Content Knowledge
Say What?? Webquest Rationale/Reflection
SAU Effective Teaching Domain: Content Knowledge
Title: Say What?? Webquest
Context: EDU 360: Integrating Technology in Teaching
Date: June 2013
Developed in June 2013, the objectives of this Webquest were basically for students to gain a deeper understanding of key characters in the events leading up to the American Revolution. This corresponds with Michigan Social Studies standard 5 – U3.1.6, which requires students to “Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.” Students did this by taking on the roles of these characters and using valuable websites to uncover important information about the characters. They used the information they found as well as some critical thinking to determine which of the characters they believed spoke a certain quote. By trying to discover the speaker of the quote, students were challenged to think more deeply about their characters and discover more about them than simple facts and figures. The evidence of student learning occurred when groups of students presented their guess at the end of the lesson and gave supporting reasons for why each character did or did not say the quote. In explaining their reason for choosing or not choosing a character, students demonstrated actual knowledge of that character.
This Webqest clearly portrays my grasp of content knowledge within social studies, as well as my ability to use technology in effectively teaching this content knowledge. Rather than having students aimlessly roam the Internet for information or dictate the information to them myself, I was able to provide a structured lesson where students could use a guide of specific websites to discover the information themselves. In this case, technology was used in instruction to make the information more meaningful and enjoyable for students.
Although I worked very hard and spent a lot of time “perfecting” this Webquest, there are still several improvements which can be made. Probably the most significant of these is that the Webquest could use some more differentiation. For example, there should be ideas for students to continue working on if they finish the quest early or some intervention ideas for students who are struggling with the process. It would also be helpful to include simple adaptations, such as how to use the Webquest in a classroom with only a limited supply of computers. A simple and obvious solution to this problem is simply to think through and possibly test out a few of these special cases and spend a little extra time coming up with a few adaptations. Despite its few limitations, however, developing this Webquest helped me learn a bit about myself as a teacher. Most of all, I was excited to see how I will be able to use technology in continuing to develop a creative and effective teaching style.
SAU Effective Teaching Domain: Content Knowledge
Title: Say What?? Webquest
Context: EDU 360: Integrating Technology in Teaching
Date: June 2013
Developed in June 2013, the objectives of this Webquest were basically for students to gain a deeper understanding of key characters in the events leading up to the American Revolution. This corresponds with Michigan Social Studies standard 5 – U3.1.6, which requires students to “Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.” Students did this by taking on the roles of these characters and using valuable websites to uncover important information about the characters. They used the information they found as well as some critical thinking to determine which of the characters they believed spoke a certain quote. By trying to discover the speaker of the quote, students were challenged to think more deeply about their characters and discover more about them than simple facts and figures. The evidence of student learning occurred when groups of students presented their guess at the end of the lesson and gave supporting reasons for why each character did or did not say the quote. In explaining their reason for choosing or not choosing a character, students demonstrated actual knowledge of that character.
This Webqest clearly portrays my grasp of content knowledge within social studies, as well as my ability to use technology in effectively teaching this content knowledge. Rather than having students aimlessly roam the Internet for information or dictate the information to them myself, I was able to provide a structured lesson where students could use a guide of specific websites to discover the information themselves. In this case, technology was used in instruction to make the information more meaningful and enjoyable for students.
Although I worked very hard and spent a lot of time “perfecting” this Webquest, there are still several improvements which can be made. Probably the most significant of these is that the Webquest could use some more differentiation. For example, there should be ideas for students to continue working on if they finish the quest early or some intervention ideas for students who are struggling with the process. It would also be helpful to include simple adaptations, such as how to use the Webquest in a classroom with only a limited supply of computers. A simple and obvious solution to this problem is simply to think through and possibly test out a few of these special cases and spend a little extra time coming up with a few adaptations. Despite its few limitations, however, developing this Webquest helped me learn a bit about myself as a teacher. Most of all, I was excited to see how I will be able to use technology in continuing to develop a creative and effective teaching style.