1. INTRODUCTION TO
WEBQUESTS

2. What is a WebQuest?
• inquiry-oriented lesson format in which most
or all the information that students work
with comes from the web.
• developed by Bernie Dodge at San Diego
State University in 1995
• Basically any documets that can contain
hyperlinks (online/offline/printed)
• More info at http://www.webquest.org/
Webquest examples: http://questgarden.com/search/
Free webquest tool: http://www.zunal.com/

3. • Students assume the role that
allows them to investigate an
issue through their view.
1
• Web-based resources are much
wider than offline ones2
• Free WebQuests are available
online (http://webquest.org/)
3
WebQuests advantages

4. Before you begin…
• Your WebQuest should be an enhancement
or culmination of a unit of study, not the
entire unit itself

5. • Selecting a Topic – a Hook
(Introduction)
1
• Formulating the essential
question (Task)2
• Finding the information and
guiding the student / scaffolding
(Process)
3
• Describing the grading method
(Evaluation)4
• Summing it all up and giving
reflections (Conclusion)5
Creating WebQuest

6. Introducing the subject matter to the
student
• Identify “roles” (e.g. “You are an
archaeologist who must report to his boss
about an amazing new discovery…”)
• Remember, you are addressing the student
directly, so use the second person: “You will
be researching the Egiptian Pyramids”

7. Formulating the Essential Question
(TASK)
• The task is the most important part of your
WebQuest
• It must be achievable with the resources the
students have available
• Decide how you want your students to
complete the WebQuest: Individually, in
pairs, or in a small group of three to four
students
• http://webquest.sdsu.edu/taskonomy.html

8. The Task
• With the task decided upon, write a
paragraph or a bulleted list that clearly states
in the second person voice what you expect
the student to accomplish, create, or present.
• If the final product requires student to use
any specific software, be sure to mention it in
this section

9. Finding the Information
• The most crucial element of writing a good
WebQuest is researching appropriate and
helpful online resources. (use google or local
search engines, wikipedia)
• As you find sites, be sure to save them or
bookmark them
• Include a short description of the site so your
students as well as yourself will have a
synopsis of the resource.

10. Guiding the Student
• Outline the steps that the students will go
through in order to complete the task.
• Clearly state these steps in a logical, sequential
order.
• Make a list of websites you developed
previously.
• If the students will be working in groups, you
may want to discuss how they are to divide the
responsibilities.
• Again, the student is the audience, so use the
second person voice

11. The Final Analysis (Evaluation)
• Formulate a method for evaluating the
student’s progress and performance.
• Possibly use a rubric – a scoring tool that
employs a graduated point scale for each of
the tasks.
• Share the rubric with the students prior to
the start of the WebQuest.
(http://www.schrockguide.net/assessment-
and-rubrics.html)

12. Summing it all up
• At the end of the WebQuest, it is necessary
to include a few sentences that tell what it is
you hope they will have learned or
demonstrated upon completion.
• To encourage further exploration, its often
helpful to insert rhetorical question or two
and a few mor links to websites containing
extension materials.