The Process

teacher and students in classroom

Photo © Microsoft Office Online

Learner Preparation


Teacher Preparation

Students should already be able to:
  • Navigate the web,
  • Skim and scan for information,
  • Use MS WORD,
  • Work effectively in groups,
  • Send emails to each other,
  • Access the file sharing site for the project if there is one.


The teacher should be able to:
  • Navigate the web,
  • Oversee students doing web work,
  • Facilitate students who are using MS Word,
  • Facilitate a brainstorming session.
Before the WebQuest:
Determine whether the brochure will be compiled on paper, in WORD or some other medium.

Review the suggested teacher process below.  Determine how the lesson will work best with your group of learners.


Learner Process

Suggested Teacher Process

1. Group Brainstorm

What do we want to know?

Where will we eat?

What will we visit?

How will we get places?

How will we find necessities?

Other questions?

Your teacher will help you to complete a questionnaire worksheet to include all of your questions.


Suggested time: 30 minutes depending on students needs

Get started by sharing this WebQuest site with students in whatever way makes the most sense in your classroom.  Ideally, students can view and discuss the WebQuest in groups around shared computers.

Once you are ready to begin the process, use this step to activate prior knowledge and stimulate curiosity.

Before you start this step, hand the questionnaire to the students and have them to come up with possible responses concerning  the worksheet. Make them feel free to add any more questions concerning their personal preferences, if possible.

You may want to elicit some of the answers in order to make it easier for them to go on with their research. 


2.  Determine roles for research teams

  • Read over the Roles.

  • Initially you will break into Research Groups by role.

  • Each Research Group should have about the same number of students. For example, in a class of twelve, three students will work together to look for necessities, three students will work together to look for transportation, and so on. See Research Groups in Process Step 7 for a visual example.

  • Each Research Group is responsible for investigating its specialty area and presenting recommendations to the class.

  • Suggested time: 5 - 15 minutes depending on approach

    Before students form teams, give some thought to the composition of both the research groups and the planning groups (step 7). If you have a variety of skill levels in your class, you may want to assign roles to assure a distribution of skills such as:

    • familiarity with the Internet
    • familiarity with a word processing
    • public speaking
    • writing
    • leadership

    3.  Role play useful English phrases

    After you have formed your teams and completed your worksheets, you will need to learn some English phrases that will be useful during your quest. 


    For further practice, you will perform a role play activity that will help you to be prepared.


    Click Here to Start


    Suggested time: 50-60 minutes

    Vocabulary scaffolding and practical information has been integrated into the activity. Some students may need extra scaffolding, for example, explanation in the L1, to successfully complete the task.

    Students should complete each assessment activity at an 80% success rate.

    Teachers may choose to have the students record the dialogue in the role play activity. Students will be able to improve fluency and self-monitor for grammar and pronunciation errors by listening to recordings of their own dialogue. Vaestro is a website where students can record and save their dialogues to share with other members of the class.

    4.  Research roles on the Internet


    Visit the computer lab

    girl at computer
    • Use the results from your brainstorming session to be sure your team looks for items and activities that are of interest to you and your classmates.

    • Include in your worksheets possible solutions and decide on which you want to incorporate into your plans.

    • Now that you have an idea of what you are looking for in your roles, go to the Internet.

    • See if you can find stores, restaurants and services related to your role in the areas you will visit.

    • Look for resources in each location, as you will be visiting Church Street, University Mall and Williston.

    • Record your finding in a graphic organizer to help prepare for the group presentation of your findings.

    • Makes notes of other ideas and suggestions that you have for your first three days in Vermont.

    Internet Links

    Check out the links on the Introduction page if you haven't already.


    If you have time, try this quiz to learn more about American classroom customs.



    Suggested time: 60 minutes

    If you are using a computer lab, this is a lab day.

    In this step, students may work at individual computers or in groups to research their topic on the Internet. 

    Students should start with the questionnaire they completed in step one and a blank copy of the graphic organizer. 

    Once the graphic organizer is opened, it can be saved to a local drive and modified with the students' information.

    As they visit Internet sites and get ideas for good things to do, they should record this information in their copy of the graphic organizer. Depending on the sophistication of the students, you may suggest that they enter the information directly into the graphic organizer, or print it out to use for note taking during research and complete it electronically later.

    As students work at their computers, help them remember to find resources in each of the 3 locations they will be visiting.  Remind them to research information around the college, too.  They will need to arrange for breakfast every morning.

    In addition, have them keep track of any other ideas they have about their first three days in Vermont.

    5.  Create information packets


    • Using the graphic organizers, you will convert your information into a packet for use during your stay at Saint Michael's.


    • You will use Microsoft Word to make the information easy to use and read.

    graphic organizers


    Suggested time: 60 minutes (this includes preparation for step 6)

    If you are using a computer lab, this is another lab day.

    In this step, students organize the information they gathered in the previous step and prepare it for the information booklet.  In addition, they prepare for their presentation to the class.

    Though this day is primarily for organizing, planning and polishing the written material and presentation, additional research on the Internet may be needed.

    Encourage students to practice their presentations (see resources for public speaking in the next step).

