3. Information Sources. This block in a WebQuest is a list of web pages which the
instructor has located that will help the learner accomplish the task. The Resources are pre-
selected so that learners can focus their attention on the topic rather than surfing aimlessly.
Information sources might include web documents, experts available via e-mail or real-time
conferencing, searchable databases on the net, and books and other documents physically
available in the learner's setting. It's important to remember that non-Web resources can also
be used. Very often, it makes sense to divide the list of resources so that some are examined
by everyone in the class, while others are read by subsets of learners who are playing a
specific role or taking a particular perspective. This can ensure the interdependence of the
group and give the learners an incentive to teach each other what they've learned. See an
example in the WebQuest Creative Problem Solving. [3,17]
4. Description of the process. The Process block in a WebQuest where the teacher
provides clearly suggested steps that learners should go through in completing the task. It
may include strategies for dividing the task into subtasks, descriptions of roles to be played
or perspectives to be taken by each learner. The instructor can also use this place to provide
learning advice and interpersonal process advice, such as how to conduct a brainstorming
session. For example, the WebQuest Pollution and Solutions .
5. Guidance provides guidance on how to organize information. This can take the
form of guiding questions, or descriptions to complete organizational frameworks such as
timelines, concept maps, or caused- effect diagrams.
6. Evaluation. The Evaluation block is a new addition to the WebQuest model. Each
WebQuest needs a rubric for evaluating students' work. Evaluation rubrics would take a
different form depending on the kind of task given to the learner. To help teachers to deal
with evaluation Dodge has developed A Rubric for Evaluating WebQuests. It allows
teachers to assign a score to a given WebQuest and provides specific, formative feedback
for the designer.
7. Conclusion. The Conclusion section of a WebQuest provides an opportunity to
summarize the experience, to encourage reflection about the process, to extend and
generalize what was learned, or some combination of these. It's not a critically important
piece, but it rounds out the document and provides that reader with a sense of closure.
Why use WebQuests?
WebQuests are an inquiry-based, learner-centered, project-based approach to teaching,
learning, and information inquiry that integrates the power of the Web with sound learning
theory and instructional design methods, such as constructivist philosophy; critical and
creative thinking questioning, understanding, and transformational learning; scaffolding;
cooperative learning; motivation and authenticity [6,2].
Constructivism is a theory of teaching and learning involves the process of
questioning, exploring, and reflecting. This theory says that learners should construct their
own understanding and knowledge of the world through varied experiences. By reflecting
on these experiences, students assimilate useful information and create personal knowledge.
Creative thinking involves creating something new or original. It's the skills of
flexibility, originality, fluency, elaboration, brainstorming, modification, imagery,
associative thinking, metaphorical thinking, and forced relationships [1,1].
Cooperative learning is an approach to teaching and learning where students work in
small groups or teams to complete meaningful activities such as solving problems or
creating products. Groups share their strengths and address their weaknesses as a team.
Cooperative strategies are applied to necessitate each student's input. As students complete
83
more WebQuests they will become aware that their individual work has a direct impact of
the intelligence of their group's final product.
Student Motivation & Authenticity. Tom March points out to the following strategies
that are used in WebQuests to increase student motivation. First, WebQuests use a central
question that honestly needs answering. When students are asked to understand, hypothesize
or problem-solve an issue that confronts the real world, they face an authentic task. The
second feature that increases student motivation is that they are given real resources to work
with. Rather than use a dated textbook with the Web students can directly access individual
experts, searchable databases, current reporting, and even fringe groups to gather their
insights.
Developing Thinking Skills. One of the main features of any WebQuest is that
student’s deal with questions that prompt higher level thinking. The question posed to
students can not be answered simply by collecting and spitting back information. A
WebQuest forces students to transform information into something else: a cluster that maps
out the main issues, a comparison, a hypothesis, a solution, etc. In order to engage students
in higher level cognition, WebQuests use scaffolding or prompting which has been shown to
facilitate more advanced thinking. In other words, by breaking the task into meaningful
"chunks" and asking students to undertake specific sub-tasks, a WebQuest can step them
through the kind of thinking process that more expert learners would typically use.
