Inquiry-Based Lesson

This past week we worked on developing an inquiry-based lesson using the internet. We were first introduced to the concept when we completed our Rock Star inquiry that Dr. B had made for us to work on in groups and present to the rest of the class. The concept itself is simple; a worksheet is created that instructs children to explore the website given below the directions, and find the answers to the questions listed below the link to the website. To complete the inquiry takes no time at all. What is harder is creating the worksheet itself. We had to first select a subject area and a grade level to focus on. From there we had to pick a topic within that subject and follow state standards to help us create our questions. What I found most difficult was locating a website that was trustworthy, easily navigable, and was at a fourth grade level. My questions couldn't be too hard, yet they couldn't be too easy either. After locating two websites and developing six questions, I had to format my page so that it looked appealing and was easy to understand. The directions had to include all possible steps and I had to site what standards I was following. For just one worksheet, there was a lot of preparation and planning required. This however, is a great tool to have students learn by navigating the internet and not just their textbooks. Inquiry-based lessons are easiest to implement with Science and Social Studies in elementary school because they target specific topics within those subjects. Students are required to hunt for the answers themselves instead of just listen to lecture or read their textbook. I found this lesson to be very helpful and useful for the future.

This is the image that I used for my Plant and Animal Cell worksheet.

WebQuests

Last week we were introduced to WebQuests. Essentially, they are much like their name entails; they are "quests" that children can complete using the web. Using WebQuest.org teachers can search for WebQuests that match grade level and subject matter to use in their classroom to teach a topic. An example of a WebQuest is one that I found yesterday about matter and energy. It was a project children grades K-2 could complete to better understand what liquids, solids, and gasses are and how they can change from one form to the other. Every WebQuest includes these sections:


1. Introduction
2. Task                                           
3. Process
4. Evaluation
5. Conclusion
6. Credits
7. Teacher Page

As a teacher searching for a prospective WebQuest to use, you have to carefully look through the entire site. Something to pay close attention to is the amount of time that is required to complete the quest; it is possible that the project is lengthy and the class could lose interest after a period of time. Also, it is important to pay attention to how the children are to be divided into groups. Will each child play an equal role in completing the task at hand? Does the WebQuest challenge the students? Will the end result successfully enrich the classroom's learning? I have seen several sites with dead links that no longer work, or just too many links that could potentially overwhelm students. Luckily, there are many WeQuests to choose from. Unfortunately, it can be a long process to discover the right one to use to enhance the curriculum.

A Reflection on Website Evaluation

Today in class, we selected a website and evaluated it for reliability and usability. Specifically, we were searching to see if these websites would be appropriate tools to use in the future in our classrooms. To start, it was important that we identified the purpose of the site. Purpose can be divided into nine categories: interactive stimulation, primary source, project site, reference, tutorial, teacher utility, web-quest, game, or other. Obviously each category represents a type of website that serves a very difference purpose from the others. For example, primary source sites can let you examine original documents, while game sites most likely have multitudes of games that can coincide with school curriculum. It is necessary to consider if the site is for a teacher or the student and how navigable it is. Also, the reliability is very important. Professional websites like Discovery are reliable, yet there are many sites on the web that are out of date, bias, or just incorrect. It is a bonus if the website is accessible to use without having to incur any extra expense. Often times, you will have to create a user ID for the website, especially for game sites and teacher utility sites, that keep track of specific users. I will definitely consider these points when working to find appropriate websites that my both my students and I can use in the future.

Here are a few websites with tips and tricks to discern between the unreliable and reliable: 

http://journalism.about.com/od/reporting/a/Eight-Ways-To-Tell-If-A-Website-Is-Reliable.htm
http://mason.gmu.edu/~montecin/web-eval-sites.htm 

My Expectations for TPTE 486

This is my first experience with online blogging. I am learning so much so quickly! This course is moving at a rapid rate, but everything that we have created and covered has proved to be very useful. In the future, having the ability to create a website and/or a blog is only going to benefit my classroom. Both options would be easy ways to keep my students and their parents informed about the latest things that are going on in my classroom. I am excited to continue learning in this course and see what creative posts I am capable of producing! 

This cartoon was found on the College of William and Mary's website.