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An Introductory Guide

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For those unfamiliar with the term, WebQuests can sound a whole lot like regular old internet research that everybody does these days. Even the definition-"an inquiry-oriented lesson format in which most or all of the information that learners work with comes from the web"-doesn't do much to dispel that notion. There are, however, distinct differences that help to set WebQuests apart.

They are entirely classroom-based. When a teacher comes up with a WebQuest, he or she expects their students to complete the work during the class period.

Sources are pre-selected. The teacher also usually selects the resources students can use ahead of time, which takes the focus off of finding information and moves it to how that information is used and interpreted. In fact, many WebQuests specifically ask students to be critical of the sources and analyze them based on what they already know, or to use them in clever and creative ways.

They are team-based. The vast majority of WebQuest assignments are group projects where individuals are given specific tasks and roles to complete. In this way, WebQuests help show people how the internet can be a tool that brings people together and facilitates communication and discussion.

History of WebQuests

The model for WebQuests as we know them (not to mention the catchy name) was created in 1995 by Dr. Bernie Dodge, a professor of Educational Technology at San Diego State University. Naturally, he didn't work alone. Also receiving credit from various sources are the San Diego Unified School District's Educational Technology staff, SDSU/Pacific Bell Fellow Tom March (who actually created the first "fully developed" WebQuest for PacBell's Knowledge Network), and legions of unnamed participants from the Teach the Teachers Consortium.

Other people didn't really start making their own WebQuests until Dodge published a paper called " Some Thoughts About WebQuests " later that year. Many in the education community read it, and WebQuests quickly became popular.

At the same time, lots of teachers were using Dodge's WebQuest Page as a resource and a way to learn about the format, so it also grew, eventually becoming a hub that linked to other WebQuests that people had created around the world. Outside of English-speaking countries, WebQuests have become particularly popular in China, Holland, Spain, and Brazil, and now the number of teachers who have used the model is in the tens of thousands.

Why to Engage in WebQuests?

Why are WebQuests such an important tool? Because they bring many of the most well-respected and desired teaching methods together into one relatively simple and engaging lesson. Students who tackle a well-designed WebQuest are learning to work together, think creatively, and-of course-utilize technology.

Working together. One of the principles of WebQuests is that students work in groups, and that within those groups they are given specific roles or tasks. Doing this makes them motivated because it is their sole responsibility to bring that particular piece of the puzzle back to the group. In so doing, they become the de facto "expert" on that part of the quest for their team and others have to defer to their knowledge. It also serves to show students the value of getting their information from a variety of sources and learning about different aspects of a given question or problem, because while a published professional may be quite knowledgeable about a specific, they might not know anything about related areas. That's where the other group members come in, because they'll be researching experts in different fields.

Thinking for themselves. WebQuests should never just be about finding information. Anyone can research. Students engaging in WebQuests, though, are being taught to process the information and build something new based on that. Sometimes, this can be a comparison between two seemingly different things. Other times, WebQuests might ask students to research a problem but come up with their own solution to it. And still other times their task could be to learn as much as they can about a subject and then detail what they believe the most important issues surrounding it are. Part of learning to think for themselves can mean that students will need to find creative answers to problems-or even that the quest itself will require them to create something based on what they learn. In this way, the very nature of WebQuests as a structured activity can serve to teach creativity.

Utilizing technology. Just as important as the ways in which WebQuests teach students to think are the tools that they require them to use. We live in a world increasingly ruled by technology, and for today's students to succeed in the workplaces of tomorrow, it is vital that they become familiar with the digital landscape. WebQuests show them both the value of technology (and how to operate it) and its potential limitations. How so? Because even though the information available online is practically limitless, it still has to be shaped by human hands and ideas in order for us to create something new and useful. Otherwise, we're just parroting back facts and figures, neglecting to add anything to the conversation.

All of these factors tend to make students who participate in WebQuests more motivated, which is valuable not only because they'll be encouraged to do their part but because studies have shown that our level of alertness increases and we're better able to make connections when we care about what we're doing. To inspire motivation, most WebQuests center around actual issues that are going on in the world so that students won't feel like they're wasting their time on something that only matters for school. Using "real" resources instead of textbooks also helps, as does the aforementioned fact that by assigning roles and tasks, the group is dependent upon each member.

How to Create Your Own WebQuests

The first thing you need to know is that the tools you have access to and the medium that you decide to use are the least important part in creating a WebQuest. So long as you and your students can access the internet so that you can pick out sources and they can go to them, you're good as far as "tools" are concerned. Some WebQuests may be more technologically involved but they do not have to be.

