Scaffolding the WebQuest Model

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Using WebQuest and Concept Map Tool to facilitate
students self-learning for Primary and Secondary
School Teachers
Second Session
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Scaffolding in the WebQuest
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Scaffolding

• an instructional technique whereby the teacher
  models the desired learning strategy or task,
  then gradually shifts responsibility to the
  students
• Zone of Proximal Development (ZPD)
• Vygotsky (1978) maintained the child follows the
  adult's example and gradually develops the
  ability to do certain tasks without help or
  assistance. He called the difference between what
  a child can do with help and what he or she can
  do without guidance the "zone of proximal
  development" (ZPD).

Sources NCREL retrieved at http//www.ncrel.org/s
drs/
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ZPD a child can do with help scaffolding
activities
A child can do without any guidance
A child cannot do anything as the problems are
beyond the childs ability
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Scaffolding the Process

• To keep students on task
• Task definition Teachers explain to the students
  exactly what they are supposed to do or not so
  much so exactly
• Teachers direct them to specific resources or
  not so specific
• Direct or indirect instructions
• Sequence of procedures or omit some
• Provision of materials, equipment and facilities
• Other help files, graphic organizers, templates,
  and other forms of scaffolding
• .

How much guidance shall we give to our students
(in a project)?
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Modes of scaffolding
Teacher does Students watch
Scaffolding
Students do Teacher helps
Teacher does Students help
Students do Teacher watches
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Resource Thinking Visually with
WebQuests http//edweb.sdsu.edu/webquest/TV/
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Reception scaffolds (input)

• Guidance on social skills
• Information searching
• access and manage information found in print and
  digital resources,
• Identify and use proper information (facts or
  opinion 1st hand or 2nd hand)
• Data collection
• Interviews
• Survey
• Video recording
• Visits field trips..

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Transformation scaffolds (information processing)

• Guidance on cognitive skills
• Synthesis
• Finding patterns
• Analysis
• Statistical tools
• Evaluation
• Value judgement

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Production scaffolds (output)

• Templates for student products
• Report writing PowerPoint
• Oral presentation
• Organizing exhibition
• Class debate
• Posters models Websites

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Scaffolding the model

• Full model
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

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Scaffolding the model

• Model 1
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

Common project learning
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Scaffolding the model

• Model 2
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

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Scaffolding the model

• Model 3
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

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Scaffolding the model

• Model 4
• Introduction (title/topic)
• Task
• Process (information sources)
• Evaluation
• Conclusion

What is it?
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Participants Presentations

• about the design of the task of their WebQuests
  using Inspiration, if any

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The Use of Templates of WebQuests

• Template in Chinese http//www3.fed.cuhk.edu.hk/c
  ommunity/webquest/webquesttempchi/index.html
• Template in English
• http//www3.fed.cuhk.edu.hk/community/webquest/web
  questtemp/index.html

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Rubrics for Assessment in WebQuest

• Reference
• Biggs, J. B., Collis, K. F. (1982). Evaluating
  the quality of learning The solo taxonomy
  (structure of the observed learning outcome). New
  York Academic Press.

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How do you evaluate the following? Easy or
difficult? Any problems?

• An oral presentation
• A Web page showing student research results
• A class debate
• Collaborative work skills
• Making a brochure
• Making a poster

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The Rubric (table)

• Constructs in the forms of matrixes
• Vertical Learning tasks or subtasks under a
  major task developed in the WebQuest
• Horizontal Benchmark descriptions or criteria
  (statements) for different levels of
  outcomes/performance against each learning task

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Rubric Matrix (Levels of learning outcomes)
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SOLO (Structure of the Observed Learning
Outcomes) Model
Prestructural The task is engaged, but the
learner is distracted or misled by an irrelevant
aspect Unistructural The learner focuses on the
relevant domain, and picks one aspect to work
with Multistructural The learner picks up more
and more relevant or correct features, but does
not integrate them Relational The learner now
integrates the parts with each other, so that the
whole has a coherent structure and meaning
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SOLO Taxonomy Schematic Outline
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Why Rubric?

• Evaluating student performance in areas which are
  complex and vague
• Giving clearer idea of what is expected in terms
  of specific performance
• Foster high level of learning which cannot be
  scored by numbers, such as critical thinking,
  creativity
• Authentic assessment tool
• Evaluating a wider range of students
  work/deliverables
• For students, clarifying the unknown grades given
  to them
• For teachers, providing insights into the
  objectives of project learning

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Authentic assessment

• Learning tasks in WebQuest involves real life
  activity where students are engaged in solving
  real-life problems
• Peer- and self-assessment
• Students declaration on how much they have done

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End

• Special thanks
• Prof Bernie Dodge, Adjunct Professor, Faculty of
  Education, CUHK, for all the ideas he has given
  to our IT group
• Our PGDE students, without your contributions a
  local WebQuest resource bank cannot be realized.