This PowerPoint Presentation is about the "Sample of Designs of Technology-Inspired Instructional Plan." It will teach the students/learners what web quest is and how to design one.

1. Objectives
At the end of the lesson,
students shall be able to:
1. identify the parts of a web
quest;
2. and design their own web
quest.

2. Sample Designs of
Technology-Inspired
Instructional Plan
Reporter:
Erickson Djan P. Baylon

3. Designing A Web Quest
Web Quest
is an inquiry-oriented
lesson format in
which most or all the
information that
learners work with
comes from the web.
(Wikipedia)

4. Characteristics of a Web Quest
1.It is classroom-based.
2.It emphasizes higher-order
thinking (such as
analysis, creativity,
or criticism) rather than
just acquiring information.

5. 3. The teacher pre-selects
the sources, emphasizing
information use rather than
information gathering.
4. Most web quests
are group work with the task
frequently being split into
roles.

6. It must be interesting and
challenging enough to propel
students to undergo inquiry or
exploration on the possible
solutions to problems.
It also incorporates inquiry,
constructivism, and cooperative
and collaborative learning.
Web Quest

7. It must require students to
come out with projects or
tangible results of the inquiry
using the web.

8. Parts of a
Web Quest

9. a. Title
Select a specific content from
the PELC/PSSLC and think
of a title to package the unit
you are working on. The title
must be interesting enough to
catch the attention or
imagination of the
students/pupils.

10. Examples:
“The River is in Bad Shape” (for water
pollution)
“Rock the Vote” (for an election issue)
“Redesigning the Earth” (for soil erosion)
“Anybody There?” (for space exploration)
“When People Talk” (for communication)

11. b. Introduction
This should contain a
brief description of the
situation or the
problem.

12. Example for “When People Talk”
Communication, as defined by the Merriam-
Webster, is the act or process of using words, sounds,
signs, or behaviors to express or exchange information
or to express your ideas, thoughts, feelings,etc., to
someone else. People communicate every day. They do
this while in school, in office, in their house and
wherever they want to do so. The main purpose why
people communicate with others is for them to say or
express what is in their minds and also their feelings.
Communication has two types: the verbal and no-
verbal. In verbal communication, people use spoken
words. On the other hand, in non-verbal
communication, people use gestures, facial expressions,
eye-contact and so on. People communicate for many
reasons that’s why it is very important to us.

13. c. Tasks
Based on the problems,
formulate some activities.

14. Example:
Task 1: Organize the class into three groups and
assign each group a specific task to do:
Group 1: Make a three-minute play showing
people who are communicating with each other.
This must be performed in the class to show
everyone a real-life situation of people who are
communicating.
Group 2: Create a slogan that talks about the
importance of communication to us. A
representative must explain why their group
came up with their slogan.
Group 3: Make a poster showing the benefits
we can get from communicating. This must be
explained by one of the group members.

15. d. Process
The steps the students
should take to accomplish
the task.
(Before you start to work, have
an overview of the evaluation
sheet or the rubric so that you
will know how you will be
graded.)

16. Process:
1. Teacher and students cooperatively identify
the important things they must focus on.
 Define what is communication.
 List down some of its importance.
 Write its benefits to human beings.
2. Students will gather information from the
internet. They can visit 3-5 websites which are
relevant to the topic. They will list down the
information they got from it. They should also list
down the websites they have visited for proper
acknowledgements.
3. Students will analyze the information they got
from the internet and choose the important ones.
They will start working for their assigned task.

17. e. Evaluation
Using the Rating scale,
which is specifically
designed, determine the
extent of involvement you
and your partner or each of
the group members had.

18. Activity Participated
well
Participated
a little
Did not
participate
Planning the activities
Brainstorming on related
issues and classifying
information
Gathering data through
the Internet
Sorting information as to
relevance
Preparing a three-minute
play, a slogan or a poster.
Showcase showdown

19. f. Showcase Showdown
(Presentation Sharing of
Outputs)
Review the tasks.
Students will present
their outputs to the
class.

20. g. Reflections
This is the part that requires
the students to summarize
their learning insights
particularly in the use of
technology. What skills did
they learn as fast and as
interesting as can be in the
web quest. Did they find the
experience valuable?

21. h. Resources
List down the references or
resources used in the
completion of this web
quest.

22. Limitations of a Web Quest
Web quests are not appropriate to
every learning goal. In particular, they
are weak in teaching factual recall,
simple procedures, and definitions.
Web quests also usually require good
reading skills, so are not appropriate
to the youngest classrooms or to
students with language and reading
difficulties without special design and
effort.

23. Thank you for
listening.

24. Identify which part of the web quest is being described in the
following.
____1. These are the series of steps that the students should
follow in doing the web quest.
____2. This is the part where the students write their insights
on learning with technology.
____3. This part contains a brief description of the topic,
situation or problem.
____4. This part contains the activities which are formulated by
the teacher.
____5. This is the part where the references or resources used in
the web quest is listed.
____6. This is the part that should be interesting enough to
catch the attention or imagination of the students.
____7. This is the part where a rating scale is used to assess the
web quest.
____8. This is the part where the students present their outputs
to the class.

25. Group Activity:
Design your own web quest using one of
the topics below.
1. Stress and Intonation
2. Library Resources
3. Elements of Literature
4. How to Prepare an Interview Guide
5. Writing a Resume
6. Concept Maps
7. Reading Styles