And as for the medium, a WebQuest that's handed out to your students on a piece of paper with web-links on it can be just as good or even better than one you present to them using Powerpoint or put up on a website. The important part is that you design the actual WebQuest itself correctly.

How do you do that? Well, every WebQuest has six parts that are considered vital. If you want to create your own, it's necessary that you understand each of them. These include the introduction, the task, the process, the resources, the evaluation, and the conclusion.

Introduction. This is where you define what the subject of this particular WebQuest is and tell the overall group what their role is. For example, you might create a WebQuest where students need to plan a trip to Mars or figure out how to stop gang violence in a local neighborhood. Your goal should be to engage your students and make them motivated to complete the activity, so it's often wise to choose topics that reflect their everyday life or align with their interests or goals.

Task. In the Task section, you will detail exactly what you expect your students to accomplish by the end of the activity. You want their task to be something that you believe they're going to find enjoyable, visually appealing, and meaningful. Some WebQuests require groups to create webpages or other kinds of multimedia presentations utilizing the technology they have available. Others have them working with professionals as part of a web-based research initiative. One great way to get your students excited about the activity is to show them several examples of completed tasks for this WebQuest so that they get a sense of what they're going to be able to create.

Process. Essentially, these are the steps that you want students to take to accomplish the Task. Often, this section tells them what you're expecting to look for when they go to the Resources (coming up next!) and how they should use that information in order to create something new. You may also have additional questions or steps on the sheet, depending on the nature of the WebQuest you're sending them on.

Resources. This one is pretty simple. It's the list of acceptable resources for your students to use. For most WebQuests, it's very important that you do your own research first and choose your resources carefully based on what you want your students to get out of the WebQuest. Letting them choose their own resources can harm the outcome by making the activity seem like more of a fact-finding mission than one in which they are interpreting information.

Evaluation. WebQuests all have rubrics that teachers should use to evaluate the work of their students. When creating your rubric, ensure that you're evaluating them on the specific task that was set for them so that everyone's scores are consistent, clear, and fair. The goals also need to be made clear to your class ahead of time, and it's wise to show them examples of previous WebQuests that you find Poor, Acceptable, and Excellent so that they have a specific idea of what to strive for.

Conclusion. Similar to a post-mortem in the corporate world, the conclusion of a WebQuest is where both the students and the teacher can talk about what went wrong, what went right, what they liked and disliked, and offer any suggestions they have for changing the quest to make it better or more appealing.

Once you understand how each section of a WebQuest works, you can either design your own from scratch or seek out examples and templates. There are even some sites out there offering web-based software to make WebQuests.

Common Pitfalls and How to Overcome Them

One of the biggest problems in creating WebQuests in the classroom is a lack of technology in our schools but even if you don't have access to a single computer for your class, you can have them engage in a WebQuest by going to the resources yourself and printing out the information there. Unfortunately, this means that your students won't be interacting with technology in the same way but at least it gives them a sense of how they can use the web to explore and look for solutions to problems.

In terms of creating the WebQuest itself, there are a number of things that can lead you astray if you're not careful.

Using an inappropriate topic. Not every topic works as a WebQuest-it's just that simple. But even beyond that, you may find that the topic you choose doesn't engage your students the way that you hoped it would. That's why it's so important to focus on big, important issues that are relevant to them or that reflect some aspect of their interests.

Assigning a task that isn't unique. The point of a WebQuest is to engage your students in a task that seems new, exciting, and interesting. If it's something that they could just as easy learn using their textbook, there's a good chance that they're not going to be very interested. Specifically, WebQuests aren't particularly good at teaching procedures to students or at helping them to memorize facts, so including these things as part of their task misses the point of a WebQuest.

Assigning a task that isn't authentic. WebQuests are supposed to be about the real world and reflect things that people out in the real world actually care about and need to know. That means that you need to stay away from tasks that seem to "live" only in schools such as asking them to write an essay. Instead, the tasks should reflect things that adults in the real world engage in or need to know.

Choosing resources that are single-faceted. Part of what a WebQuest is supposed to do is present different points-of-view and have students form their own opinions after reading about "facts" that often oppose each other. Unfortunately, that's not easy to do if you use resources that all seem to be saying the same things.

According to Dr. Dodge, the best way to know if you have created a successful WebQuest is if your students come up with different answers to the same problem. This way, you know that they have engaged with the topic and formed their own distinctive viewpoints based on the information. As our world continues to increase in speed and complexity, this kind of higher-level thinking is going to be invaluable to ensure that they have a successful future.
References
Dodge, Bernie. " Some Thoughts About WebQuests." 1995.

March, Tom. " Why WebQuests? " 1998.

