As
a FlippedTIPS LTG participant, you have been learning
how to use The Public Policy Analyst (PPA). One of the best ways to integrate the PPA into teaching is by creating and using WebQuests.
San
Diego State University Professor Bernie Dodge originated WebQuests in 1995. A
WebQuest is an inquiry-oriented activity in which the information that students
engage with comes from resources on the Internet. This carefully curated
activity examines a topic, presents research opportunities, and asks questions
that help students make connections and inferences.
A PPA WebQuest is a
WebQuest that incorporates the steps from the PPA model. It
is the effectiveness of integrating the PPA into teaching that is the basis of
the FlippedTIPS project. This distinction is central
to the NYSED Learning Technology Grant (LTG).
The
six main sections of a PPA WebQuest:
·
The Introduction orients
students and captures their interest. It
gives an overview of the activity. The
Introduction (and the entire PPA WebQuest) is written in the second
person (“You” or “Your group”),
for it is directed to your students. Your PPA WebQuest will use a real-world scenario that is first
presented in the Introduction (e.g., “Your class are consultants working for
the Environmental Protection Agency studying the problem of air pollution in
New York City.”) Be sure to define
the context and location of your WebQuest in the Introduction. The Introduction should be motivational
and include an overview of what your students will experience.
·
The Task describes
the general goals or objectives of the WebQuest. It is any product(s) that
students are expected to produce such as a public service announcement, an
online presentation, an essay, or a storyboard that depicts the development of new policies
to address the issue (e.g.,
air pollution) by using the Public Policy Analyst. The Task should be clear and detailed.
·
The Process explains
strategies students will use to complete the Task(s) that have been stated. For example, the Process would clearly
explain how the students will develop their public service announcement, or
their online presentation, or how the class will be divided into various
groups, with particular roles, to implement the steps of the PPA.
The
exact links for the six steps of the PPA are used
in the Process. The teacher can also use the Process section as a place to provide students with practical advice on learning
strategies and group dynamics, such as facilitating brainstorming sessions and
collaborating across heterogeneous groups.
The Process will also contain links to the web-based
Resources the students will use to complete the Task. Providing
Resources for your students will help them focus on learning new information instead of simply locating it. These Resources are pre-selected (by the
teacher) for the students to ensure they are suitable and grade appropriate. It can also be valuable to incorporate
some offline Resources (texts, maps, and face to face interactions with
knowledgeable people) in the Process as well.
·
The Evaluation is a set of criteria used to assess the Task(s). Typically, this will be a rubric that clarifies the
criteria for evaluating the various WebQuest Task(s) that students must
complete.
·
The Conclusion summarizes
the activity. It provides an opportunity for students to reflect on their
real-world role, as well as what they have accomplished. The Conclusion should
encourage students to discuss possible extensions and to think critically about
their problem-solving process.
·
State Standards addressed by the completion of the Task(s) are
identified and listed. These standards should be interdisciplinary.