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Introduction | Task
| Process | Evaluation
| Conclusion | Credits
| Teacher Page
Introduction
[This document should be written with the student as the intended audience. Write a short paragraph here to introduce the activity or lesson to the students using the following as a guide.]
Some of us think we need this thing a LOT; others are not so sure; a few may not want it at all. What are the facts? What are the problems? If the facts are so clear, why are the opinions so diverse? What can we do to effect a win-win solution? Task
[Describe clearly and briefly what the end product will be (e.g.: a set of policies for a school web site, a redesign plan for an urban street, a plan for a new stadium), and tell what form it will take: (a slide presentation describing the solution? the actual product? a scale model? a blue print? a list? a web site?)] Process
- Students need to establish the facts relevant to the issue as well as the various opinions. (Provide scaffolding so that areas of agreement and disagreement are clear.)
- Research similar situations nation or world wide to see what others have done in similar situations. Provide scaffolding so students can keep records of successes and how they were achieved.
- View resources that reinforce the various points of view so students can build good arguments for their position. Provide scaffolding for this.
- Use consensus building techniques to resolve conflicts. Provide links to these techniques.
- Create the final project, dividing up tasks as necessary.
Evaluation
Describe to the learners how their performance will be evaluated. Specify whether there will be a common grade for group work vs. individual grades. You may want to have separate rubrics for individual and group work.
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Beginning
1
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Developing
2
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Accomplished
3
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Exemplary
4
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Score
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Teamwork | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Information Organization | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Quality of Role Playing | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Ability to Achieve Consensus | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Participation in Final Project Creation | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
| Stated Objective or Performance | Description of identifiable performance characteristics reflecting
a beginning level of performance. | Description of identifiable performance characteristics reflecting development and movement toward mastery of performance. | Description of identifiable performance characteristics reflecting mastery of performance. | Description of identifiable performance characteristics reflecting the highest level of performance. |
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Conclusion
Put a few sentences here that summarize what they will have accomplished or learned by completing this activity or lesson.
You might also include some rhetorical questions or additional links to encourage them to extend their thinking into other content beyond this lesson. To foster the habit of lifelong learning, give them links to additional information here that they can pursue on their own.
Credits & References
List here the sources of any images, music or text that you're using (with permission, of course). Provide links back to the original source. Say thanks to anyone who provided resources, help or inspiration.
Don't relist all the links you've already included. They're self-documenting.
As a matter of style and to keep ownership clear, all pages that you call up that are external to this site should appear in a new window outside of this frame. Add "TARGET=_BLANK" to the link to bring this about.
List any books and other analog media that you used as information sources as well.
Include a link back to The WebQuest Page and the Design Patterns page so that others can acquire the latest version of this template and training materials.
You might want to include the following statement:
"We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original author's name is retained along with a link back to the original URL of this WebQuest. On the line after the original author's name, you may add Modified by (your name) on (date). If you do modify it, please let me know and provide the new URL."
Last updated on (put date here). Based on a template from The WebQuest Page
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