Using WebQuests in our classrooms can help build a solid foundation that will prepare
our students for the future by developing a number of skills that tomorrow’s workers will
need. No one can ever learn everything, but everyone can better develop their skills and
nurture the inquiring attitudes necessary to continue the generation and examination of
knowledge throughout their lives. For modern education, the skills and the ability to
continue learning should be the most important outcomes. And this is where WebQuest can
help use to meet these needs.
The WebQuest Design Process
Writing a WebQuest is time-consuming and challenging, at least the first time. To
make this process easier for teachers Tom March developed the WebQuest design process
which consists of three phases that are presented below [4,1]:
Choose and chunk the topic
It is necessary to identify a topic that is worth spending time on it and one that takes
advantage of the Web and WebQuest format. The best use of the WebQuest format is for
topics that invite creativity and problems with several possible solutions. They can address
open-ended questions like:
How do other countries deal with learning English as a foreign language, and what, if
anything, can Kazakhstan learn from them?
What is it like to live in a developing country such as Kazakhstan?
What would Mark Twain think about the lives that children live today?
Once you have some ideas for topics, chunk them out into sub-categories by clustering.
You might look for things like relationships to other topics, controversial issues, multiple
perspectives about the topic, etc. This clustering will help you when it comes time to
uncover your main question and devise roles for learners.
Identify Learning Gaps
Good instructional activities attempt to address students' needs. Envision the optimal
learning outcomes for a particular unit or activity. Then compare that to the actual
outcomes. The learning gap is the difference between Optimals and Actuals.
Inventory Resources
84
When teachers inventory their learning resources they should collect all the raw
materials that COULD go into their WebQuest. Later they will need to make choices that
limit their options. In terms of finding good Web sites, the following sites that lead to a
huge number of interesting and useful lessons, resources, and activities can be a good
starting points for exploration:
Education World.
Language Arts.
Foreign Language.
Decision: Uncover the Question
The single most important aspect of a WebQuest is its Question. The Question / Task
serves to focus your entire WebQuest and helps students engage in higher-order thinking. It
makes students look beyond the facts to how things relate, what is the truth, how good or
right something is. In writing Question / Task Statement, Tom March suggests to consider
the following things that provide higher levels of thinking:
analyzing and classifying the main parts of a topic
using these main parts as criteria from which to evaluate examples of the topic
analyzing perspectives and opinions through comparison / contrast
using an understanding of people's opinions to make a persuasive argument
analyzing how things change through cause and effect and If/Then statements
using if/then statements to problem solving new situations [4, 1].
It is important to note that this last box in this phase isn't actually a box like
the other three. This section requires a teacher to make a decision. The decision is, "Do
you have what it takes to make a WebQuest?" Answering the questions below questions
will help a teacher to elicit a positive response:
Is the Topic worth the time and effort needed to build this WebQuest?
Is the level of potential student cognition worth the effort?
Is a WebQuest the right strategy?
Are you excited by the available resources (both online and local)?
Does the Web offer so much that its use is warranted?
Does the Question ask something that people in the real world find important?
Is the answer to the question open to interpretation / argument / hypothesis?
If you've answered ―Yes‖ to all the questions above, you're on the way to creating a
great WebQuest!
The second phase of the design process is connected with shaping, outlining, or
drafting. This is the time to make sure teachers have all the right pieces before actually
putting them together and then up on the Web.
Brainstorm Transformations
The main thing to do at this stage of the design process is to brainstorm all the possible
transformative cognitive tasks that could be involved with the Question. In his article on
active learning Dodge stresses that active learning involves putting our students in situations
which compel them to read, speak, listen, think deeply, and write and that when first faced
with the prospect of developing learning environments on the web, it's easy to be
overwhelmed by the possibilities. To reduce the complexity of the task he suggests to chunk
things out into these three domains [2, 1].
Sort Links into Roles
Once websites are collected they need to be sorted out. After that it is important to
think about the students' background knowledge of the topic. Make sure they all start out on
85
solid footing by doing one of three things: 1) Use learning activities prior to the WebQuest
to prepare this fundamental knowledge on the subject. 2) Give each role at least one link
that provides good background. 3) Engage students during the WebQuest process in some
sort of "background for everyone" phase.
Decision: Define the Learning Task
The easiest way to think of the Learning Task is the students' physical product.
