The Process

1. First, each participant will have a hard copy of the worksheet. To answer the questions given above, you'll break into groups of four. Within the group, each of you will take on one of the following roles:
   
   

   The Efficiency Expert: You value time a great deal. You believe that too much time is wasted in today's classrooms on unfocused activity and learners not knowing what they should be doing at a given moment. To you, a good WebQuest is one that delivers the most learning bang for the buck. If it's a short, unambitious activity that teaches a small thing well, then you like it. If it's a long term activity, it had better deliver a deep understanding of the topic it covers, in your view.  In your role, your also notice if the webquest is visually appealing and whether or not it will appeal to the students.

   The Affiliator: To you, the best learning activities are those in which students learn to work together. WebQuests that force collaboration and create a need for discussion and consensus are the best in your view. If a WebQuest could be done by a student working alone, it leaves you cold.

   The Altitudinist: Higher level thinking is everything to you. There's too much emphasis on factual recall in schools today. The only justification for bringing technology into schools is if it opens up the possibility that students will have to analyze information, synthesize multiple perspectives, and take a stance on the merits of something. You also value sites that allow for some creative expression on the part of the learner.

   The Rabbi:  Your job is to make sure that your students are gaining new understanding and insight into concepts of Judaism.  Students must be able to gain new knowledge into Jewish Law, thought, or outlook.  If the webquest does not challenge the students on a religious or cultural level, you do not want to waste any time with it.

   
   
2. Individually, you'll examine each of the sites on the list of resources and use the worksheet to jot down some notes of your opinions of each from the perspective of your role. You'll need to examine each site fairly quickly. Don't spend more than 10 minutes on any one site.
   
   
3. When everyone in the group has seen all the sites, it's time to get together to answer the questions. One way to proceed would be to go around and poll each team member for the best two and worst two from their perspective. Pay attention to each of the other perspectives, even if at first you think you might disagree with them.
   
   
4. There will probably not be unanimous agreement, so the next step is to talk together to hammer out a compromise consensus about your team's nominations for best and worst. Pool your perspectives and see if you can agree on what's best for the learner.
   
   
5. One person in each group should record the group's thoughts.
   
   
6. When debriefing time is called, use this file to speak from as you report your results to the whole class. Do you think the other groups will agree with your conclusions?