What is Emotional Intelligence (EI or EQ)? - See the Catalyst site below and listed sites!
How can the use of Emotional Intelligence be encouraged in WebQuests?
By the use of Perspectives or Roles!
Perspectives, roles or characters allow students or participants to "walk in their shoes" and experience their character's emotions, feelings, thoughts and motivations.
Top Rating: 5/5 - based on WebQuest elements of PBL, Higher Order Thinking Skills, Emotional Intelligence, Collaborative Learning,
Designed for High School Students studying Geography
Review: "Designed for students in Year 9 (Stage 5, NSW, Australia) studying about an Australian Community (Kakadu) in the NSW Stage 5 Mandatory Geography Syllabus Focus Area 5A2 Factors Causing Change in Australian Communities - Major Study.
Students are given the following scenario: "The price of uranium ore has skyrocketed in the current global economy and is almost as valuable as gold. Many countries around the world have built uranium power plants to help combat global warming and desperately need uranium ore to help power their countries. The Government of Australia and mining companies, particularly Energy Resources of Australia Pty Ltd (ERA), want to open the Jabiluka uranium mine in Kakadu and capitalise on the financial opportunity that is available." The big questions are: "Do you think it would benefit Australia? What happened the last time this was proposed? Why?" Students are divided into representatives of the key stakeholders in this issue: The Mirarr People, the Australian Government, a representative of Energy Resources of Australia (ERA) and an Environmentalist. They are to come up with a proposal for Jabiluka and decide whether or not this should go ahead. They are to examine previous proposals for the Jabiluka Uranium Mine; write a letter to the newspaper explaining their position or perspective; and, then come together as a group and work on a proposal for the Jabiluka mine site that encompasses all the perspectives and that suit this situation the best.
Resources comprehensive. Evaluation rubric is provided. Conclusion gives students further challenges to consider. Teacher's Guide is comprehensive and includes links to NSW Curriculum Standards [this unit of work is designed to be used towards the end of studying about an Australian Community (Kakadu) in the NSW Stage 5 Mandatory Geography Syllabus Focus Area 5A2 Changing Australian Communities]; Implementation Advice: "Students' will have completed lessons covering Kakadu's location; its physical environment; its cultural significance; Aboriginal interactions with the environment; and tourism. It is expected that students have an understanding of the unique geographical environment that is Kakadu National Park; and, Duration: 9 x 40 min lessons (the author states 3 x 40 min lessons and another 3 x 80 mins). Design and Layout:simple and easy to use navigation; appropriate and well thought out images to aid student learning. Last updated September 2009."
It doesn't have to only apply to Secondary or more advanced WebQuests. Primary and Middle School students can and should "become" a perspective.
Rating: 4.5/5
Created in 1998 by Beverly Connolly, Maggie Gordon, and Cathy Shulof. Redesign by: Jenny Gurney and Emily Pytlik in 2005. Richmond University, USA
Review by WebQuest Direct: "Designed for students in Year 5 investigating different sides of the Zoo issue in order to determine whether or not zoos can be humane to animals. Students are asked to make decisions about whether zoos are humane to animals, and whether keeping animals in captivity for human entertainment is a good thing to do. Students also have the opportunity to look at different features of zoos and choose which features they think are the best suited to animal species. The class is divided into groups so that each group member can assume one of the following roles: Animal Rights Activist, Habitat Expert, Zoo Evaluator or Zoologist. Each student in their role must research specific questions associated with their role. Upon completion of their individual work, students form their groups again to discuss the main issue - to answer the big question: "In reference to zoos, is there a way to make everyone happy (animal rights activists, zoologists, habitat experts, zoo evaluators, AND animals)?".
The group also has a go at participating in an interactive habitat activity. As a final whole class activity, students are to create a final project in which they decide what an "ideal" zoo would be like. They are to research and constuct a classroom zoo with students investigating various topics to contribute to the zoo. Suggested topics include: Animals - Reptiles and Amphibians, Primates, Mammals, Fish, Birds; Habitat - Rain Forest, Marine, Wetlands, Desert, and Forest; Zoo Characteristics - Climate and Zoo Location, Overall Design, Exhibit Design, and Animal Care. They have to answer the following questions: "What are you going to name your zoo?, What animals are you going to have at your zoo? Which endangered species will you exhibit? Where are you going to get your animals from? How are you going to build your zoo? Where is your zoo going to be located? What kind of climate does each animal need? What is each habitat going to look like?"
You can see through these two very good WebQuests that students are to explore the issue (real and authentic) by "being" a perspective. They are to use their EI as well as knowledge and bring these aspects to the negiotating table!
Sites: Go and have a look....
Technology Tip......
Get students to use Voki to create a personalised speaking avatar for their perspective!
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