Tips for Using Concept Builders

When learning the definition of a class of things (artistic eras, types of clouds, social upheavals, etc.) doesn't fully capture the subtleties you want students to appreciate and distinguish, then you'd better help them move beyond concrete definitions into the fuzzier realm that requires an engaged mind to discern key characteristics and argue interpretations. Gray areas? Yes, but fun as all get-out in the classroom (as long as everyone sees this as a process, not a right answer). So when you have a good supply of Web sites that show examples of a concept that's valuable for students to learn, link to at least three sample sites, then offer a series of short questions that prompt them to look for specific details and comparisons and contrasts. Depending on the concept, the examples, and the learners, you may lead them very far with your prompts or let them do some problem-based learning by not using prompts at all. Furthermore, by linking to additional resources, students could do even more independent research. After the activity, you might test the students concepts as a group with some "non-examples" (expressionist paintings, cumulo-stratus clouds, evolutionary changes in societies). Lastly, because images are good sources of information and are becoming more common and quicker loading all the time on the Web, Concept Builders make a good higher-level thinking activity to support younger or non-reading students.

Example Concept Builder - No Fear o' Eras (from Eyes on Art 2.0)

WebQuest - for engaging in critical thinking

Teachers choose to create a WebQuest when...

1. you want students to tackle big, complex, or gray questions
2. students could benefit from cooperative learning
3. the subject warrants a deeper understanding
4. students would benefit from a more real world learning experience

Background

When it's time to go beyond learning facts, connecting emotively, or developing concepts, to put all these together and get into the grayer matter, your students are ready for a WebQuest. Basically, a WebQuest is an inquiry activity that presents student groups with a central Question and related Task. Access to the Web (and other resources) provides abundant grist from which collaborative student groups construct meaning. The whole learning process is supported by prompting / scaffolds to promote higher-order thinking. The products of WebQuests are usually then put out to the world for some type of real feedback.

Tips for Using WebQuests

When designing a WebQuest it's best to choose a topic that's either large, complex or in dispute. Current events, social issues, and environmental systems, etc. all work well. Also anything that requires evaluation or scientific hypothesizing will evoke a variety of interpretations. The reason the Web is so critical is because it offers the breadth of perspectives and viewpoints that are usually needed to construct meaning on complex topics. Students benefit from being linked to a wide variety of Web resources so that they can explore and make sense of the issues involved in the challenge.

Logistically, all students begin by learning some common background knowledge, then divide into groups. In the groups each student or pair of students have a particular role, task, or perspective to master. They effectively become experts on one aspect of a topic. When the roles come together, students must synthesize their learning by completing a transformative task such as e-mailing congressional representatives or presenting their interpretation to real world experts on the topic.

You might want to use anWebQuest as a first activity to quickly immerse students in real learning, then go back and fill in the broader picture with a Knowledge Hunt or Subject Sampler.

Example WebQuest - Tuskegee Tragedy

presented: November 20, 1996, Classroom Connect Conference, Anaheim
published: April 20, 1998, Computer-Using Educators Newsletter
revised: October 24, 2001, for Web-and-Flow Interactive