McGee, Patricia and Claxton, Deborah. WebQuest Template.

Schrock, Kathy. WebQuest Examples.

Schrock, Kathy. WebQuest in Our Future: The Teacher's Role in Cyberspace. School.Discovery.com.

Starr, Linda. " Meet Bernie Dodge." Educationworld.com, 2012.
WebQuest.org
WebQuest Pitfalls. YouTube.com

Workshop: WebQuests. Thirteen.org.

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Webquests - An Introductory Guide and Resources - InformED

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For those unfamiliar with the term, WebQuests can sound a whole lot like regular old internet research that everybody does these days. Even the definition-"an inquiry-oriented lesson format in which most or all of the information that learners work with comes from the web"-doesn't do much to dispel that notion.

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Sample Webquest

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¡ Hola! Soy Alexandra y deseo compartir con ustedes mis aventuras alrededor del mundo. Tengo 30 años, soy profesora de idiomas, diseñora de interiores por pasión, fotógrafa en mis tiempos...

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Email

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Can Do Statements

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How the NCSSFL-ACTFL Can-Do Statements are organized

Aligned with the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners the Can-Do Statements reflect the continuum of growth in communication skills through the Novice, Intermediate, Advanced, Superior, and Distinguished levels.

The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication and the Reflection Tool for Learners provide a set of examples and scenarios that show how learners use the target language and knowledge of culture to demonstrate their Intercultural Communicative Competence (ICC).

Just as the NCSSFL-ACTFL Can-Do Statements for language clarify the Communication standards in the World Readiness Standards, this tool is intended to clarify and support the Cultures standards (use the language to investigate, explain, and reflect on the relationship between the practices or products and perspectives of cultures) and lead learners toward developing ICC. For the purpose of this document, ICC refers to the ability to interact effectively and appropriately with people from other language and cultural backgrounds. ICC develops as the result of a process of intentional goal-setting and self- reflection around language and culture and involves attitudinal changes toward one's own and other cultures. Intercultural communicative competence is essential for establishing effective, positive relationships across cultural boundaries, required in a global society.

Image Resource: How the NCSSFL-ACTFL Can-Do Statements are organized

Benchmarks, Indicators and Examples are color-coded for ease of use.

Novice-BLUE | Intermediate-GREEN | Advanced-ORANGE | Superior-GOLD | Distinguished-GRAY

How Stakeholders Use the Can-Do Statements
THE THEORETICAL FRAMEWORK AND RESEARCH THAT SUPPORT THE NCSSFL-ACTFL CAN-DO STATEMENTS

Too often, learners are seen as subjects of assessment, not users of assessments. To become the primary users of assessment information, learners must make what they learn part of themselves. One important means of involving learners in their learning process is having them participate in a goal-setting process to monitor their progress to determine how well they accomplish their learning targets. Learning goals form the foundation for motivation in an instructional setting and for where working memory is being allocated. Motivation is critical to learning because "without sufficient motivation, even the brightest learners are unlikely to persist long enough to attain any really useful language" (Dörnyei, 2010, p. 74). It is vital to understand the motivation to promote learner autonomy which is key to continuing language learning beyond the classroom.

Learning targets, expressed in Can-Do Statements, provide an important venue for setting learning goals to provide language learners the opportunity to take responsibility for their own learning through the establishment of positive short-and long-term learning goals and to monitor their learning experiences to ensure the accomplishment of these goals. SMART (specific, measurable, achievable, relevant, time-bound) goals, such as the Can-Do Statements, provide a clear direction to focus learners' language learning efforts to help them meet these goals. Such a constructivist or sociocultural worldview regards learning as an ongoing process where learners are continually involved in self-assessment and self-reflection about their own learning, ultimately aimed at developing self-regulation and self-efficacy.

The impact on learners and learner achievement of Can-Do Statements, as evidenced in LinguaFolio® (LF®) and its European predecessor, the European Language Portfolio (ELP), has been investigated through a growing body of research. LinguaFolio® was designed to help language educators develop autonomous learning and learner empowerment. Research at the classroom level has revealed that goal setting, which is at the heart of LF® and ELP, promotes self-regulated learning, increases language and academic achievement, enhances motivation and task value, and improves self-assessment when implemented regularly and frequently (Burton & Swain, 2014; Ciesielkiewicz & Coca, 2013; Little, 2009; Little, 2003; Little, Goullier, & Hughes, 2011; Moeller, Theiler, & Wu, 2012; Ziegler, 2014; Ziegler & Moeller, 2012; Clarke, 2013; Moeller & Yu, 2015). Learners who experienced LF® as an intervention in the world language classroom achieved higher academic outcomes as measured by cumulative GPA and ACT scores in math, science, reading, and English compared to students who were not exposed to LF® (Clarke, 2013).

