When writing the Process stage of a WebQuest we must ensure “Every step is clearly stated. Most learners would know exactly where they are at each step of the process and know what to do next. The process provides learners coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task.” WebQuest rubric) Technology integration is assessed under the Resource section of the rubric.
Transformative Thinking
Think back to Lessons 3 and 4 when we emphasised that the Introduction and Task must prompt higher-order thinking. This is where that thinking happens. It is where data and information are transformed into the learners’ own knowledge.You will have to carefully plan and lay out all the instructions for the phases the learners will go through to achieve this knowledge building.
The Process stage is also where you outline collaboration processes and different kinds of group work. For instance, if the role tasks will be challenging for the learners to master, have like roles work together (as in jigsaw grouping). If the learners are more advanced, keep the groups apart so each can develop his or her own interpretation.
The best way to make the transformative thinking happen when the students come back together after gathering data/information, is to describe a process where individual experts (roles) contribute to a discussion or planning that has a common goal, and where data and information are processed in order to support higher-order thinking such as analysis, synthesis, evaluation and problem solving. It is much more than just sharing what they have learned and if they are merely putting together parts to make a whole, with little discussion or thinking, then the transformative aspect is missing.
Learner Support
Learner support is important because learning support is the communication process where support by the teacher is provided for the learner and skills are gained on the part of the learner.
The teacher can give the learners just enough support so they can accomplish the task by themselves. The teacher gives learners this support in any number of ways, ranging from hints or feedback to demonstrating the task to the learners. This is a temporary framework that supports students as they develop new skills, just as buildings are supported when fresh concrete is poured to make the floors and walls. Consider how we have made use of template documents at various stages of these CCTI courses.
Learn more about student support by reading:
