WebQuest Evaluations
An Insect's Perspective
The introduction does engage the learner immediately by giving an
attention getting statistic. This will get the students interested
and excited to do more I think. I do not necessarily think it does a
good job of clearly justifying the webquest, because all it does is
list questions versus explaining the reason or displaying the
significance of the questions. I think the task portion of this webquest is very clear and
appropriate. It clearly states that there will be two tasks and then
also numbers those tasks for even more detail and clarification. I
believe it is complete; however, I will know more after seeing the
process section. Yes, this process utilizes multiple ways of learning--decision
making, research, discussion, writing, and doing. The lesson also
scaffolds the activities by breaking each one down into sections and
emphasizing words or phrases that are especially important. The
research and group discussion allow for discovery and collaboration.
I think that a small way for students to check their understanding is
the presence of examples throughout the process. They can then see if
they are on target for the assignment. I think this rubric is excellent. I like that the lowest scale is
labeled "beginning" because this way, students should not get
discouraged. The descriptions within the rubric are clear and
concise, allowing the students to know what is expected of them ahead
of time. Overall this was a good webquest, but like my classmate Allison pointed out, there is some poor punctuation which should be fixed.
The Four Seasons
I think the introduction is a little vague. She goes through the
introduction very quickly, and I think gives a little too much
information. Maybe the detail about the groups and the assignment
should be saved for the task portion. It does, however, engage the
learner by its beginning sentence. Young children love to help out,
so that was a great choice of words. And, like my classmate Sarah pointed out, this makes it very age appropriate. The task is cut a little short. She needed to go on to say how
they would apply that information to making their brochure. This will
be challenging to students, but maybe too challenging for 2nd graders,
especially to process via webquest. The task is not clearly defined
because she does not go on to say what they will do with the
questions. The process page is complete. Each step is outlined and
descriptive. All of the information is there for them to find easily
and they are told what to then do with the information. Many learning
styles are touched on due to the research, the sharing, the group
work, and the creative doing that the brochure requires. Again, the
flaw I see in this activity is the difficulty level. It is well put
together, I just am not sure if young students would comprehend the
assignment just by reading it off of this webquest. I like this rubric because it is easy to read and interpret. The students are clear as to what they are being asked and what is "good,"
"better," and "best." I do think the teacher should go over this with
the students verbally, along with the rest of the assignment.
Who Really Owns the Rosetta Stone?
This site is unlike the other webquests--but I don't think that makes
it bad. It does not use the same pages or subsections as our webquest
or the template we were introduced to. However, I do think this is a
very good resource to teach from. I think it is accessible to the
sixth graders, but not too easy. They are pushed to research and
think about things--but like my classmate Jill pointed out, there is also a lot of background information that students can look at too. The webquest is sophisticated and very
technological with many hyperlinks and resources. The students are
forced to use multiple modes of thinking by doing research, presenting
to peers, and working together in groups. Overall I think this is a
very good webquest even though it is unlike what we know.
Review of Algebra 1
The introduction is very clear and concise and justifies the purpose for the webquest. I think it could use some help in engaging the learner right away--an attention getter maybe. The task portion lack a little in direction. She simply listed links to math lessons online. She does not tell the students specifically what to do. Are they supposed to do all of them? Only certain ones on certain days? It seems to be the right level of cognitive ability, but just lacks in clarity and direction. The process is very clear and concise, but I feel like it almost needs to be switched with the task. This is questionable. This is great for students to get a break from the traditional ways of teaching math. They can get more "hands-on" and really check their understanding by doing the quizzes and repeating them for mastery. I am a little confused by this rubric. I looked at it for several minutes and still don't honestly understand how it works. I think the teacher should put an explanation as to how the rubric is structured and/or explain it to the class beforehand--so they know what is expected of them. Overall, I agree with my classmate Sarah in that the webquest is pretty boring and probably not the best way for students to review math.
My WebQuest
Language Arts WebQuest
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