What are the parts of WebQuests?
Introduction
The introduction provides the students with background information that is intended to begin the process of inquiry. The introduction prepares and hooks the students. For example, real-life scenarios are presented to students, as motivational tools.
Task
The task is the most important component of the WebQuest. It describes what the end result of the activities will be. It is typically a problem, mystery, a position to be formulated and defended, a message, a journalistic account, a creative piece, or anything that requires learners to transform the information they have gathered into a new form.
Process
The process is where the teacher leads the student through the task. The teacher should offer advice on how to manage time, collect data, and provides strategies for working in group situations. However, it is important to lay out the specific steps learners should follow in order to complete the task.
Resources
Students are provided with sources (usually online, such as web sites), or leads to tools that can help them complete the task. In order for this to be valuable, a teacher must thoroughly review each source.
Evaluation
Assessment rubrics should be shared with the student. Good rubrics describe to learners how their performance criteria is evaluated. Often the final product is a written/oral report or multimedia presentation.
Conclusion
Web Quests should have a mechanism for reflections. Reflections should summarize what was accomplished or learned from the activity. Some examples include surveys, rhetorical questions or journals. These examples extend contemplation beyond that one lesson.
The introduction provides the students with background information that is intended to begin the process of inquiry. The introduction prepares and hooks the students. For example, real-life scenarios are presented to students, as motivational tools.
Task
The task is the most important component of the WebQuest. It describes what the end result of the activities will be. It is typically a problem, mystery, a position to be formulated and defended, a message, a journalistic account, a creative piece, or anything that requires learners to transform the information they have gathered into a new form.
Process
The process is where the teacher leads the student through the task. The teacher should offer advice on how to manage time, collect data, and provides strategies for working in group situations. However, it is important to lay out the specific steps learners should follow in order to complete the task.
Resources
Students are provided with sources (usually online, such as web sites), or leads to tools that can help them complete the task. In order for this to be valuable, a teacher must thoroughly review each source.
Evaluation
Assessment rubrics should be shared with the student. Good rubrics describe to learners how their performance criteria is evaluated. Often the final product is a written/oral report or multimedia presentation.
Conclusion
Web Quests should have a mechanism for reflections. Reflections should summarize what was accomplished or learned from the activity. Some examples include surveys, rhetorical questions or journals. These examples extend contemplation beyond that one lesson.
