EED-465 Charting the Course: Social Studies WebQuest

General Practicum Information
•   Practicum experience requirements, including the diversity and number of required hours for this course are specified in the College of Education Teacher Preparation Programs Practicum/Field Experience Manual.
•   Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your Benchmark Assignment after you have accumulated all of the required practicum/field experience hours for this course.
•   Spend time in at least two different elementary social studies classrooms. Let your mentors know that you are working on developing your lesson planning skills. Throughout the practicum, observe and interview your mentors as to best practices for teaching social studies. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
(Benchmark Assignment) Charting the Course: Social Studies WebQuest
1)   Choose a specific grade level and strand from the following social studies strands: American History, World History, Civics/Government, Geography, and Economics. Within your selected strand, you will also need to select one particular concept. (To assist, visit the Arizona Department of Education’s Social Studies Standards page at http://www.azed.gov/standards-practices/social-studies-standard/.)
2)   Create an essential question that your WebQuest will address. Be sure to include the essential question on the introduction page of your WebQuest. Use the “Essential Questions” resource for details on how to create an essential question http://iss.gstboces.org/ctice/trainings/webquesting/handouts/EssentialQuestions.pdf.
3)   Review Zunal.com to construct your WebQuest. (For examples of completed WebQuests, visit the WebQuest home page at http://webquest.org/index.php.)
4)   Design a five-day WebQuest that could be used to teach and assess one particular concept from the social studies strand you selected. Account for the following lesson plan components:
a)   Required resources and materials.
b)   Strategies for integrating language arts, where applicable.
c)   Strategies for teaching applicable social studies vocabulary.
d)   Hands-on learning experiences.
e)   A minimum of seven pages designed within the WebQuest website.
f)   Differentiated instruction.
5)   Write a reflection of 1,000-1,250-words on why you think the WebQuest you have devised represents best practices for teaching social studies and how your mentor teacher’s practices influenced your design.
6)   APA format is not required, but solid academic writing is expected.
7)   Provide access for your instructor to view your WebQuest by submitting your WebQuest URL to your instructor.
8)   Submit the assignment to the instructor by the end of Topic 7.
9)   Additionally, submit the assignment in Taskstream along with your completed Practicum/Field Experience Observation and Activity Log after you have accumulated all of the required practicum/field experience hours for this course. Directions for submitting to Taskstream can be found on the College of Education’s page in the Student Success Center.
Scoring Guide
Charting the Course: Social Studies WebQuest (Benchmark Assignment)

Criteria   1: Unsatisfactory   2: Less than Satisfactory   3: Satisfactory   4: Good   5: Excellent
WebQuest 90%
Frames the Essential Question
10%   The focus of the question is unclear or missing. The question may address the knowledge level, but has one obvious answer.   The question spans the lower level of Bloom’s Taxonomy (Knowledge, Comprehension); does not attempt to have students make judgments or evaluations.   The essential question attempts to scaffold learning, the question reaches at least the application level of Bloom’s Taxonomy; attempts to have students make judgments and/or evaluations.   The essential question builds on prior knowledge and scaffolds learning; asks students to make judgments and evaluations.   The essential question reaches the highest levels of Bloom’s Taxonomy; the learner is encouraged to invent his or her solution; the learner is encouraged to wonder.
Connects WebQuest to Academic Standards and Objectives
20%   WebQuest does not connect the topic to the standards and/or objectives.   WebQuest lists multiple items from standards that are peripherally connected to the topic; standards listed may not be appropriate to the WebQuest.   Standards are related to the WebQuest and an attempt is made to connect to other disciplines.    WebQuest is interdisciplinary with targeted standards; standards are directly correlated to the tasks. Tasks address different learning modalities.   WebQuest is interdisciplinary with clearly targeted standards, and the standards scaffold to enhance learning tasks.
Creates Engaging Scenario and Tasks
(Vocabulary activities, learning experiences, assignment activities, and differentiation)
20%   The scenario is one dimensional; the tasks require a student to research at the knowledge level; directions are missing.   The scenario may be interesting, but the tasks are not clearly defined and cause confusion; the tasks require a student to research at the comprehension level.    The scenario is interesting and the tasks are defined. Adequate background information is supplied.   The scenario and tasks are engaging for the students; the procedures are clearly outlined.   The scenario hooks the students, and the tasks provide sufficient background information to excite and maintain the interest of students.
Includes Relevant Materials and Resources 10%   Links to sites and materials are not directly connected to the assignment; uses one source.
Attempts to connect materials and sources to assignment, but some are irrelevant; does not provide adequate information for students to analyze or interpret.   Information includes mostly relevant materials and sources, although the sources may be limited; sites are developmentally appropriate.   All information is relevant; puts meaning of the problem in personal, social, or community perspectives.   Information is relevant and differentiated; all sources meet the developmental needs of a diverse population and encourage reflection.
Product Connected to Assignment/Essential Question
10%   Product does not attempt or fails to connect to the question.   Product is not clearly connected to the question and does not encourage students to reflect and evaluate contrasting points of view.   The product is connected to the question; the product may be similar to other products that have been produced. Attempts to reflect and evaluate contrasting points of view.   The description of the product is clear and coherent. Clearly reflects and evaluates contrasting points of view.    The description of the product is clearly and coherently presented; the product is unique to other products that have been produced; product clearly stretches the student’s thinking.
Demonstrates Creativity
10%   Student copies and pastes from Internet without discrimination; product demonstrates no connection to the question; product does not show reflection.   Product demonstrates some connection to the question, but does not ask students to draw conclusions.   Student demonstrates one clear approach to understanding; attempts to show reflection.   Student generates multiple approaches of looking at problem; product.   Student is challenged to demonstrate different and unique approaches; product shows originality.
Exhibits Comprehensiveness
10%   Overall website design uses less than four web pages; subject matter is not covered.   Overall website design has at least four web pages developed but subject matter has missing components.   Overall website design incorporates a minimum of five web pages; subject matter covers most of the scope and sequence.   Website design has at least six pages; subject matter covers scope and sequence.   Website design has at least seven pages; website serves as a model and subject matter is comprehensive in scope and sequence.
Reflection 10%
Content
5%   Best practice reflection is missing.   A best practice reflection is evident, but there is no connection to mentor teacher’s practice.   The reflection indicates how the WebQuest represents best practices for teaching social studies, but it is sketchy. Addresses how the mentor teacher’s practice influenced lesson design.   Reflections plausibly demonstrate how the WebQuest represents best practices for teaching social studies.   Justifications indicate the student’s extensive understanding of best practices for teaching social studies.

