Molly Anderson EDMT 380-002
A group project completed by: Molly Anderson, Amber Seidler, and David Baloga.
| What is it? | Advantages | Disadvantages | Example | |
| Topic Hotlist | A list/collection of web-sites that have been chosen by the teacher and deemed as useful for the students to utilize. | • provides sources
that are appropriate for the students to be viewing • searching is not required by the students • discourages time students spend off task |
• students do
not get practice with searching on their own • takes considerable teacher planning time • links might become outdated or unusable quickly |
China
on the Net |
| Multimedia Scrapbook | A collection of web-sites that are divided and categorized by media type (i.e. photographs, videos, sound clips, etc.) | • allows students
to discover what they are most interested in • offers a student-centered approach • gives students experience with various forms of multimedia |
• plug-ins may
not be installed • copyrighting may be an issue • students may get off task easily |
World
War II |
| Subject Sampler | Learners are presented with a fewer number of interesting web-sites that are all related to one main topic. The learner then provides their thoughts, feelings, and perspectives on the given issue. | • encourages
students to think for themselves from a personal point of view • websites are chosen for students, so there is not as much of an opportunity for them to get off track • encourages higher level thinking skills, rather than just searching for and finding basic facts |
• requires planning
time by teacher, and must keep up to date to make sure links still work • as with any internet activity, requires supervision on the part of the teacher to ensure students are doing what they’re supposed to be doing • less freedom for students to search on their own for information |
Betsy
Ross
|
| Treasure Hunt | An activity in which the learner searches for clues and answers via web-sites, to a posed list of questions | • requires students
to develop Internet searching skills • students develop basic Internet skills gathering information that is relevant • could be used as an introduction or supplemental review of material |
• students might
find irrelevant information • requires close teacher supervision • doesn’t always require higher-level thinking skills |
Black
History: |
| WebQuest | An inquiry activity in which most or all of the information is obtained from the internet. | • promotes effective
Internet use • requires cooperative work on the students' behalf • promotes higher level thinking skills • focuses on inquiry-based learning |
• must supervise
closely • students may need help narrowing down their search and synthesizing information • may be difficult in classrooms where computer use is limited |
Tuskegee
Tragedy |
More Information on WebQuests!
WebQuests are best
suited for group activities, inquiry based learning, and problem solving. They
can be used as single or interdisciplinary excercises. For classrooms with one
computer or classrooms that have limited time on computers, learning stations
can be set up so that students who are waiting to get on the computer can do
non-computer based research or preparation. In addition, WebQuest could be used
to drive whole class discussion with the teacher doing the work on a computer
and projecting onto a screen for the class to watch. Another alternative would
be for students to use information that has been taken off the internet, archived,
and saved to their hard drive.
There are
six elements of a good WebQuest:
Introduction - prepares and hooks the reader, with
the student as the intended audience.
Task - focuses learners on what they are going to
do - the culminating performance/product that drives all of the learning activities.
Process
- outlines how learners will accomplish the task. Scaffolding includes clear
steps, resources, and tools for organizing information.
Evaluation - describes the evaluation criteria needed
to meet performance and content standards.
Conclusion - brings closure and encourages reflection.
Teacher Page - information to help other teachers
implement WebQuest, including target learners, standards, notes for teaching,
and examples of student work.
Information obtained from
http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm
How we will use
these strategies in our lesson plans:
Amber
Seidler- I will be using a Treasure Hunt as my web instructional
strategy for project #1. In my lesson the students will be locating information
about Germany and its culture. By using a Treasure Hunt that has the relevant
links available to the students immediately following the question, the students
will be to locate the appropriate answers quickly and effectively. This strategy
will help to ensure that the students are not spending too much time searching
through useless or irrelevant information.
Molly Anderson - I will use the Topic Hotlist for my lesson plan. Students will use websites that I find for them and create in the form of a topic hotlist to research the state they are assigned. The Topic Hotlist will be divided up into sections, including weather, recreation, and special features (for example, National Parks.) In using this Topic Hotlist, students will still be getting practice in searching the internet and obtaining information, but will have a little direction in finding the right web sites.
David Baloga - For my lesson, I would use Topic Hotlists because it fits very well with my lesson. Through my research beforehand, I can best keep the students on tract. Furthermore, it allows me to group the historical figures and other information into categories and have them search specific sites. It will best help keep the students focused and give them good structure for the assignment.
Home | Web Instructional Strategies | Project #1 | Project #2
Questions?
E-mail me at andersmb@uwec.edu
Page last updated on:
17-May-2004 8:41 PM