Teacher Script

The WebQuest model is best suited for learners who can navigate the Web on their own and can read the kinds of material commonly found on the Web. We can stretch the format to reach special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things or by using multi-ability cooperative learning groups and assigning reader as one of the jobs.  Each group job in the cooperative learning group could have a 'job description' with required abilities. Group jobs should not be confused with scenario roles.  Group jobs help the group run smoothly as it participates in the scenario and learning experience.

In order to make the process operate smoothly

•  The teacher should have reviewed group etiquette with the class.
•  Students should be assigned to multi-ability cooperative  learning groups.
•  Group jobs ought to be assigned to enhance student scenario  roles.
•  The teacher role in the scenario is the Research Director.
•  The teacher should thoroughly explain the role of the Research  Director and the students' responsibilities to the director. 
•  Students should be made aware how what is being required of  them is very much like that of real researchers.

Before the process begins:

•   The teacher should do an introduction reviewing with students    what they know about ecosystems.
•   Read over the Introduction, Task and Process with the    students.
•   Go over the Evaluation Matrix with the students.  Each role will  be scored.  Each column represents a grade point.  A one          equals a 'D', two a 'C' and so forth.  No one or group fails who   tries.  The points for each role are added and divided by the      number of roles.  At the end of the WebQuest, every group and  student has a chance to choose the area they believe they did  the best in and have that grade double weighted.  Consequently, every student should have two areas that are  double weighted.

•   Keep the role play going.  The biologists and geologists    should be encouraged to stay in character. 
•   Give the team samples of symposium outlines that speakers  use to keep their audience on page with them.
•   Encourage them to use multimedia for their visual aides (charts  and graphs.  However, don't force high tech on low tech  students.  Hand made charts and graphs can be very well done.

•   Use the conclusion to encourage questioning and maybe plan  for future follow up units.
•   Like a real symposium, have a reception before speakers and  end with some kind of celebration.