Teaching with the Web:
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Teacherís Guide to Whoís Reading

SUBJECT AREA & YEAR LEVEL
Mathematics and English 4

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LEARNING OBJECTIVES/COMPETENCIES
Implementing this webquest can be a collaborative endeavor between the 4th Year Math teacher and the 4th English teacher.

In Mathematics, the following learning competencies are developed:
1. Collect data through a survey;
2. Choose and implement a sampling technique;
3. Present the data collected in graphs, tables and charts; and
4. Find the mean, median, and mode of given grouped data.

In English, the following learning competencies are targeted:
1. Explain visual-verbal relationships illustrated in tables and graphs that are commonly used in content area texts;
2. Transcode information from linear to non-linear texts (in particular, tables and graphs) and vice-versa;
3. Gather data using different types of resources, including Web resources;
4. Prepare a survey questionnaire;
5. Analyze, synthesize, and present data from a quantitative study in the form of a research paper;
6. Document references used using the appropriate format; and
7. Give and respond to feedback on oneís writing in the revision process.

Equally important, the webquest helps develop the studentsí appreciation for reading by having them do a survey on the reading habits of young people like themselves, and by exposing them to articles based on reading research.

It is possible for only the Math teacher to implement this webquest with his/her students. But due to the quantitative approach to data gathering, the English teacher may have difficulty doing this webquest alone, without the assistance of a Math teacher.

DURATION
5 weeks

PROCEDURE

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. Plan for how you will assign the different sections (as survey population) to the groups you will form among your students. It is recommended that you do this at random. That is, list all possible combinations of sections (across all year levels) on slips of paper, roll these up, and have group representatives pick a slip each.
4. 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 the class list for each section that they will survey. Get the class lists from the class advisers or year level coordinators. Coordination with these colleagues is important for your project to succeed.
5. 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 Step 2 and possibly Step 5).

For every step in the webquest, here are the things that you need to do:

Step 1
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 six 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.

And then assign each group one section as their survey population using your method of choice (see recommended method above).

Step 2
In the Mathematics class, do the online treasure hunt titled Basic Statistics (see the Teacherís Guide to this treasure hunt) to introduce your students to the statistical methods that they will apply in this webquest.

The websites on reading research that are listed for this step may be accessed by students on their own (in Internet cafes, for example) outside of class hours. However, the better alternative is to ask the studentsí English teacher to spend a class session at the computer center during which students will read the websites on reading research.

See to it that students complete the background research in one week.

Step 3
Guide the group members as they decide on the actual sample and formulate their questionnaire. As you do so, refrain from actually doing these things yourself. Simply guide the students towards the right direction by asking probing questions.

Note that the actual sample will consist of not very many students, since a sample is only a representative set of a population (in this case, one class section only) and not the whole population itself. Five-ten percent of the total population should suffice for the actual sample.

Step 4
Ensure that the group members concerned are able to distribute their questionnaires to their target sample by coordinating with the section advisers and year level coordinators beforehand. Do this in a strategic way. If necessary, get the principal to endorse the project to everyone else in the school.

Step 5
Remind students to start work on their reports as soon as they have collected the data they need.

In the two-week period allotted for this step, make sure students are doing the required tasks by periodically checking on their progress. You can allot 10 minutes of your class sessions for spot-checking the tables and graphs that are supposed to be generated at this stage in the webquest.

It is highly recommended that you teach students to generate tables and graphs using a spreadsheet program. This means that you should schedule a special session at the computer center on a Saturday for this purpose. Coordinate this matter with the computer center manager, who should also help you in doing the demo of how to make tables and graphs using a spreadsheet program.

Step 6
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.

Collect the group outputs on the due date.

Upon collection of the outputs, congratulate your students on completing the webquest and do a brief (10-15 minutes) synthesis of the lessons learned.

Step 7
Immediately after the group outputs have been submitted, distribute copies of the self-assessment and peer evaluation forms for students to fill in. This is individual work. Each student should therefore have a copy of the forms. An alternative is to write out each form on a piece of manila paper and post these in the classroom for students to copy. The students can simply write their answers to the forms 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 rubric, assign points to the self-assessment and peer evaluation, and compute each studentís final grade or score for the webquest.
2. Let everyone know his/her score for the project.
 
   
   
       

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