These studies have shown that the major components of setting goals, documenting progress, and self-assessment of learning are critical in developing learner autonomy and self-regulation in language learners that contribute to increased motivation, higher language achievement, and academic success.

References

Burton, B., & Swain, M. (2014, August) Student Success with LinguaFolio®. Presentation at the Growing Success for ELLs conference in Greensboro, NC.

Ciesielkiewicz, M., & Coca, D. (2013) The electronic language portfolio as a tool for lifelong learning. In International Conference ICT for Language Learning: Conference Proceedings. Florence, Italy: Libreria Universitaria.

Clarke, O. (2013) LinguaFolio® goal setting intervention and academic achievement: Increasing student capacity for self-regulated learning. Retrieved from ETD collection for University of Nebraska-Lincoln: http://digitalcommons.unl.edu/dissertations/AAI3604640

Dörnyei, Z. (2010) Researching motivation: From integrativeness to the ideal L2 self. In Hunston, S., & Oakey, D. (Eds). Introducing applied linguistics: Concepts and skills, (pp. 74-83). London: Routledge.

Little, D. (2009) Language learner autonomy and the European Language Portfolio: Two L2 English examples. Language Teaching, 42(2), 222-233.

Little, D. (Ed.) (2003) The European language portfolio in use: Nine examples. Strasbourg, France: Council of Europe. Available from www.coe.int/portfolio.

Little, D., Goullier, F. & Hughes, G. (2011) The European Language Portfolio: the story so far (1991-2011). Strasbourg, France: Council of Europe. Available from www.coe.int

Moeller, A., Theiler, J., & Wu, C. (2012) Goal setting and student achievement: A longitudinal study. The Modern Language Journal, 96, 153-169.

Moeller, A., & Yu, F. (2015) NCSSFL-ACTFL Can-Do statements: An effective tool for improving language learning within and outside the classroom. In P. Swanson (Eds.), Dimension 2015 (pp. 50-69). Decatur, GA: SCOLT

Ziegler, N. (2014) Fostering self-regulated learning through the European Language Portfolio: An intervention mixed methods study. The Modern Language Journal, 98(4), 921-936.

Ziegler, N., & Moeller, A. (2012) Increasing self-regulated learning through the LinguaFolio®. Foreign Language Annals, 45(3), 330-348.

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Aligned with the ACTFL Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners the Can-Do Statements reflect the continuum of growth in communication skills through the Novice, Intermediate, Advanced, Superior, and Distinguished levels.

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Excel 2013 Tutorial for Beginners - Basic Graph Subscribe, comment, and rate for more free video tutorials! Visit www.hunkim.com for all my video playlists.

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Wix Tutorial For Beginners 2022 - Create A Wix Website In Minutes

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Adoption and usage

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Remind | Communication Platform for Education

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Remind is a communication platform that reaches students and families where they are and supports learning wherever it happens. Millions of educators, students, and parents use Remind to connect with the people and resources that help them teach and learn.

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Exemplar for
World Languages

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The importance of checking for understanding.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Almost all applications support Spanish accents. Guidelines for typing and using accents are given below. If you need to refer to additional characters, look under the Accents section.

Windows ALT Codes

In Windows, combinations of the ALT key plus a numeric code from the number keypad can be used to type a non-English character in any Windows application.

See the detailed instructions on the ALT Code How To for complete information on implementing the code. Additional options for entering accents in Windows are also listed in the Accents section of this Web site.

Spanish ALT Codes

Quick Examples

1. To input capital (ALT+0193), hold down the ALT key then type 0193 (all four digits) on the numeric keypad. The ALT codes do not work with the row of number keys on the top.

2. To input lowercase (ALT+0225), change the code from 0193 to 0225.

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Windows International Keyboard Codes

In order to use these codes you must activate the U.S. international keyboard.

Once the U.S. International keyboard has been activated, you can use the codes below.

Windows Spanish Keyboard

If you wish to simulate a non U.S. keyboard, follow the instructions for
Activating Keyboard Locales to activate and switch Microsoft keyboards.

Macintosh Accent Codes

The Option codes below work in any Mac application.

Spanish Web Pages

If you are developing Web pages with Spanish content, the following information can make sure that the content is properly displayed.

This section presents information specific to Spanish. For general information about developing non-English Web sites, see the Encoding Tutorial or the Web Layout sections.

Historical Encodings

Unicode ( utf-8) is the preferred encoding for Web sites. However, the following historic encodings may still be encountered.

If possible, you should transition to Unicode.

