This
section will take you through the stages of designing a WebQuest which
helps pupils to:
-
find
out
about, identify with, and reflect
on the lives of children in poor countries
-
apply
their understanding of the teaching of Jesus about caring for
others; and
-
evaluate
the differences one agency (Christian Aid [website])
makes to the lives of poor people when it puts these Christian
beliefs into practise.
The
students section is one example of a webquest that has been built.
You may wish to build one in a different way. The activities for the
students are set out 'step-by-step'. Ideally the process would be
available on-line for pupils to access from their computers 'anytime-anywhere'.
The best format for a WebQuest is to keep the whole process online.
The WebQuest structure also works successfully when integrated with
conventional teaching approaches and resources, as long as the five
key stages are followed: 1 Introduction; 2 Task; 3 Process; 4 Evaluation;
5 Conclusion.
1.
Introduction - go
the pupil's introduction page [opens in a new tab or window]
-
All
WebQuest begin with an introduction.
-
The
purpose of this one is to engage pupils' interests
and attention and 'hook' them into the task. This might take the
form of a real life story, role-play scenario,
controversial key question, or a problem or mystery to solve.
You can find two examples of this on the pupil's pages
-
This
section makes clear exactly what the pupils should produce as
a result of the activity and the tools that they can use to
achieve this. The outcome might take the form of a decision,
speech, presentation, article, piece of persuasive writing,
solution to a problem, a piece o creative work, and so on.
-
The
point of a WebQuest is that it will not allow
pupils simply to regurgitate information but requires them to
process, synthesise and apply it in a new way. Pupils must
move beyond simply telling the teacher what they have
found out.
-
Try
using the the task shown in this
section of the WebQuest with your class. It uses the Christian
Aid children's website 'Global Gang' but the process could be
applied to other websites for example Islamic Relief [website]
-
The
process sets out how pupils should go about completing the WebQuest
task. This is presented in a number of steps so that pupils
know how to organise and manage the task. You can prepare additional
guidance and resources to help pupils make useful notes or structure
their learning more purposefully.
-
One
of the defining features of the WebQuest process is that it
can only be completed in collaboration with other members of
a group, and in order to achieve this each person (or pair or
sub-group) is given specified role to play. Individuals become
responsible for one particular aspect of learning about the
topic and become ‘experts’ in that area.
-
Having
clear evaluation criteria is an integral element of the WebQuest.
Ideally the evaluation criteria should be presented in a pupil-friendly
form in line with the criteria for different levels of achievement
of the syllabus being followed. This will enable pupils to
identify what they have learned and evaluate how well they
have met the challenge of the task and what they would need
to do to improve. You might also want to provide criteria
in relation to identified key skills such as communication
or working in a group.
-
Relevant
ICT criteria could be used to make judgments in relation to
use of ICT. The WebQuest format opens up opportunities to
develop effective self- and peer-assessment in RE.
-
'put
myself into someone else’s shoes’, identify
what that person needs and suggest how these
needs might be met.
-
describe
some things Jesus said about caring for others, give
some examples of how Christians put this into practice
today and say how this makes a difference
to people’s lives.
-
identify
the qualities needed to take action to do what is right and
good.
-
understand
what Jesus taught about caring for others, give examples
of how Christians put this into practice today and reflect
on what influences my own responses to people in need.
-
The
conclusion summarises what the pupils have learned by completing
the WebQuest. It should relate to the RE learning objectives.
This is also a place you can add any additional thoughts or
links to extend pupils’ learning to a wider or different
context.
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