Here are a few ideas that might explain the thought behind this webquest.
Mixed in are some ideas that might help implement the webquest. Any feed
back would be greatly appreciated.
- Provide students with notetaking sheets. This webquest assumes some of
these strategies have been worked with by students.
- Assign team roles. This project lends itself of differentiation through
the varying difficulty level of each role. The demands of Role 4 -Advertiser
requires students to go beyond the internet information to apply and
synthesize current information on brain research and advertising
techniques. Furthermore, students in this role will also have to take a
leadership position in developing the advertisment and implementing brain
compatibility.
- Use the jigsaw method to help students who might need more scaffolding.
Ex. All students in one role can join together to share information and ideas
before returning to share information with their co-workers.
- Mini-lessons on some of the more difficult learning about the
brain may also help reinforce the earning.
- Feedback needs to happenfrequently throughout the webquest. All managers
at the ACME Information Corporation do this to keep their workers on task and
working with quality.
- Into this webquest is built some choice for both student and
teacher. The Information Packet can take different forms depending on
student choice and teacher comfort with technology. This information packet
could be a word processed document. It could be a PowerPoint or Hyperstudio
presentation. It could also be a series of poster charts.
- This webquest is also relevant for the intended audience. Understanding
how the brain functions and learns best can help students, teachers, and
parents do more to learn.
- Engaging? Yes! All the employees of the ACME Information Corporation
are very happy in their working (learning) environment when they're engaged
in activities like this.
- Parts of the "Amazing Brain" requirements for the information packet
listed on Task page correspond with the levels of Bloom's taxonomy. There
are the basic levels in the vocabulary list and the Anatomy. There are also
the higher levels in applying brain learning to developing study skills and
activities. Students are also required to synthesize this information in
looking at how to create a learning environment and advertising this product
with brain compatibility in mind.
- Build in time for group meetings toshare information. Plan time for
debriefing at various stages of the webquest.
- Plan work deadlines
for students. Ex. Rough draft ofinformation packet due on such and such.
Good copy due on such and such.
- Encourage students to work together in the products but also encourage
them to work alone on various aspects. They may need to parcel out
assignments to meet deadlines.
- Students will be graded individually on their notes. They will be given
group grades for the information packet and info-mercial. Students can also
be given group participation grades. Students could also keep a log of the
individual work they completed on group assignments, and grades could be
given accordingly.
- This webquest is a great jumping off point for extended
inquiry....learning styles, multiple intelligences, talent inventories,
creativity, brain injury,learning, disabilities, personlality types, nature
vs. nurture, etc.
Have fun with this!
