5.8.2 Preparing Preservice Teachers For Internship and Student Teaching-Part 2
1 Operating
Instructions
1.
2-Background
3.
Diagnostic and prescriptive
4.
Solutions which reachÝ
+Ý teach students
3-Getting Started
1. Classroom
2.
Students
3. Curriculum
5.
Evaluation
4-L=TBC: The
Formula
1. Basis
2. Whole
class
3. Continuum
5-L=TBC: Models
1.
Generic
2. Canada
3.
Belize
6.
The
Middle Ages
Ý6-Meeting Student Needs
4. Matching Resources to Student Need
5.
Alt. Assessment: Tools and Pedagogy
7-Problems
8-Solutions
9-
References
1.
End
Notes
10-The Library
1. Print
media
2.
HyperStudio
OVERVIEW: Bernie Dodge, San Diego State University,, has identified the kinds of instructional activities being creating under the general heading of "Web Quests."
(1)The Potential Benefits to Preservice Teachers of Web Quest Construction The creation of Web 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
(5) Longer Term WebQuest
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.
(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.
(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.
(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.
(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.
(7) Bibliography
(8) ElEd 253: This course embodies each of the operative prescriptions, principles, and most of the resources of the Teaching-Learning Matrix. The syllabus is available as a PDF file linked from http://www.umsl.edu/~sahambr
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