Task: Yes, the task is defined easily and explains to the user what they will be doing. The description of the task is complete because the page gives the user steps of action in order to complete the webquest's lesson. The cognitive level of the task is appropriate because it asks the 2nd graders to write a letter to the exterminators to convince them not to exterminate them. It is also appropriate because it asks the students to make a poster, which 2nd graders are capable of doing well in groups. This is cognitively challenging because students have to walk in someone else's shoes(in this case, a bug's).
Processes: The process of this webquest lesson supports many different learning styles so that each child is capable of doing or learning something. Yes, this webquest provides scaffolds so that there is a step-by-step list of the things the students need to do in order to complete their lesson. Yes, this website allows the students to work together and collaborate on their project. Yes, the website allows students to check their understanding by answering the questions after each step to make sure that they are clear on the lesson's particular step.
Evaluation: Yes, the rubric is clearly defined and logical. Yes, the evaluation page provides a clear understanding of what to do to make their project a "mediocre" project and what to do to make their project an "awesome" project. There are certain things the students have to do and complete in order to make a great project.
(b) This is a good webquest because it provides a step by step process in order to learn more about the life of an insect. The quality and the creativity were very good. Also, the lesson on the webquest was relevant to the grade being taught. It was also a good example because it gave the students a clear explanation of what it wanted, and gave them steps to do in order to create their letter and poster effectively. It also taught the 2nd graders how to see another person's perspective just by putting yourself in their shoes.
(c) The only way you could improve it is by adding an "exception" lesson plan. Some students may not be able to see the poster or write as well as the others can, and it is beneficial to give them something to do that will add to the project.
The Four Seasons (Science 2) (URL)
(a) Information: Yes this webquest provides a clear motivation for making the site. Yes it engages the learner immediately because it draws them in on a mission to making a four seasons brochure.
Task: Yes the task is clearly defined by the instructor. The instructions on this page specifically tell the student that they will get into groups of four and each person in the group will research a different season. However, the description of the task is not complete because the instructor does not provide a full description of what is supposed to be done with the brochure that the students make. The cognitive level is appropriate for about 2nd to 3rd grade, though the instructor does not explain this to the reader.
Processes: Yes this webquest provides different types of learning tools such as sharing with their group their information, doing research on their own, writing the information down and coloring in the brochure of information made. Yes, the webquest has scaffolds to help the students to perform their tasks and make their project with a step-by-step process. Yes, this project provides opportunities for the students to discover new things. No, this site does not have checkpoints where students can check their amount of understanding.
Evaluation: Yes the evaluation rubric is very clear and defines what is asked of the students to receive a good grade. Yes, the rubric provides an ample amount of information for the students to know whether or not they will receive a good grade or a bad grade and why.
(b) Yes, I think this is a good webquest because it gives a very good, well written and clear lesson plan that is relevant to elementary students. This would be a great project for them to do in order to learn more about the seasons in a year.
Task: Yes the task is clearly defined by the instructor. The instructions on this page specifically tell the student that they will get into groups of four and each person in the group will research a different season. However, the description of the task is not complete because the instructor does not provide a full description of what is supposed to be done with the brochure that the students make. The cognitive level is appropriate for about 2nd to 3rd grade, though the instructor does not explain this to the reader.
Processes: Yes this webquest provides different types of learning tools such as sharing with their group their information, doing research on their own, writing the information down and coloring in the brochure of information made. Yes, the webquest has scaffolds to help the students to perform their tasks and make their project with a step-by-step process. Yes, this project provides opportunities for the students to discover new things. No, this site does not have checkpoints where students can check their amount of understanding.
Evaluation: Yes the evaluation rubric is very clear and defines what is asked of the students to receive a good grade. Yes, the rubric provides an ample amount of information for the students to know whether or not they will receive a good grade or a bad grade and why.
(b) Yes, I think this is a good webquest because it gives a very good, well written and clear lesson plan that is relevant to elementary students. This would be a great project for them to do in order to learn more about the seasons in a year.
(c)You could improve this webquest by providing questions throughout the process to make sure that the students are understanding the procedures and the tasks asked of them.
Who Really Owes the Rosetta Stone (Science 6) (URL)
(a) Information: This website provides a clear motivation of trying to find who is the real owner of the rosetta stone. However, it does not engage the learner with any kind of activity.
Task: This task is not clearly defined on what the students are to be doing. The instructor tells them to break into three groups, but is not clear on the reasoning of the groups. Then the groups are to do research and present a powerpoint, but it is unclear as to what kind of information the instructor is looking for in each group. Yes the task is challenging to my students, but it would be better cognitively if they knew what the instructor wanted from them in their research.
