Rio Workshop Conference. November, 2008.

1. Webquests: A tool to develop thinking skills Lucía Ramírez Anglo Colombian School Bogotá, Colombia

3. WEBQUEST WHAT IS IT? WHY USE IT? ITS STRUCTURE TYPES WHICH TOPICS CAN BE USED? TEACHER’S ROLE STUDENTS’ ROLE WQ AND THINKING SKILLS

4. Tell me and I’ll forget. Show me and I might remember. Involve me and I’ll understand. -Author Unknown

5. What is a Webquest? "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…" (Dodge, 1995, cited by March, 2008) "A WebQuest is a scaffolded learning structure that uses links to essential resources on the World Wide Web and an authentic task to motivate students’ investigation of a central, open-ended question, development of individual expertise and participation in a final group process that attempts to transform newly acquired information into a more sophisticated understanding. The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own metacognitive processes." " WebQuest," as defined by Tom March, circa 2003

6. "The best WebQuests do this in a way that inspires students to see richer thematic relationships, facilitate a contribution to the real world of learning and reflect on their own metacognitive processes." 3 Rs of WebQuests:" "Is it Real, Rich and Relevant? Interdisciplinary relationships. Contextualizing the topic with what makes it worth learning. Authentic tasks -  authentic assessment Metacognition: students are aware of their own thinking patterns  independent use of these strategies

8. Structure of a Webquest Introduction sets the stage and provides some background information. Task that is doable and interesting. Information sources needed to complete the task. They do not necessarily come from the World Wide Web. Process description of the steps to accomplish the task. Conclusion that brings closure to the quest, reminds the learners about what they've learned, and perhaps encourages them to extend the experience into other domains. Evaluation includes the rubric to assess the task.

12. Image taken from http://www.logo.com/twp/intro_images/thinking_skills.jpg

14. "Critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness..." A statement by Michael Scriven & Richard Paul {presented at the 8th Annual International Conference on Critical Thinking and Education Reform, Summer 1987}.