Teaching with the Web:
A Collection of Online Treasure Hunts and Webquests
Teacher’s Guide to Volunteerism: A Gift of Kindness
This webquest is an application of lessons under the theme “Education for Global Citizenship”. As outlined in the 2002 curriculum for English 4, this theme includes the following topics: stressing interconnectedness, looking at problems in a global context, accepting cultural differences, working cooperatively and responsibly, and envisioning possible, preferred, and plural future scenarios.
The expected webquest output is a term paper, which is also the expected output of the unit cited above. In this connection, the specific learning competencies students are expected to achieve are:
1. Derive information from various text type and sources using print and online sources, and experts;
2. Distinguish between primary and secondary sources of information;
3. Use outlines to sum up and organize ideas;
4. Expand ideas in well-constructed paragraphs observing cohesion, coherence; and the appropriate modes of paragraph development;
5. Give and respond to feedback on one’s paper in the revision process;
6. Show respect for intellectual property rights by acknowledging citations made in reports and research through quotation marks or hanging indentions for direct quotes, internal footnoting, and bibliographic entries of text cited from books and periodicals.
In addition, this webquest teaches students how to:
1. Use word processing software for formatting essays; and
2. Work cooperatively and collaboratively in order to produce quality student output.
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. Prepare a list of volunteers and volunteer organizations for your students to research on. You will assign one volunteer or volunteer organization per group. You can include local volunteers, or people in the community who demonstrate the spirit of volunteerism. Try not to include in your list individuals who are much written about already—to develop “originality” of thinking and writing in your students.
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).
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 Steps 2-6).
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.
Finally, assign one volunteer or volunteer organization for each group to write their term paper on. You can do this by writing the names of the volunteers and organizations on slips of paper, and then having group representatives pick one slip each.
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 the concept of volunteerism.
Groups have two weeks to locate specific information on the volunteer assigned to their group. Encourage them to refer to a variety of sources—the World Wide Web, the library, other collections of print materials. Groups assigned to a locally-based volunteer should conduct an interview of him/her/them. Even volunteers who live afar can be interviewed by email if the students are resourceful about finding their email addresses.
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.
Encourage students to first write a draft of the term paper section assigned to them before attempting to encode it.
The encoding, scanning of photos, and the consolidation of the various sections of the term paper, to be done by the editors in the groups, is best done at the computer center during the students’ free time. You could also request the computer center manager to allow the students to use the center on a Saturday morning, for this step to be completed within the time allotted for it.
Schedule a special class session at the computer center on a Saturday for the groups to go over the consolidated version of their term papers and to revise these as needed. Refer groups to the rubric given in the Evaluation section of the webquest as they do this step.
The term paper can be finalized and completed within this session. Collect the term papers at the end of the session, congratulate your students for completing the webquest, and make a short (10 minutes) synthesis of the lessons learned.
At the end of the session for step 6, remind students to write their self-assessment essay (in which students write about the attitudes, values, and skills that they learned in the webquest) at home and submit this during the next class meeting.
Collect the essays on the due date and allot a few minutes for students to fill in the peer evaluation form. Each student should have a copy of the form. An alternative is to write out the contents of the form on manila paper and post it 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 term papers, individual essays, and peer evaluation forms have been submitted):
1. Evaluate the group outputs using the rubric, 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.
Copyright 2004 by the Foundation for IT Education & Development. All rights reserved.