Mechanics of Writing (includes spelling, punctuation, grammar)
5%

Surface errors are pervasive enough that they impede communication of meaning.

Frequent and repetitive mechanical errors distract the reader.
Some mechanical errors or typos are present, but are not overly distracting to the reader.
Prose is largely free of mechanical errors, although a few may be present.

Compelling correspondence is essential to the achievement all things considered but since of the changing idea of the present working environments, successful correspondence turns out to be more troublesome, and because of the numerous impediments that will permit beneficiaries to acknowledge the plan of the sender It is restricted. Misguided judgments.In spite of the fact that correspondence inside the association is rarely completely open, numerous straightforward arrangements can be executed to advance the effect of these hindrances.

Concerning specific contextual analysis, two significant correspondence standards, correspondence channel determination and commotion are self-evident. This course presents the standards of correspondence, the act of general correspondence, and different speculations to all the more likely comprehend the correspondence exchanges experienced in regular daily existence. The standards and practices that you learn in this course give the premise to additionally learning and correspondence.

This question has been answered

This course starts with an outline of the correspondence cycle, the method of reasoning and hypothesis. In resulting modules of the course, we will look at explicit use of relational connections in close to home and expert life. These incorporate relational correspondence, bunch correspondence and dynamic, authoritative correspondence in the work environment or relational correspondence. Rule of Business Communication In request to make correspondence viable, it is important to follow a few rules and standards. Seven of them are fundamental and applicable, and these are clear, finished, brief, obliging, right, thought to be, concrete. These standards are frequently called 7C for business correspondence. The subtleties of these correspondence standards are examined underneath: Politeness Principle: When conveying, we should build up a cordial relationship with every individual who sends data to us.

To be inviting and polite is indistinguishable, and politeness requires an insightful and amicable activity against others. Axioms are notable that gracious “pay of graciousness is the main thing to win everything”. Correspondence staff ought to consistently remember this. The accompanying standards may assist with improving courtesy:Preliminary considering correspondence with family All glad families have the mystery of progress. This achievement originates from a strong establishment of closeness and closeness. Indeed, through private correspondence these cozy family connections become all the more intently. Correspondence is the foundation of different affiliations, building solid partners of obedient devotion, improving family way of life, and assisting with accomplishing satisfaction (Gosche, p. 1). In any case, so as to keep up an amicable relationship, a few families experienced tumultuous encounters. Correspondence in the family is an intricate and alluring marvel. Correspondence between families isn’t restricted to single messages between families or verbal correspondence.

It is a unique cycle that oversees force, closeness and limits, cohesiveness and flexibility of route frameworks, and makes pictures, topics, stories, ceremonies, rules, jobs, making implications, making a feeling of family life An intelligent cycle that makes a model. This model has passed ages. Notwithstanding the view as a family and family automatic framework, one of the greatest exploration establishments in between family correspondence centers around a family correspondence model. Family correspondence model (FCP) hypothesis clarifies why families impart in their own specific manner dependent on one another ‘s psychological direction. Early FCP research established in media research is keen on how families handle broad communications data. Family correspondence was perceived as an exceptional scholastic exploration field by the National Communications Association in 1989. Family correspondence researchers were at first impacted by family research, social brain science, and relational hypothesis, before long built up the hypothesis and began research in a family framework zeroed in on a significant job. Until 2001, the primary issue of the Family Communication Research Journal, Family Communication Magazine, was given. Family correspondence is more than the field of correspondence analysts in the family. Examination on family correspondence is normally done by individuals in brain science, humanism, and family research, to give some examples models. However, as the popular family correspondence researcher Leslie Baxter stated, it is the focal point of this intelligent semantic creation measure making the grant of family correspondence special. In the field of in-home correspondence, correspondence is normally not founded on autonomous messages from one sender to one beneficiary, yet dependent on the dynamic interdependency of data shared among families It is conceptualized. The focal point of this methodology is on the shared trait of semantic development inside family frameworks. As such, producing doesn’t happen in vacuum, however it happens in a wide scope of ages and social exchange.

Standards are rules end up being followed when performing work to agree to a given objective. Hierarchical achievement relies significantly upon compelling correspondence. So as to successfully impart, it is important to follow a few standards and rules. Coming up next are rules to guarantee powerful correspondence: clearness: lucidity of data is a significant guideline of correspondence. For beneficiaries to know the message plainly, the messages ought to be sorted out in a basic language. To guarantee that beneficiaries can without much of a stretch comprehend the importance of the message, the sender needs to impart unmistakably and unhesitatingly so the beneficiary can plainly and unquestionably comprehend the data.>

EED-465 Charting the Course: Social Studies WebQuest

Sample Answer

Our Services

Secure Checkout

Our Advantages