Processes: This webquest does present different learning styles such as writing, doing research, making a powerpoint, reading and presenting. However it has no scaffolds of a step-by-step process that the students can follow in order to make sure they understand the task and that they answer what they need to when doing their research. Yes, this webquest provides a way of discovering, group work and collaboration. However it does not allow checkpoints where the students can evaluate their own understanding.
Evaluation: There is no evaluation sheet for the students to know if they met the requirements and did a good job or not.
Task: This task is not clearly defined on what the students are to be doing. The instructor tells them to break into three groups, but is not clear on the reasoning of the groups. Then the groups are to do research and present a powerpoint, but it is unclear as to what kind of information the instructor is looking for in each group. Yes the task is challenging to my students, but it would be better cognitively if they knew what the instructor wanted from them in their research.
Processes: This webquest does present different learning styles such as writing, doing research, making a powerpoint, reading and presenting. However it has no scaffolds of a step-by-step process that the students can follow in order to make sure they understand the task and that they answer what they need to when doing their research. Yes, this webquest provides a way of discovering, group work and collaboration. However it does not allow checkpoints where the students can evaluate their own understanding.
Evaluation: There is no evaluation sheet for the students to know if they met the requirements and did a good job or not.
(c) This was not a very good webquest because it was not very clear as to what the instructor wanted from the student. It did not provide any steps or any clarity about what was needed from the students and how this project was going to be in any way beneficial. This webquest could be improved simply by adding an evaluation page. This would help students be able to understand what was needed in their projects. Also, it would be nice if each one of these things (Intro, Task, Processes, Evaluation) had their own page to themsleves to give some organization to the webquest. They could also provide a step-by-step process as to what the students needed to do in order to perform the tasks for the lesson well.
Review of Algebra I (Math 8) (URL)
(a) Information: Yes, this website provides a clear motivation for the webquest. It asks students to do a list of different things to practice working with linear equations. It does engage the learner.
Task: Yes, the task is very clearly defined and each step is separated into chapters. The description of the task is complete because each lesson is listed as a step of completing the task. The task is also very relevant to the content area that 8th graders and younger high schoolers would be working on.
Processes: Yes, the website provides different learning styles in order to help all students to better understand the content. Its gives the students a step by step scaffold process in bullet points of what they need to do in order to complete the lesson. This webquest gives opportunities for discovery, but is not a group work lesson. However, there are checkpoints for the students to stop and check their understanding. The website allows videos, worksheets and quizzes to make sure that the students understand the material well.
Evaluation: Yes, the evaluation rubric is clearly defined and tells the student what he or she needs to do in order to receive a good grade on the lesson. The evaluation rubric provides an ample amount of information on what the students need to do in order to get a mediocre grade and what they need to do in order to get a great grade.
(b) I think this was a great webquest and was very relevant to the students it was instructed for. The webquest was very clear and precise on what the student needed to do in order to perform well and understand the lesson given. This webquest did a great job of making the lesson clear, the instruction clear, as well as providing extra tools in order for students to better understand linear equations
Task: Yes, the task is very clearly defined and each step is separated into chapters. The description of the task is complete because each lesson is listed as a step of completing the task. The task is also very relevant to the content area that 8th graders and younger high schoolers would be working on.
Processes: Yes, the website provides different learning styles in order to help all students to better understand the content. Its gives the students a step by step scaffold process in bullet points of what they need to do in order to complete the lesson. This webquest gives opportunities for discovery, but is not a group work lesson. However, there are checkpoints for the students to stop and check their understanding. The website allows videos, worksheets and quizzes to make sure that the students understand the material well.
Evaluation: Yes, the evaluation rubric is clearly defined and tells the student what he or she needs to do in order to receive a good grade on the lesson. The evaluation rubric provides an ample amount of information on what the students need to do in order to get a mediocre grade and what they need to do in order to get a great grade.
(b) I think this was a great webquest and was very relevant to the students it was instructed for. The webquest was very clear and precise on what the student needed to do in order to perform well and understand the lesson given. This webquest did a great job of making the lesson clear, the instruction clear, as well as providing extra tools in order for students to better understand linear equations
Update your Assignment 6 link in the classroom gallery. The blog post is due on Sunday at 5pm.
(You will be asked to create your own WebQuest next class. You will add a link to your WebQuest to your blog post. )
Under The Sea! - My WebQuest
(You will be asked to create your own WebQuest next class. You will add a link to your WebQuest to your blog post. )
Under The Sea! - My WebQuest
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