Whereas the Question identifies what will go on in the minds of learners, the Task defines
how that learning will materialize. So they definitely go hand-in-hand. This is the decision
aspect of this phase. Here are some questions that teachers need to answer affirmatively
before moving on to the final stage:
Does what has emerged from the Web resources address learning Gap?
Have you specifically identified the kind of higher level thinking that will transpire
in the minds of learners?
Do you have the right technology, time, and comfort level to support the Task?
Is there enough on the Web to support the roles?
Does the Task mirror activities in the real world?
If the answers are ―Yes‖ to all the questions above, you're on the way to creating a
great WebQuest!
The final phase of the design process is actually the easiest. Now that all the raw
materials for the WebQuest are gathered it’s time to put it all together.
Write the Web Page
There’s no need to learn HTML to write a webpage. There exist a number of tools like
Microsoft Frontpage, Macromedia Dreamweaver, etc. You have just simply open the
WebQuest Template that is designed for this purpose [1,15] and begin adding your content.
Engage Learners
Everyone loves to feel they are involved in real learning. So the main challenge is to
write an engaging introduction that naturally leads into the Question / Task. After that the
rest of the WebQuest is really about righting for clarity. You might try traditional attention-
getters like anecdotes, examples, quotations, metaphors or scenarios to make it more
engaging.
Lastly, the important item is the conclusion. Returning back in the conclusion to
whatever attention-getter you used in the introduction helps learners complete the cognitive
link back to that initial thinking. Research has shown that students develop cognitive skills
when they talk about them. So discuss the transformative thinking the students engaged in
and talk about what it was like (how it was hard, what was different, what were they used
to, etc.). Finally, it's nice to include discussion of how what the students learned applies to
other topics.
Scaffold Thinking
Lay out all the instructions for the phases on learning background information and
developing expertise in the roles. Make the transformative thinking happen when the
students come back together after learning about their roles. Now you have individual
experts ready to solve a common problem. So focus on what instructions you give the group
as they complete their Task (i.e., create their learning outcome). Here's where you make
sure the Task elicits the desired cognition and addresses the learning Gap you identified at
the beginning of this process.
Decision: Implement and Evaluate
Moving through this design process will bring teachers to a solid WebQuest. If they
want a quick review they can use the WebQuest. Once a teacher tried out his WebQuest
86
with students, it is suggested to spend time debriefing with them to find out how it went for
them. For a more thorough check and for an assessment tool to let students see how they've
done, use The Best WebQuest Rubric [3,3]
The design process suggested by March is really helpful in designing good WebQuest.
template is also available that guides the teacher through the process of creating a short-
term, single discipline [1,1].
Some suggestions
Before going on to WebQuests, realize that these are challenging activities for both
teachers to make and students to participate in. If you are new to the Web, read Working the
Web for Education to explore other Web-based learning strategies like Topic Hotlist,
Subject Samplers, and Knowledge Hunts. It has been found that using Subject Samplers is
often the best preparation for working with WebQuests.
Find many examples of WebQuests on The WebQuest Page or the Filamentality
Database. A first suggestion is to see if a WebQuest already exists on a topic you study.
Then you can adapt it to your needs.
Once you've decided to create your own WebQuest, it is suggested to use one of the
interactive sites like Web-and-Flow or Filamentality. The latter is great for beginners.
If you learn best by reading, the WebQuest Design Process is the most detailed
available on the Web. Finally, as you're designing your WebQuest, test out your progress
with the Designer's Checklist. This could save time and heartache.
Conclusion
Teachers need to learn how to effectively use the Internet to support the teaching and
learning process. They should spend time defining an information need, searching for
information, and evaluating the information before attempting to incorporate it into a lesson.
Being one of the effective strategies the WebQuest strategy can help teachers to integrate
the power of the Web with student learning is in a way that makes sense for the New
WWW. This is because WebQuests are found to be an activity that integrates the power of
the Web with sound learning theory and instructional design methods and plants the seeds
of change and growth so that students will internalize some of these cognitive strategies and
apply them to lifelong and self-directed learning.
_______________
1.Dodge B. Active learning on the web. 2001.
2.Dodge B. WebQuest rubric, template, WebQuests for Learning. 2004.
