Teaching with the Web:
A Collection of Online Treasure Hunts and Webquests
Teacherís Guide to Fiestas of Negros Oriental
In terms of theme, this webquest covers lessons that aim to help students develop pride in their cultural heritage and love of learning.
In terms of skill, the webquest aims to develop the studentsí ability to:
1. Gather data using different types of resources, including Web resources;
2. Extract and organize information from different text types;
3. Develop the ability and the desire to read different text types for information, pleasure and appreciation;
4. Prepare interview guides and make a write-up of an interview;
5. Write narrative, expository, and descriptive text;
6. Prepare materials (in particular brochures) for drives or campaigns;
7. Do self and peer editing using a set of criteria; and
8. Write reflections on learning experiences in diary and journal entries.
In addition, this webquest teaches students how to format their work as multimedia material (i.e., encoded and laid out on a computer, complete with graphics) for uploading to a website.
Before starting on the webquest:
1. Make sure that you are thoroughly familiar with all of the components of the webquest.
2. Prepare a work plan, in which you indicate the inclusive dates for the various steps in the webquest process. The time allotment for each step in the webquest process is indicated in the Process section. But you need to identify the actual dates for every step. Your schedule should be such that the webquest is completed in five consecutive weeks, not spread out over a long period. This is to ensure a focused interest in the project.
3. Make a list of the towns and cities whose fiestas you will ask your students to research on. Since students may have to visit the town assigned to them, choose towns that are nearby or that are easily accessible to students. You can assign two groups to one town if there are more student groups than towns that they can visit.
4. To facilitate matters for your students, you might write the town mayors or tourism or cultural officers a letter explaining the webquest project and requesting that they accommodate your studentsí requests for information.
5. Prepare the materials that you will need to distribute to students during the orientation session, such as copies of the webquest (print the printer-friendly version of the webquest, which is marked with a printer icon on the webquest index page of the sourcebook) and sample brochures.
6. Coordinate with the Center Manager the use of the computer center (this is one reason why a work plan is needed) and let him/her know of any technical assistance that you might need (especially for Step 2a and Steps 3-4).
For every step in the webquest, here are the things that you need to do:
Orient your class to the webquest. It is recommended that you give a print copy of the webquest to each group. You can also do the orientation in the computer center, where groups can read the electronic or soft copy of the webquest on a computer assigned to them.
Carefully go over the Task and Evaluation sections of the webquest with your students. And then go over the Process. Encourage students to ask clarificatory questions and be ready to provide answers.
Form your students into groups of four using the grouping method you decided on prior to starting the webquest. Make sure that there is a mix of abilities in each group.
Give the groups time to decide on the distribution of roles among them. Make sure that the assignment of roles is by consensus among the group members. No one member should decide which roles the other members will play, to ensure that all members will be motivated to participate in the activity.
When assigning towns to groups, you can do a random assignment (drawing of lots) or you can do a purposive assignment where you first find out whether there is a group member with relatives in a certain town and then assign that town to that particular group.
Remind students that they are required to keep a process journal. Provide sample entries for guidance.
Bring your class to the computer center during a class session soon after Step 1 to give them an opportunity to access the websites listed in the Resources section. And then remind your students to look for print materials on Negros Oriental. These two steps can be completed in one week.
The studentsí visit to the towns assigned to them will take only a day but the preparation time will take at least a week.
First of all, the studentsí should get their parentsí permission. You may have to write a letter to parents about the webquest project. Have your principal endorse this letter.
Second, students must make an appointment with townsfolk that they will interview. In this matter, provide assistance as needed.
If an actual visit to a town proves impossible, students can simply interview family and community members who are familiar with the town fiestas.
Make sure that all groups have gathered the data they need within the three weeks allotted for Step 2. Set a periodic journal sharing time (e.g., 10 minutes twice a week during the regular class session) to check on individual and group progress.
Steps 3 & 4
Remind students to start work on their drafts as soon as they have the data they need.
For encoding and editing of drafts, arrange access to the computer center for your students with the Center Manager (during the studentsí vacant period, for example). Or you can schedule a special session at the computer center on a Saturday for all groups, with you and the Center Manager doing a demo-lecture of how to scan photos and lay out a brochure.
As they finalize their group output, remind the students to consult or be guided by the rubric given in the Evaluation section of the webquest.
Throughout the two weeks allotted to Steps 3 and 4, set a periodic journal sharing time (e.g., 10 minutes twice a week during the regular class session) to check on individual and group progress.
Steps 5 & 6
Collect the group outputs and the individual portfolios on the due date (you could make this just one date instead of two separate dates).
Congratulate your students for completing the webquest and then do a brief (10-15 minutes) synthesis of the lessons learned.
After the webquest:
1. Evaluate the group outputs using the rubric and assign points to the individual portfolios.
2. Let everyone know his/her score for the project.
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