Spinning Treasure
Richards, P., & Royer, R. (2005, November). Treasure hunts for better reading. Learning and Leading with Technology, Vol 33 No 3.
1. The four main sections to this new model design for Internet treasure hunts are:
Understanding Statement – This is designed to help avoid fact-based activities, rather, developing “enduring understanding,” which is what students aught to be able to state once the treasure hunt has been completed. The role of this section is to guide the teacher in forming questions and to give the students an idea of what they should understand by going through the treasure hunt experience.
Introduction – The role of the introduction is to provide motivation for students to engage in the hunt (ideally by making the topic relevant to their own lives) and to give instructions for how the hunt is to be completed.
Questions – The authors suggest a very specific guideline (outlined below) for posing questions that avoid over-simplistic fact-regurgitation and yet do not go over students’ heads with requests for analysis and synthesis that are too complex. All of the questions should relate to the
Understanding Statement, and at least one of them should incorporate response to a visual image to give the students practice with finding meaning in visual media. The final question should have students clarify any questions they may still have about the Understanding Statement.
Putting it All Together – At the end, the students should be given a “performance task” that will ensure that they comprehend what they have learned well enough to be able to apply it to a specific task.
2. The four levels of questioning outlined by Richards and Royer in the development of Internet treasure hunt questions are:
Right There – This is found within the sentence and requires no interpretation. Example: What is the capital of Montana?
Putting it Together – This answer is found within several sentences. Example: Describe the series of events that led up to the start of World War I as outlined on the following page.
Author and Me – The answer to this question requires some information supplied by the text and some experience, information supplied by the reader. Example: If Gauguin had not left Europe for the tropics, what do you think his later paintings would have looked like?
On my Own – This answer is found in the student’s own background knowledge. Example: What role would you take if you found yourself in the American West in 1852?
3. Webquest Resource: “Instant Webquest”
Through this web site, hosted by InstantProjects.org, you may register to create your own Webquest for free. Here are its features:
• Create a WebQuest in 15 Minutes
• No HTML knowledge required
• Free Hosting Create
• Unlimited WebQuests
• User Friendly Navigation
• HTML Editor Integrated (Like MS. Word)
• Uploading Images for each page
• Uploading any type of external Resource documents (Word, PowerPoint, Excel, Picture etc.) and more..
Also included are over 450 sample Webquests organized by subject (Art & Music, Business/Economics, etc.), and very simple, detailed instructions on how the process of creating a Webquest works, including FAQs.
“InstantWebQuest.” (Online.) Accessed July 23, 2006. http://www.instantprojects.org/webquest/main.php.
1. The four main sections to this new model design for Internet treasure hunts are:
Understanding Statement – This is designed to help avoid fact-based activities, rather, developing “enduring understanding,” which is what students aught to be able to state once the treasure hunt has been completed. The role of this section is to guide the teacher in forming questions and to give the students an idea of what they should understand by going through the treasure hunt experience.
Introduction – The role of the introduction is to provide motivation for students to engage in the hunt (ideally by making the topic relevant to their own lives) and to give instructions for how the hunt is to be completed.
Questions – The authors suggest a very specific guideline (outlined below) for posing questions that avoid over-simplistic fact-regurgitation and yet do not go over students’ heads with requests for analysis and synthesis that are too complex. All of the questions should relate to the
Understanding Statement, and at least one of them should incorporate response to a visual image to give the students practice with finding meaning in visual media. The final question should have students clarify any questions they may still have about the Understanding Statement.
Putting it All Together – At the end, the students should be given a “performance task” that will ensure that they comprehend what they have learned well enough to be able to apply it to a specific task.
2. The four levels of questioning outlined by Richards and Royer in the development of Internet treasure hunt questions are:
Right There – This is found within the sentence and requires no interpretation. Example: What is the capital of Montana?
Putting it Together – This answer is found within several sentences. Example: Describe the series of events that led up to the start of World War I as outlined on the following page.
Author and Me – The answer to this question requires some information supplied by the text and some experience, information supplied by the reader. Example: If Gauguin had not left Europe for the tropics, what do you think his later paintings would have looked like?
On my Own – This answer is found in the student’s own background knowledge. Example: What role would you take if you found yourself in the American West in 1852?
3. Webquest Resource: “Instant Webquest”
Through this web site, hosted by InstantProjects.org, you may register to create your own Webquest for free. Here are its features:
• Create a WebQuest in 15 Minutes
• No HTML knowledge required
• Free Hosting Create
• Unlimited WebQuests
• User Friendly Navigation
• HTML Editor Integrated (Like MS. Word)
• Uploading Images for each page
• Uploading any type of external Resource documents (Word, PowerPoint, Excel, Picture etc.) and more..
Also included are over 450 sample Webquests organized by subject (Art & Music, Business/Economics, etc.), and very simple, detailed instructions on how the process of creating a Webquest works, including FAQs.
“InstantWebQuest.” (Online.) Accessed July 23, 2006. http://www.instantprojects.org/webquest/main.php.
posted by Ms. Herr at 6:32 PM
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