Design Pattern Submission Form

Submitting a New Design Pattern

Use this form to suggest a WebQuest design pattern that can be applied to a range of different content. Erase all of the EXAMPLE text and replace it with your own.

Your name(s):

Email address:

Design Pattern Name:

Description:
EXAMPLE: Analyze a specific form of creative expression and use that analysis to create a new example in that form.

Instructional Purpose:
EXAMPLE: To teach the structure and variations of a genre and more generally to teach that most understandable writing is based on some set of conventions. To teach a general approach to analysis and to guide observation and close reading.

Applicability:
EXAMPLE: Can be applied to any form of expression that can be read fairly quickly and for which there are at least a half-dozen examples accessible on the web. Can be applied not only to written and oral forms (folk tales, fairy tales, limericks, jokes, riddles, etc.) but to visual forms (editorial cartoons, propaganda posters, television ads).

Examples:

Limitations:
EXAMPLE: Should not be used with forms of expression that would take too long to get through (e.g. novels). Care must be taken not to oversimplify the genre (as might happen with a rich form like haiku).

Variations:
EXAMPLE: If time does not permit doing both phases, do one half or the other. That is, stop at the analysis phase and end with a class discussion of the genre. Or begin with a completed analysis and use that as the jumping off place for students to create a new instance of the genre.

Introduction:
EXAMPLE: Begin with a short excerpt of an example of the genre. Tell the learner that they will soon be able to write a new piece in that same format.

Task:
EXAMPLE: Describe the task as being in two stages: First, you and your group will study a number of examples and will tease out what these examples have in common and how they differ from each other. Then, with that new understanding, you will create a new example of this form of expression.

Process:
EXAMPLE: 1. Provide a short list of examples of the genre and have all learners look that them. 2. Discuss in class their reactions; what they saw, what they liked, Use this to develop a vocabulary for talking about this genre. 3. Provide a longer list of examples and have groups of learners divide up the task of looking at all of them and identifying common themes, attributes or threads. Scaffold this by providing a features chart to guide their reading and give them a place to retain and organize their findings. 4. Have a class discussion debriefing the analysis and consolidating any discrepancies in analyses from different groups. 5. Now ask groups of students to use their analysis to create a new example of this genre based on their analysis. Scaffold this by providing a storyboard, prompted writing page, or other guide as appropriate.

Evaluation:
EXAMPLE: Describe the dimensions that you might evaluate. Quality of analysis; Choice of themes; Quality of Story Problem; etc.

Submitting a New Design Pattern Use this form to suggest a WebQuest design pattern that can be applied to a range of different content. Erase all of the EXAMPLE text and replace it with your own.
Your name(s):
Email address:
Design Pattern Name:
Description:	EXAMPLE: Analyze a specific form of creative expression and use that analysis to create a new example in that form.
Instructional Purpose:	EXAMPLE: To teach the structure and variations of a genre and more generally to teach that most understandable writing is based on some set of conventions. To teach a general approach to analysis and to guide observation and close reading.
Applicability:	EXAMPLE: Can be applied to any form of expression that can be read fairly quickly and for which there are at least a half-dozen examples accessible on the web. Can be applied not only to written and oral forms (folk tales, fairy tales, limericks, jokes, riddles, etc.) but to visual forms (editorial cartoons, propaganda posters, television ads).
Examples:


Limitations:	EXAMPLE: Should not be used with forms of expression that would take too long to get through (e.g. novels). Care must be taken not to oversimplify the genre (as might happen with a rich form like haiku).
Variations:	EXAMPLE: If time does not permit doing both phases, do one half or the other. That is, stop at the analysis phase and end with a class discussion of the genre. Or begin with a completed analysis and use that as the jumping off place for students to create a new instance of the genre.
Introduction:	EXAMPLE: Begin with a short excerpt of an example of the genre. Tell the learner that they will soon be able to write a new piece in that same format.
Task:	EXAMPLE: Describe the task as being in two stages: First, you and your group will study a number of examples and will tease out what these examples have in common and how they differ from each other. Then, with that new understanding, you will create a new example of this form of expression.
Process:	EXAMPLE: 1. Provide a short list of examples of the genre and have all learners look that them. 2. Discuss in class their reactions; what they saw, what they liked, Use this to develop a vocabulary for talking about this genre. 3. Provide a longer list of examples and have groups of learners divide up the task of looking at all of them and identifying common themes, attributes or threads. Scaffold this by providing a features chart to guide their reading and give them a place to retain and organize their findings. 4. Have a class discussion debriefing the analysis and consolidating any discrepancies in analyses from different groups. 5. Now ask groups of students to use their analysis to create a new example of this genre based on their analysis. Scaffold this by providing a storyboard, prompted writing page, or other guide as appropriate.
Evaluation:	EXAMPLE: Describe the dimensions that you might evaluate. Quality of analysis; Choice of themes; Quality of Story Problem; etc.