Overview: A webquest is rather like an on-line scavenger hunt, or a problem-solving adventure. It is inquiry- based learning combined with techno-literacy/proficiency and geared toward specific educational intentions. 

Quests may be subject specific, or subject integrated inquires. They can be used in a number of ways and may take on many forms - 

• literature reviews, 

• research, 

• personal or directed investigations, 

• problem-solving exercises, 

• fact and/or information finding expeditions.

Quests can be arranged so that the teacher tightly controls them and whereby students are provided with specific previewed links. Or, quests can be more loosely arranged so that learners have to glean information from an array of on-line resources, or from sources found by the learners through personal investigations. They can also be simple scenario problems posted on-line.

Grouping configurations can vary so that students can be assigned to work singly, in dyads, triads, or in small or even in larger groups where each member works on a chosen or assigned task. Too, students may be allowed to choose their own working configurations.

Your reflective tasks:

I. Thinking outside the box. 

Do this one singly, then share your efforts.

The Oxford English Dictionary offers several definitions of reflection that are pertinent to a discussion of reflective teaching:

1. Reflexive influence on the mind.

2. The action, on the part of surfaces, of throwing back light or heat...

3. The action of a mirror or other polished surface in exhibiting or reproducing the image of an object...

4. The action of bending, turning or folding back.

5. The action of throwing back, or fact of being thrown or driven back...

6. Reference, relation, connection.

7. The action of turning back or fixing the thoughts on some subject; meditation, deep or serious consideration.

8. A thought or idea occurring to or occupying the mind...

• Reflective exercise: Metaphorically, or literally, using any two of the above, write a paragraph, or two or three, explaining why you have come to know reflective practice better during this semester. What are you now doing that is reflective of at least two the definitions from above? Be definitive and specific please, offering examples of questions you have posed of your own teaching or living. Or, offer examples of practices you have changed as a result of your reflections.

II. For each statement below find support from the web and be sure to document the sources.

Richards & Lockhart go on to articulate five assumptions about teacher development (pp. 3-4):

A. An informed teacher has an extensive knowledge base about teaching.

• Designating an area of expertise related to your job or professional interests, find 3 to 5 on-line sources that extend your knowledge base. List these sites and give a brief annotation as to their value in relation to your interests or job expertise.

B. Much can be learned about teaching through self-inquiry.

• Self-inquiry is a form of reflection; survey the web for methods of reflection, or self-inquiry. Describe these briefly and tell why they are effective for you, or why they appeal to you. List at least 4-5 techniques. Be sure to annotate sources.

Example: The National Teacher Certification process requires self-inquiry and professional reflection.

C. Much of what happens in teaching is unknown to the teacher.

• Annotate a story from your career, or experience as a learner, that illustrates this statement.

• One only has to look up teaching �reading� methods and techniques (or spelling, parts of speech, or foreign languages) to see if this is true. Find at least 3 differing methods for a process or discipline. Pinpoint the method and compare the differences with the others you have found.

D. Experience is insufficient as a basis for development.

• Do you agree or disagree? Why? Defend your answer in a short paragraph.

E. Critical reflection can trigger a deeper understanding of teaching.

• See if this page offers some helpful ways to reflect on teaching or to think about the profession at deeper levels. 

Statements from: Richards, J. & Lockhart, C. (1994) Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge University Press.

III. Narrative ways of knowing:

Freeman has also written about "teachers' knowledge as stories" He explains,

Teachers and learners know the story of the classroom well, but they usually do not know how to tell it, because they are not often called upon to do so, nor do they usually have opportunities. Researchers, curriculum developers, and policy makers, on the other hand, are very skilled at telling certain things about classrooms; however, they often miss the central stories that are there

• Think of yourself as a storyteller � what stories do you have to offer your students:

            About your passion for your discipline:

            About being a student yourself.

            About something you learned or experienced that changed you dramatically.

            About special people or places that helped you grow. 

• Write a few story starter lines for each of the above, and then begin to craft your own stories to tell your students.

  IV Just for fun  

• See if you can find 3 websites that give you a little needed kick or offer a little inspiration. Here is an example of one of my favorites. I go there when I need to laugh, even cry, definitely to be inspired.

              Story People - Brian Andreas