You have been
learning about how to use The Public Policy Analyst. Perhaps the best way to integrate the PPA
into teaching is by creating and using WebQuests.
Bernie Dodge
originated WebQuests in 1995 and they are used in most technology integration
projects. As an experienced teacher, you
are familiar with creating lesson plans.
WebQuests are similar to traditional lesson plans, except you create a
WebQuest for your students to read online to guide them through the lesson.
A PPA WebQuest
is a WebQuest that incorporates some of the steps from the PPA model. It is the PPA that differentiates this from a
regular WebQuest. It is the
effectiveness of integrating the PPA into teaching that is the basis of our
project’s assessment and continuation.
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The main sections of a PPA WebQuest:
1.
The Introduction orients students and captures their interest. It gives an overview of the activity. The introduction (and the entire WebQuest) is
written in the second person (“You” or “Your group”), for it is directed to
your students. Some creative WebQuests
use a 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
2.
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 PowerPoint, an oral
presentation, a storyboard that depicts the development of new policies to deal
with air pollution by using the Public Policy analysis, etc.
3.
The Process explains strategies students should use to complete the task(s) that
have been stated in section two. For
example, it would state clearly how the students will develop the PowerPoint 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 various six steps of
the PPA process are used.
The Resources are
the websites students will use to complete the task. Also, other website links related to the
topic may be included.
4.
The Evaluation measures the results of the activity.
Usually, it should contain a rubric that clarifies the teacher’s
criteria for evaluating the various tasks or products that the student must
produce. It also includes specific state
standards from at least two academic disciplines (since TIPS is
interdisciplinary).
5.
The Conclusion sums up the activity and encourages students to reflect on its process
and results.
NYS STANDARDS