5.9.2 Preparing Preservice Teachers For Internship and Student Teaching
1 Operating Instructions 1. Organization 2-Background 1. All children can learn 2. Not all learn in same way 3. Diagnostic and prescriptive 4. Solutions which reachÝ +Ý teach students 5. Staff development 3-Getting Started 1. Classroom 2. Students 3. Curriculum 4. Coop learning 5. Evaluation 4-L=TBC: The Formula 1. Basis 2. Whole class 3. Continuum 5-L=TBC: Models 1. Generic 2. Canada 3. Belize 4. American Dream 5. Spanish Exploration 6. Westward Movement 7. The Middle Ages 8. Role of Intern 9. Prep forÝ field Preservice Ý6-Meeting Student Needs 1. Determining Need 2. Tools + Resources 3. Curriculum 4. Sp.Ed,Counselors, Classroom Teachers 5. Admin. Parents 7-Problems 1. Classroom management 2. Lack of focus 3. Unwillingness 8-Solutions 1. Getting Re-Started 2. Graphics Boards 3. HyperStudio 9- Evaluate Your Solution 1. Comprehension 2. Process-Decision 3. Rubrics+Models 10-The Library 1. Print media 2. HyperStudio 3. Web-based 4. CD-based 5. On-Line	OVERVIEW: Bernie Dodge, San Diego State University,, has identified the kinds of instructional activities being creating under the general heading of "Web Quests."    (Links to other Pages and related Resources)
	(1)THE POTENTIAL BENEFITS OF WEB QUEST CONSTRUCTION TO PRESVICE TEACHERS Quests as a required activity within a Level 2 or Level 3 education course has several potential benefits: for preservice teachers 1. encourages cooperative learning among those engaged in constructing Web Quests; 2. provides opportunities for active learning and Constructivist thinking; 3. a finished product, made available on the Web, that is immediately useful to K-12 teachers and students…and thereby providing analyze and evaluate its use and contributions to the teaching learning process within K-12 classrooms; 4. construction could be on-campus, application off-campus, analysis both in the field and on-campus.	(4) HIGHER-LEVEL THINKING Bernie Dodge identifies the higher-level thinking tasks to be accomplished by cooperative groups engaged in WebQuests: 1. Comparing Identifying and articulating similarities and differences between things. 2. Classifying grouping things into definable categories on the basis of their attributes. 3. Inducing: Inferring unknown generalizations or principles from observations or analysis. 4. Deducing Inferring unstated consequences and conditions from given principles and generalizations 5. Analyzing errors: Identifying and articulating errors in one's own or others' thinking. 6. Constructing support: Constructing a system of support or proof for an assertion. 7. Abstraction: Identifying and articulating the underlying theme or general pattern of information. 8. Analyzing perspectives: Identifying and articulating personal perspectives about issues.
	(2) DEFINITIONS A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing. There are at least two levels of WebQuests that should be distinguished from one another.	(5) LONGER TERM WEB QUEST The instructional goal of a longer term WebQuest is extending and refining knowledge. After completing a longer term WebQuest, a learner would have analyzed a body of knowledge deeply, transformed it in some way, and demonstrated an understanding of the material by creating something that others can respond to, on-line or off-. A longer term WebQuest will typically take between one week and a month in a classroom setting. (Links to other Pages and related Resources) (6) CRITICAL ATTRIBUTES OF A WEBQUEST To encourage motivated, active learners, especially in a K-12 setting, WebQuests should be group activities centered on simulated roles to play during the research and focused on solving certain problems. WebQuests of either short or long duration are deliberately designed to make the best use of a learner's time instead of surfing the net without a clear task in mind. To achieve that efficiency and clarity of purpose, WebQuests should contain at least the following parts: 1. An introduction that sets the stage and provides some background information. 2. A task that is doable and interesting. 3. A set of information sources needed to complete the task. 4 .A description of the process (clearly described steps) the learners should go through in accomplishing the task. 5. Some guidance ( questions, charts, concept maps) on how to organize the information acquired. 6. A conclusion that brings closure to the quest and reminds the learners about what they've learned.
	(3) SHORT TERM WEB QUESTS The instructional goal of a short term WebQuest is knowledge acquisition and integration. At the end of a short term WebQuest, a learner will have grappled with a significant amount of new information and made sense of it. A short-term WebQuest is designed to be completed in one to three class periods.
	( Go to the Social Studies Place)        READ Part 1 Ed Activities Distance Learning Resources: WebQuest Training Materials The WebQuest Page WebQuests Distance Learning on the World Wide Web Videoconferencing for Learning WebTeacher Tutorial Online Colleges, Universities USDLA TEAMS Distance Learning... K12 SCORE History/Social Science Distance Learning Projects