    At the end of this step, each team should have:

    • a graphic organizer with resources on their topic
    • a planned and rehearsed presentation on their research
    • a list of other ideas for their first 3 days in Vermont.

    6.  Share the information with your

    class in a presentation

    group presentation

    When you have finished researching your roles and have prepared your research pages for the information packet, you will do a presentation for the class to share your findings. 


    Your presentation should last about 5 minutes.


    Make sure to include all information you think is necessary for the whole group to know.


    Remember, the next step will be to create a specific schedule for each day.


    You will be evaluated using this Presentation Evaluation Rubric.

    Suggested time:  30 - 50 minutes including transitions, discussion and debrief.

    Your approach to this task should be guided by your students experience and comfort with public speaking.  Some groups may need scaffolding and encouragement.  Be sure to encourage and build in time for practice.

    A full class period is recommended for this activity. 

    Use this Presentation Evaluation Rubric, or create your own.

    Public Speaking Resources
    The Toastmasters organization has excellent programs for public speaking.  Here are 10 Tips for successful public speaking.
    An article by Sarjit Kaur from the Internet TESL Journal about teaching public speaking to ESL students with good ideas for evaluations and suggested speech outlines.
    Tips on Managing Nervousness in public speaking from Allyn & Bacon.


    7.   Regroup for itinerary planning

    Organize yourselves into new groups for planning your daily itineraries. 

    Each planning group should include one person from each of the research teams.


    Research Groups


    Planning Groups

    three circles

    three diamonds


    circle diamond square triangle

    Necessities Food  

    Day 1 - Church Street


    three squares


    three triangles

      circle diamond square triangle circle diamond square triangle
    Transportation Entertainment   Day 2 - Williston Day 3 - University Mall
    Suggested time: 5 - 10 minutes

    Teacher considerations:

    As with the research groups, students may need guidance to be sure each planning group will be successful.  Use your knowledge of your class to determine whether groups should be self-selecting or assigned by you.


    8.  Determine the schedule for each day


    Working in your new groups, you will plan what you will do each day.


    Each team member should share the information from the research team about the options available in the location you are visiting.


    Discuss your options, then decide as a group the itinerary for the day.


    Remember to include three meals, transportation, entertainment and necessities.


    Write the schedule for your day using the itinerary planner.


    Consider adding a separate page with helpful hints and suggestions for your visit.


    Share your day's itinerary with your class.


    planner book

    Suggested time: 60 minutes

    Depending on the skill level of your class and their ability to work independently, you may want to provide some additional structure to help groups be successful.

    Some groups will be able to self-direct, and could potentially even accomplish this task with the instructions at the left as homework.

    For other groups, you may want to suggest (or required) a timetable such as the following:

    1. Introduce the itinerary planner.  Students may use this one or modify it if they choose.

    2.  Each person reviews the graphic organizer prepared with the research team in step 5, focusing on resources in the place they are visiting. (10 - 15 minutes)

    3.  Determine the central activities.  What is the timeframe for these activities? The itinerary should then be planned around these activities. (10 minutes)

    4.  Write up the schedule using the itinerary planner or another format.(20 minutes)

    5.  Make notes on a separate page with suggestions and helpful hints based on the research the group has done. (up to 5 minutes)

    6.  Groups should report out to the full class on their recommendation and solicit feedback.  Plan for 5 minutes per group (15 minutes total with transitions).

    9.  Compile your finished information booklet and publish


    colorful brochures

    Now that you have resource pages and itineraries, it is time to put them all together.

    Design a cover page that includes your names and some artwork.

    Insert additional pages with artwork, pictures, ideas and suggestions.

    Proofread your final draft and check it against the Brochure Evaluation Rubric.

    Make a copy for everyone!

    Suggested time: 60 minutes

    The class should work together under your guidance to compile and complete the final brochure.

    Provide time for group reflection about what worked well at the end of the task.  We would love to hear your feedback, please email us!

    Use the Brochure Evaluation Rubric to evaluate the final product of the class.

    Suggested organization for a 7 day WebQuest


    Day 1:  Introduction (approximately 45 minutes)

    • Get started

    • Step 1:  Brainstorm to activate prior knowledge

    • Step 2:  Determine roles for research groups

    Day 2: Speaking practice

    • Step 3:  Role Play useful English Phrases

    Day 3 and 4: Computer Lab for Internet research, compilation of research results and presentation planning

    • Step 4:  Research Roles on the Internet

    • Step 5:  Create Information Packet

    Day 5:  Class Presentation

    • Step 6: Share the information with your class in a presentation

    • Step 7:  Regroup for itinerary planning

    Day 6:  Itinerary Planning

    • Step 8:  Determine the schedule for each day

    Day 7:  Final integration

    • Step 9:  Compile your finished information booklet and publish

    • Add journal writing activities to the process.  Have students include excerpts from journal entries into the final booklet.  See Susan Burg's WebQuest Mission: London for a good example that incorporates journaling.

    • Depending on your students' computer skills, tools other than a word processor may be used.  For example, the class presentation could be done using PowerPoint.  The final brochure could be produced as a website.

    top next