOD

1. What is a WebQuest? In 1995, WebQuests developed by

Bernie Dodge and Tom March at San Diego State University

Currently, hundreds of WebQuests in all subjects and levels

Interne

t

• scaffolding• authentic learning• critical thinking• cooperation

Page 5: WEBQUEST  A  STUDENT-CENTERED METHOD

1. What is a WebQuest?

WebQuest is “an inquiry-oriented activity in which some or all of the information that students interact with comes from resources on the Internet.”

(Schrock, 1996)

Page 6: WEBQUEST  A  STUDENT-CENTERED METHOD

1. What is a WebQuest?

Types of WebQuests: long-term short-term

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2. The first WebQuest

1995: Bernie Dodge and Tom March of San Diego State University

A WebQuest generally consists of these following attributes: Introduction Task Process Evaluation Conclusion

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3. Why is WebQuest a Student-centered method? What is Student-centered method?

Chart 1. Teacher-centered vs. Learner-centered paradigms (Allen, 2004)

Chart 2. Comparison of Teacher-centered and Learner-centered paradigms (Huba and Freed, 2000)

Page 9: WEBQUEST  A  STUDENT-CENTERED METHOD

TEACHING-CENTERED versus LEARNING-CENTERED instructionConcept Teacher-Centered Learner-CenteredTeaching goals

• Cover the discipline • Students learn:o How to use the disciplineo How to integrate disciplines to solve complex problemso An array of core learning objectives such as communication and information, literacy skills

How students learn

• Listening• Reading• Independent learning, often in competition for grades

• Students construct knowledge by integrating new learning into what they already know • Learning is viewed as a cognitive and social act

Pedagogy • Based on delivery of information

• Based on engagement of students

Course delivery

• Lecture • Assignments and exams for summative purposes

• Active learning• Assignments for formative purposes• Collaborative learning• Community service learning• Cooperative learning• Online, asynchronous, self-directed learning• Problem-based learning

Effective teaching

• Teach (present information) well and those who can will learn

• Engage students in their learning• Help all students master learning objectives• Use classroom assessment to improve courses • Use program assessment to improve programs

Organization of the curriculum

• Courses in catalog • Cohesive program with systematically created opportunities to synthesize, practice, and develop increasingly complex ideas, skills, and values

Course structure

• Faculty cover topics • Students master learning objectives

Course grading

• Faculty as gatekeepers• Normal distribution expected

• Grades indicate mastery of learning objectives

Faculty role

• Sage on the stage • Designer of learning environments

Page 10: WEBQUEST  A  STUDENT-CENTERED METHOD

Teacher-Centered Paradigm

Learner-Centered Paradigm

Knowledge is transmitted from professor to students

Students construct knowledge through gathering and synthesizing information and integrating it with the general skills of inquiry, communication, critical thinking, problem solving and so on

Students passively receive information

Students are actively involved

Emphasis is on acquisition of knowledge outside the context in which it will be used

Emphasis is on using and communicating knowledgeeffectively to address enduring and emerging issues and problems in real-life contexts

Professor’s role is to be primary information giver and primary evaluator

Professor’s role is to coach and facilitateProfessor and students evaluate learning together

Teaching and assessing are separate

Teaching and assessing are intertwined

Assessment is used to monitor learning

Assessment is used to promote and diagnose learning

Emphasis is on right answers Emphasis is on generating better questions and learning from errors

Desired learning is assessed indirectly through the use of objectively scored tests

Desired learning is assessed directly through papers, projects, performances, portfolios, and the like

Focus is on a single discipline Approach is compatible with interdisciplinary investigation

Culture is competitive and individualistic

Culture is cooperative, collaborative, and supportive

Only students are viewed as learners

Professor and students learn together

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3. Why is WebQuest a Student-centered method? Foundation: constructivist

philosophy scaffolding: valid websites quality

time collaboration: share, negotiate, and

discuss opinions reach a common aimLearn Understa

ndApply to the Task

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3. Why is WebQuest a Student-centered method? Cognitive practices 1 integrated

activity problem solving: motivation, scaffolding,

technology integration, authenticity, cooperative learning process

thinking skills (Schrock, 1996) higher-order thinking (

Bloom’s learning objectives)

ACQUISITION

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3. Why is WebQuest a Student-centered method?

WebQuest is “a scaffolding structure that encourages student motivation and facilitates advanced thinking with integration of an enriched learning resources”

(March, 2007)

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4. Critical attributes

4.1. Introduction4.2. Task4.3. Process4.4. Evaluation4.5. Conclusion

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4.1. Introduction hook students' interest give preparation open-ended question or problem:

based on students' prior knowledge set the stage for further investigation

& exploration scenarios of the introduction:

evaluating history bringing contemporary world problems in

to the classroom creating products dealing with life's realities sparking students' imaginations

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4.2. Task

'doable' & interesting activities go beyond copying and pasting

information Higher-order thinking skills: inducing,

deducing, comparing, classifying, analyzing, building meaning-construction, synthesizing from multiple sources of data, going beyond data to make generalizations, etc.

Formulating questions: challenging

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4.3. Process given step-by-step guidelines: well-written and clear-

cut learners' quality time concentrate on using the

information, not seeking suggest useful ways to use time efficiently, assign

roles, collect and analyzing data, using appropriate tools, etc.

even set deadlines provide strategies Links: pertinent, appropriate, of high-quality Relevant materials: reference books, texts, places,

videotapes, and people interview friends, teachers, parents, go to the school

library, a museum or a store, etc.

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4.3. Process maximise the search engines a list of keywords and statements Google:

In URL (htm|html|php), entitle: "index of" + "last modified" + "parent directory" + description + size + (doc|pdf)

E.g. searching all doc or pdf files for TOEFL material Ask time: “what time is it Ho Chi Minh City” Track flight status: “Jetstar Flight 502” Metrics and conversion: “seconds in a year”, “5 euro

in us dollars”, “cm in inches” Adding a tilde (~) to a search term will return related

terms: “~IELTS” Use some specific terms: “better than”, “and”, “or”,

etc.

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4.4. Evaluation

checklist or rubric Criteria: clearly described,

measurable, and authentic illustrate precisely what learners

have to do to succeed

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4.5. Conclusion

Bring closure Extend Get feedback

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5. Useful advice (Benjamin, 2003) Align with your state standards in one or more subject areas, including technology

Demonstrate higher order thinking skills, including analysis, synthesis, and evaluation

Be multidisciplinary (including technology) Allow for collaborative tasks and for individual

work. This might include the exchange of email with experts in the field of study.

Provide for a demonstrable outcome Have a culminating activity Be able to adapt itself to team teaching if this is

one of your goals Demonstrate the use of various low level and

high level technologies

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5. Useful advice (Benjamin, 2003) Use more than one piece of software with a short learning curve just in case students have not used it before

Be curriculum specific Provide self, peer, and teacher assessment rubrics

that are clear and objective Provide for self, peer, and teacher evaluation that

will allow reflection on what has been learned, the process, and the outcome

Engage the student through different roles that can be played

Provide a variety of activities for students with multiple intelligences

Provide a variety of activities to accommodate different learning styles

Give clear directions

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5. Useful advice (Benjamin, 2003) Require some pre-knowledge, i.e. the WebQuest requires that the student be familiar with some of the material

Be visually attractive Incorporate graphics and sounds Be free of cultural and gender bias Allow the teacher to take on the role of facilitator; it

should let the students "do" Require some off line tasks just in case of down

time or inability to access the Internet Appeal to the students' sense of natural curiosity Allow extension to the home so that parents and

others can get involved Allow for adaptation and extended activities to

challenge all learners

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5. Useful advice (Dodge, 2001) Find great sites

Master a search engine Probe the deep Web Don’t lose what you find

Orchestrate your learners and resources Organizing resources Organizing people

Challenge your learners to think Taking your learners to

task Design Journalistic tasks Persuasion amid

controversy

Use the medium People Conversation Selective glitz

Scaffold high expectations Reception Transformation Production

FOCUS

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6. Writing your own WebQuest collaborate with colleagues

combine curricular goals and extension learning beyond classroom

Consider: background information Interest Schemata reading proficiency and skills

Page 26: WEBQUEST  A  STUDENT-CENTERED METHOD

6. Writing your own WebQuestSchrock (1996):1. Choose your WebQuest wisely2. Gauge student technology proficiency3. Determine prior knowledge/content understanding4. Assess the availability of computers5. Have a backup plan6. Maximize class time on the computer7. Clarify student roles8. Continue working even after computer time is over9. Make assessment clear to students10. Be excited about the possibilities

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6. Writing your own WebQuest "the more meaningful, the more deeply or

elaboratively processed, the more situated in content, and the more rooted in cultural, background, metacognitive, and personal knowledge an event is, the more readily it is understood, learned, and remembered" (WebQuest)

"putting a WebQuest together is not much different from creating any kind of lesson. It requires getting your learners oriented, giving them an interesting and doable task, giving them the resources they need and guidance to complete the task, telling them how they'll be evaluated, and then summarizing and extending the lesson" (Johnson & Zufall, 2004)

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6. Writing your own WebQuest Work in groups of five and design a

WebQuest for your students on a favourite topic

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7. Conclusion The Internet: inspire the imagination, solve

the problem & encourage discussion nurture students’ critical thinking skills

incorporate WebQuests into the syllabus: authentic environment, ‘invigorate a curriculum’ & ‘enliven a class’

