Teaching with the Web:
A Collection of Online Treasure Hunts and Webquests
Teacher’s Guide to Ang Mga Bag-ong Bayani (The Modern Heroes)
Thematically, this webquest covers the unit on “Getting in Touch with Self & Others” in the 1st Year curriculum and the unit on “Making a Difference” in the 3rd Year curriculum.
The webquest develops various reading, writing, and oral communication skills, as follows:
1. Listen to simple narratives to develop appreciative listening skills;
2. Observe social and linguistic conventions in oral transactional discourse;
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. Gather data from different reading materials, including Web resources;
6. Write a biographical essay which combines narrative, expository and descriptive text; and
7. Do self and peer editing using a set of criteria.
In addition, this webquest teaches students how to:
1. Use the World Wide Web as a learning resource;
2. Use word processing software for formatting essays; and
3. Work cooperatively and collaboratively in order to produce quality student output.
The 1st Year English teacher and the 3rd Year English teacher may implement the webquest with their respective students separately, or without collaborating. However, it is recommended that the 1st Year English teacher collaborate with the Araling Panlipunan teacher who, for his/her part, can require students to write an essay in Filipino comparing the modern hero they have chosen and a historical hero they have studied in their Araling Panlipunan class.
There is no need for an introductory lesson on for this webquest. Step 2 serves as the lesson on defining heroism and the form of a biographical essay.
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 four consecutive weeks, not spread out over a long period. This is to ensure a focused interest in the project.
3. 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).
4. 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 you might need (especially for Steps 2 and Steps 4-6).
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 three members each, 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.
Schedule a class session at the computer center for your students to go over the websites listed in the Resources section.
Afterwards (perhaps in the next class session), lead a discussion on what heroism is. Then ask the groups to come up with their shortlist of local people who would qualify as heroes and whom they can interview.
Students have two weeks to find someone whom they can interview and to conduct the interview itself. Periodically check on each group’s progress by asking about it during your class meetings. Make sure everyone keeps to the time allotted for this step.
As the editors are drafting their essays, the photographers of each group will need to scan photographs of the group’s modern hero. They should be given time at the computer center to do this, possibly during their vacant period. Request the Center Manager to assist the students as they do the scanning.
Steps 5 & 6
To help the groups complete their biographical essays, schedule a special class session (at least three hours but preferably the whole day) at the computer center on a Saturday. This is when groups will go over the essay drafted by the editors and the photos scanned by the photographers. They will then make the necessary improvements and start encoding the final essay using a word processing program.
Coordinate the use of the computer center with the Center Manager. In addition, you and the Center Manager should provide whatever technical assistance students may need as they work with word processing software.
As they finalize their group output, remind the students to consult or be guided by the scoring guide given in the Evaluation section of the webquest.
The encoding of the group essays may not be finished during this special session. But be sure to set a date for when the essay is due, preferably within the following week. Encoders can complete the job during their vacant period.
Collect the group outputs on the due date.
Congratulate your students for completing the webquest and then do a brief (10-15 minutes) synthesis of the lessons learned in the course of the webquest project.
Finally, ask your students to fill in the self-assessment and peer evaluation forms at home (to be submitted the next day). This is individual work. Each student should have a copy of the forms. An alternative is to write out the contents of the forms on manila paper and post these in the classroom for students to copy. The students can simply write their answers to each form on a piece of paper.
After the webquest (when all group outputs and accomplished student self-assessment and peer evaluation forms have been submitted):
1. Evaluate the group outputs using the checklist, assign points to the self-assessment essay and peer evaluation, and compute each student’s final grade or score for the webquest.
2. Let everyone know his/her score for the project.
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