Smartboards
Math with SMART Response
| smart.pdf |
Webquest:
Click on the image to the left to go to the Webquest I found about probably. This Webquest is directed toward a 6th grade audience.
WebQuest Evaluation
Overall Visual Appeal: 1 point. There is only one graphic, at the top of the page. This site would be more appealing to the intended audience with a few more graphics.
Navigation & Flow: 4 points. This webquest is all on one page so the learner can either scroll down, or use the navigation bar to bring the learner to the part on the page they would wish to go. There is also a button to return to the top between each section.
Mechanical Aspects: 2 points. All of the links work as they say they do. There are a few links to other sites which are used as resources for the learner to as they complete their work.
Motivational Effectiveness of Introduction: 2 points. The introduction sets the stage for the webquest and asks they questions the learners may have asked themselves in this type of situation. This webquest relates information and scenarios that the learners may have experienced.
Cognitive Effectiveness of the Introduction: 2 points. The introduction draws the learner in by bringing them back to when they may have been in a similar situation by asking questions that the learner may have had then introduce the learner to what they will be experiencing in this webquest.
Connection of Task to Standards: 4 points. The assignment and activity is closely aligned with the standards for the age and grade level.
Cognitive Level of the Task: 5 points. The activity encourages the learner to create their own probability problem after working through the other common activities. This helps to verify how probability can be found in everyday experiences and that it may be useful to know and understand the possible outcomes. Creating one’s own problem allows the learner to practice what they have learned. The resources help to guide the learner throughout their webquest experience.
Clarity of Process: 2 points. Students are given a list of activities to go through which will help when creating their own game. Each activity has a description of the game and what they need to do. Each to these activities can have more direction to make it more understandable to this age group. Their final activity is to some up with their own game where they need to make a name, directions rules, and an explanation of why the game is fair. This activity has not gone over what it means to be “fair.” It is hard for this age group to grasp the concept of a “fair” game, especially with no prior explanation.
Scaffolding of Process: 3 points. There is information that helps the learner complete the activity. The learner is given several examples of probability games which they are asked to try to get a better understanding of what a probability game is. This helps when the learner creates their own probability game.
Richness of process: 2 points. Different activities are presented to help the learner grasp the understanding of probability games and give ideas for the game the learner may create.
Relevance & Quantity of Resources: 4 points. The resources that are provided give more detail to the probability games they start with.
Quality of Resources: 4 points. The resources provide further information about each activity that isn’t covered in the webquest.
Clarity of Evaluation Criteria: 3 points. The evaluation for the activity is scarce. The evaluation is based on a 4 point scale so the highest score a student can get is a 4. There are a lot of activities that take some time to complete it seems that the learner should be scored on their understanding of each activity. The description of each possible score should have more detail and should have a separate section for each section which needs to be included in the final game rather than as a whole.
Total: 38/50
Navigation & Flow: 4 points. This webquest is all on one page so the learner can either scroll down, or use the navigation bar to bring the learner to the part on the page they would wish to go. There is also a button to return to the top between each section.
Mechanical Aspects: 2 points. All of the links work as they say they do. There are a few links to other sites which are used as resources for the learner to as they complete their work.
Motivational Effectiveness of Introduction: 2 points. The introduction sets the stage for the webquest and asks they questions the learners may have asked themselves in this type of situation. This webquest relates information and scenarios that the learners may have experienced.
Cognitive Effectiveness of the Introduction: 2 points. The introduction draws the learner in by bringing them back to when they may have been in a similar situation by asking questions that the learner may have had then introduce the learner to what they will be experiencing in this webquest.
Connection of Task to Standards: 4 points. The assignment and activity is closely aligned with the standards for the age and grade level.
Cognitive Level of the Task: 5 points. The activity encourages the learner to create their own probability problem after working through the other common activities. This helps to verify how probability can be found in everyday experiences and that it may be useful to know and understand the possible outcomes. Creating one’s own problem allows the learner to practice what they have learned. The resources help to guide the learner throughout their webquest experience.
Clarity of Process: 2 points. Students are given a list of activities to go through which will help when creating their own game. Each activity has a description of the game and what they need to do. Each to these activities can have more direction to make it more understandable to this age group. Their final activity is to some up with their own game where they need to make a name, directions rules, and an explanation of why the game is fair. This activity has not gone over what it means to be “fair.” It is hard for this age group to grasp the concept of a “fair” game, especially with no prior explanation.
Scaffolding of Process: 3 points. There is information that helps the learner complete the activity. The learner is given several examples of probability games which they are asked to try to get a better understanding of what a probability game is. This helps when the learner creates their own probability game.
Richness of process: 2 points. Different activities are presented to help the learner grasp the understanding of probability games and give ideas for the game the learner may create.
Relevance & Quantity of Resources: 4 points. The resources that are provided give more detail to the probability games they start with.
Quality of Resources: 4 points. The resources provide further information about each activity that isn’t covered in the webquest.
Clarity of Evaluation Criteria: 3 points. The evaluation for the activity is scarce. The evaluation is based on a 4 point scale so the highest score a student can get is a 4. There are a lot of activities that take some time to complete it seems that the learner should be scored on their understanding of each activity. The description of each possible score should have more detail and should have a separate section for each section which needs to be included in the final game rather than as a whole.
Total: 38/50
| research_article_review.docx |
| chapter12andwebquests.pdf |