3.March T. Working the web for education: Theory and practice on integrating the web for
learning. 2010.
4.Warschauer M., Shetser H., & Meloni C. Internet fore English Teaching. Alexandria,VA:
TESOL Publications, 2000.
87
Ж.К. Жунисова, С.Т. Боранбаева
К ПРОБЛЕМЕ ВНЕДРЕНИЯ ИНКЛЮЗИВНОГО ОБРАЗОВАНИЯ В РК
УДК 37.01
Д 40
Во всем цивилизованном мире общество пришло к пониманию, что в
соответствии
с
общечеловеческой
моралью
и
требованием
социальной
справедливости – дискриминация детей с ограниченными возможностями в
образовании недопустима. Законодательством РК, в соответствии с международными
документами в области защиты прав детей, провозглашен принцип равных прав на
образование лицам с ограниченными возможностями в развитии, реализующийся в
виде инклюзивного или совместного образования здоровых детей и детей с
ограниченными возможностями в развитии.
Под инклюзивным образованием понимается система и процесс вовлечения
детей с ограниченными возможностями в общеобразовательные школы и детские
сады и создания для них условий на получение качественного образования.
В соответствии с Государственной программой развития образования в РК в
нашей стране с 2011 года поэтапно внедряется инклюзивное образование. Для того,
чтобы внедрение инклюзивного образования имело целенаправленный и
систематический характер необходимо определить инструмент проведения оценки
вовлеченности детских садов, школ, средних и высших учебных заведений в
инклюзию, или индикатор.
Мониторинг развития инклюзивного образования необходимо проводить с
учетом имеющегося мирового опыта в данном направлении и в соответствии с
Конституцией Республики Казахстан, нормами Законов Республики Казахстан «О
правах ребенка в Республике Казахстан», «О социальной и медико-педагогической
коррекционной поддержке детей с ограниченными возможностями», «Об
образовании», Посланием Президента республики Казахстан Н.Назарбаева народу
Казахстана «Стратегия вхождения Казахстана в число 50-ти наиболее
конкурентоспособных стран мира», Государственной программой развития
образования в Республике Казахстан на 2010-2020 годы, которыми определяется
необходимость обеспечения государством равных прав и возможностей получения
образования всеми детьми.
По мнению зарубежных ученых, инклюзивное образование должно развиваться в
трех органически взаимосвязанных аспектах: во-первых, разработка инклюзивной
политики; во-вторых, развитие инклюзивной практики и, в-третьих, создание
инклюзивной культуры.
Показатели инклюзии могут оказать существенную помощь в конструировании и
построении такой инклюзивной образовательной среды в любой школе, но, вместе с
тем, это очень гибкий инструмент, лишѐнный всякой назидательности и излишней
дидактичности. Он показывает, в каком направлении следует двигаться, чтобы в
любой школе, каждый ребѐнок и взрослый был по-настоящему принят и не был
ущемлѐнным, вне зависимости от неких социальных маркеров.
Индикаторы представляют собой круг вопросов по разным направлениям.
Участниками опросов являются координационные группы: родители детей с
особыми образовательными потребностями; дети различного возраста учащиеся в
инклюзивной школе; педагоги инклюзивной школы.
88
К данному проекту прилагаются индикаторы, которые представляют собой
форму опросного листа или карточек, на которых написано по одному индикатору.
(см. табл.2).
В конце опросного листа есть свободное место, в котором каждый из участников
опроса может сформулировать и записать свои собственные идеи, как правило, не
более пяти, по поводу приоритетных направлений развития школы. Заполнение
опросных листов или сортировка карточек нужны для того, чтобы определить
приоритетные направления. При использовании опросных листов следует помнить,
что обобщать следует именно приоритеты, а не ответы на все вопросы. Внутри
группы необходимо организовать обсуждение возникших при использовании
индикаторов идей и вопросов, требующих детального рассмотрения в будущем.
На основе анализа международного опыта по реализации инклюзивного
образования мы считаем целесообразным определить три блока индикаторов:
1) сформированность инклюзивной культуры;
2) уровень развития инклюзивной политики;
3) развитие инклюзивной практики. (см. табл. 1)
Попытаемся раскрыть каждый из вышеотмеченных блоков.
Достарыңызбен бөлісу: |