Language Tags (Spain and Latin America)

Language Tags allow browsers and other software to process text more efficiently. They are also important for optimal screen reader accessibility.

Below are some common codes that might be used in the Hispanophone world.

Spanish and Major Dialects

The code es for Spanish is sufficient for most uses, but other dialectal codes could be useful in some situations

Historical Stages

Spain Minority Languages

Latin American Minority Languages

The codes below represent macrolanguages. For codes relating to specific regions, see the Ethnologue.

See the Ethnologue for additional language codes by country.

HTML Entity Codes

Although typing accented letters directly into Web pages is possible, the following codes may needed in some Web platforms to ensure that a Spanish character is correctly displayed.

Use these codes to input accented letters in HTML. For instance, if you want to type you would type se&ntilde;or.

The numbers in parentheses are the numeric codes assigned in Unicode encoding. For instance, because is number 241, se&#241;or can also be used to input señor. These numbers are also used with the Windows Alt codes listed above.

Spanish HTML Entity Codes

Note: Older browsers may not the suport single angle codes (&lsaquo; / &rsaquo; for ‹ and ›).

Links

Linux/Unix

Most content in Spanish.

Selected Minority Languages

Aymara

Aymara is an Andean language spoken in Bolivia, Peru, Argentina and Chile. It is distinct from the Quechua language spoken by the Incan elite.

Basque (Euskara)

A non-related language spoken in the border between France and Spain.

Catalan/Valencian

See the Catalan page for more information.

Galician

A Romance language related to Spanish and Portuguese spoken on the northwestern portion of Spain north of Portugal.

Guaraní

Guaraní is widely spoken in Paraguay and is an official language there. Guaraní is part of the Guaraní-Tupi language family found in Eastern South America including Brazil.

Ladino/Judeo-Spanish

A form of Spanish as spoken by the medieval Jewish community. Most Ladino speakers were expelled from Spain in the late 1490s, but settled elsewhere in the Middle East.

Quechua

This was formerly the language of the Inca Empire and modern versions of Quechua are still spoken in pars of Bolivia, Peru and Ecuador.

Zapotec

This is actually a set of related languages from Oaxaca Mexico and nearby regions.

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Almost all applications support Spanish accents. Guidelines for typing and using accents are given below. If you need to refer to additional characters, look under the Accents section. In Windows, combinations of the ALT key plus a numeric code from the number keypad can be used to type a non-English character in any Windows application.

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A description of TPR-S

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Pick a video and track your students' understanding

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Transforming WL Education with 21st Century Strategies, Technology & Resources

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The ISTE Student Standards guide educators toward student-driven learning practices that prepare students to thrive in an evolving technological landscape.

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Proficiency Assessment

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LinguaFolio®

LinguaFolio ® is a proficiency-based, learner-directed formative assessment tool for setting and achieving language goals.

NCSSFL-ACTFL Can-Do Statements
NCSSFL-ACTFL Can-Do Statements and LinguaFolio® Self-Assessment Statements
The 2017 NCSSFL-ACTFL Can-Do Statements for Communication and Intercultural Competence represent the culmination of a collaborative effort between NCSSFL and the American Council on the Teaching of Foreign Languages (ACTFL), to connect NCSSFL's LinguaFolio ® with ACTFL's Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners. The combining of these three documents into a single, cohesive set of statements helps clarify how a language learner's performance points toward a specific proficiency level.

LinguaFolio® National Fact Sheet
How to Use the NCSSFL-ACTFL Can-Do Statements

LinguaFolio® Partners

LinguaFolio® Self-Assessment Statements

LinguaFolio® Self-Assessment Statements by proficiency sub-levels (for all modes)

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LinguaFolio ® is a proficiency-based, learner-directed formative assessment tool for setting and achieving language goals. NCSSFL-ACTFL Can-Do Statements and LinguaFolio® Self-Assessment Statements The 2017 NCSSFL-ACTFL Can-Do Statements for Communication and Intercultural Competence represent the culmination of a collaborative effort between NCSSFL and the American Council on the Teaching of Foreign Languages (ACTFL), to connect NCSSFL's LinguaFolio ® with ACTFL's Proficiency Guidelines 2012 and the ACTFL Performance Descriptors for Language Learners.

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Learning Progressions

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NJSLS

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New Jersey Student Learning Standards: World Languages

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The study of world languages is spiraling and recursive and aligned to appropriate proficiency targets that ultimately enable the attainment of proficiency at the Novice-High level or above, which is a requirement for high school graduation. All students have regular, sequential instruction in one or more world languages beginning in preschool or kindergarten and continuing at least through the freshman year of high school.