WebQuests: maximize teachers and students’ creativity & productivity

5 key elements: Introduction, Task, Process, Evaluation, and Conclusion

‘learning can and should be fun’ (Benjamin, 2003)

Teachers = facilitator promote student-centered paradigm

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References Allen (2004). Assessing Academic Programs in Higher

Education. Retrieved July 2nd, 2013, from http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf

Benjamin, J. Y. (2003). A Checklist for Evaluating WebQuests. Retrieved July 2nd, 2013, from http://www.techlearning.com/from-the-classroom/0015/a-checklist-for-evaluating-webquests/41271#sthash.OTZH2GMJ.dpuf

Bloom's Taxonomy. Retrieved July 2nd, 2013, from https://en.wikipedia.org/wiki/Bloom%27s_Taxonomy

Dodge, B. (2001, May). FOCUS - Five Rules for Writing a great WebQuest - Learning & Leading with Technology. ISTE (International Society for Technology in Education), 28(8), 6-9+58.

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References Huba & Freed (2000). Learner-Centered Assessment on

College Campuses. Retrieved July 2nd, 2013, from http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf

Johnson, D., Johnson, R. & Holubec, E. (1998). Integrating New Technologies into the Methods of Education. In Time. Boston: Allyn and Bacon. Retrieved July 2nd, 2013, from http://www.intime.uni.edu/coop_learning/ch9/default.htm

Johnson, D., Johnson, R. & Holubec, E. (1998). Cooperation in the classroom. In Time. Boston: Allyn and Bacon. Retrieved July 2nd, 2013, from http://www.intime.uni.edu/coop_learning/ch9/default.htm

Johnson, D., & Zufall, L. (2004, March/April). Web watch – Not just for kids anymore: WebQuests for professional development. Reading Online, 7(5). Retrieved May 22nd, 2013, from http://www.readingonline.org/electronic/elec_index.asp?HREF=webwatch/webquests/index.html

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References

March, T. (2007). Revisiting WebQuests in a Web 2 World. How developments in technology and pedagogy combine to scaffold personal learning. Interactive Educational Multimedia, 15, 1-17. Retrieved July 2nd, 2013, from http://www.ub.edu/multimedia/iem

Putranto, B. P. D. (2012), Using ICT to Teach English - Towards Learner-centered Learning, Training for English Teacher, MDIS Tashkent.

Schrock, K. (1996). WebQuests in our Future - The Teacher’s Role in Cyberspace. Retrieved July 2nd, 2013, from http://kathyschrock.net/slideshows.htm

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References

Strickland, J. (2005). Using webquests to teach content: Comparing instructional strategies. Contemporary Issues in Technology and Teacher Education, 5(2), 138-148.

WebQuest. Retrieved July 12th, 2013, from http://encyclopedia.thefreedictionary.com/webquest

Winn, K., Money, A., Henderson, K., & Flores, A. A Day in the Life of a Student in the United Kingdom. Retrieved July 2nd, 2013, from http://zunal.com/webquest.php?w=153664

Yoder, M. B. (1999, April). The Student WebQuest: A Productive and Thought-Provoking Use of the Internet. Learning and Leading with Technology, 26(7), 6-9.

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Thanks for your attention!

Page 35: WEBQUEST  A  STUDENT-CENTERED METHOD

2. Why is WebQuest a Student-centered method?

Build up these following thinking skills (Schrock, 1996):

Comparing Classifying Inducing Deducing Analyzing errors Constructing support Abstraction Analyzing perspectives

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2. Why is WebQuest a Student-centered method?

Evaluate

Synthesize

Analyze

Apply

Understand

Remember

Bloom’s taxonomy(1956)

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Evaluating history

Topic: wars, major tragedies, disasters, or periods of exploration

Task: teachers challenge students to imagine themselves as eyewitnesses

E.g. WebQuests on the Civil War, the sinking of the Titanic, the Great Depression, and a range of historic voyages from Noah's Ark to Apollo 7

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Bringing contemporary world problems into the classroom Topic: environmental, political, or

sociological issues Task: Students are given a real

problem, one that currently troubles a local or the world's population.

E.g. WebQuests on polluted rivers, human rights, endangered animals

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Creating a product

Topic: anything from whales to Bach, to the first printing press

Task: creation of concrete items E.g. WebQuests on images of murals

or flower beds, multimedia productions, or menus for multicultural dinners

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Dealing with life's realities Task: something a student might

actually encounter Resources: online employment

pages, airline schedules, and money-exchange charts

E.g. WebQuests on finding a job, buying a car, traveling to another city or country

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Sparking the imagination

Topic: a trip through outer space, a journey back in time, a visit to the ocean's bottom, or a journey through the human body

Students might be given superpowers such as the ability to fly or to become invisible. They may have time machines or submarines