To accomplish the task, what steps should the learners go through? Use the numbered list format in your web editor to automatically number the steps in the procedure.
Part 1 Researching
1. The class as a whole must brainstorm the elements neededlist some topics which must be decided upon before the research is begun (What information should be included? How will the students know it when they find it? How will the final product be formatted?)
2. Once these questions are answered, go through one entry with the students so they all see the process.
3. If students are to work in partners/groups, have them assigned at this time. Have the specific responsibilities of each of the roles laid out clearly (researcher, secretary, illustrator, editor).
4. Assign sections of the compilation to each team (e.g. A-D, 1970-1980, specific authors, specific cultures).
5. Have students begin their research by going through the resources the teacher has listed. Scaffold this with a handout/table/chart of questions to answer and ideas to keep in mind while researching (these may be the ideas the class came up with in step 1). Remind students to keep track of their sources for documentation later.
6. Have students review their information according to the criteria established. If they are to rewrite the information in their own words (recommended in order to reach the higher-order thinking skills), at this time they should use their scaffold charts, put away their research, and begin writing the summaries. Scaffold this step with another handout/table/chart with space for the student to input all required information in the desired format. All research must be cited.
7. Explain in detail what the final product will look like (e. g. a brochure, anthology, annotated bibliography, cookbook, a field guide to a particular set of wildlife, a dictionary of terms used in a specific realm; a Who's Who; a "Best of..." collection). The final draft must be a professional-looking, properly formatted product. Scaffold this step with the sample entry (from step 2) formatted properly.
8. Students turn in and/or present the final product. The teacher may wish to use a simple form created at http://www.response-o-matic.com/. The students would then submit the required information to the teacher by email.
Remember that this whole document is addressed to the student, however, so describe the steps using the second person.
Learners will access the on-line resources that you've identifed as they go through the Process. You may have a set of links that everyone looks at as a way of developing background information, or not. If you break learners into groups, embed the links that each group will look at within the description of that stage of the process. (Note, this is a change from the older WebQuest templates which included a separate Resources section. It's now clear that the resources belong in the Process section rather than alone.)