Inquiry 598
Weeks 1-4 Homework:
YouTube SmartBoards:
One of our assignments was to go on YouTube and find a video on using SmartBoards in the subject that we teach. I teach physical education and could not find a video on using the SmartBoard in my subject! I searched all throughout the day and still could not find one. The option for those who are not teachers was to find a video explaining something about the SmartBoard that they would like to know. I found a really cool SmartBoard trick called the magnifying glass that I really wanted to learn, so here is that video... enjoy!
Interactive Whiteboards:
We read several articles and texts about interactive whiteboards this week and were asked to write an opinion paper on them. Here is the attachment to my paper:
We read several articles and texts about interactive whiteboards this week and were asked to write an opinion paper on them. Here is the attachment to my paper:
| interactive_whiteboards.docx |
WebQuest Evaluation:
Body Systems WebQuest:
http://www.owen.k12.ky.us/trt/introduction.htm
Overall Visual Appeal: 2
Although the overall visual appeal seems as if it would be exciting and fitting to the students, from an educational standpoint, it is pretty bad. There are very few graphic elements and the elements themselves really do not contribute to the understanding of concepts, ideas, or relationships. The color was very hard on the eyes. The black background was good for the theme, but after you click on a link it turns dark purple and is very difficult to see! Before you click on the links, they are blue and also difficult to see. The rest of the writing is yellow and orange and seems to glow. There are two charts on two separate pages that are red with yellow writing. I would say that the color choices made it very difficult to view.
Navigation & Flow: 4
The navigation was very clear. The links were all in order at the top of the site and had clear subjects with a very logical order to follow. It was always clear how to get from one page to the next and where to find the needed information.
Mechanical Aspects: 1
As far as mechanical aspects, I did not note any mechanical problems. All the links on the webpage worked and took the viewer where they were supposed to. There was a page of resources available to the students directing them to other websites, and although I did not check every single one of them, I did find one that did not work. I’m not sure if the page just no longer exists, or if it is a broken link, or a wrong URL. Other than that one website, every other link seemed to work perfectly and take the viewer where they wanted to go!
Motivational Effectiveness of Introduction: 2
I thought that the motivational effectiveness of the introduction was great. I was definitely drawn into the lesson, and I can only imagine that the kids would be as well! The lesson took on a survival/tribal theme and was very interesting. Everything was written in a very exciting manner and would get students amped to go learn and pursue the subject matter. I thought it was very compelling and engaging and a great way to teach about the body systems.
Cognitive Effectiveness of the Introduction: 2
It is a bit difficult to discuss cognitive effectiveness because I am not sure what this teacher’s learners have for prior knowledge! It would seem to me as though this lesson does in fact build off of prior knowledge, however, but I cannot say for sure. I do think that the introduction does effectively prepare the learner by foreshadowing what the lesson is about. It did a good job of getting the learner in the correct mindset and ready to dive into what the lesson was going towards.
Connection of Task to Standards: 4
This teacher did a phenomenal job of connecting this lesson to the standards. This lesson meets several standards and all can be found on the teacher page of the web quest. The teacher page lists what standards it meets and where the standards are from.
Cognitive Level of the Task: 6
The task is very doable and was made very engaging by the theme and style etc. that the teacher used to go about it. Her creativity made it engaging! This lesson involves application and higher levels of thinking/learning from Bloom’s Taxonomy of Learning. The students have to be creative and come up with a persuasive way to share the importance of their body system with the rest of the class.
Clarity of Process: 4
There is no confusion as to what needs to be done, when it needs to be done, and what to do. The project is clearly explained on the task page and students would not have trouble figuring it out.
Scaffolding of Process: 6
This web quest definitely provides students with what they need to complete this task. By putting the research part of it in their hands (but also providing places for them to get research), it gives students the tools to gain their own knowledge and lead them into higher-level thinking. This is a great lesson!
Richness of Process: 2
Students are broken up into different groups and each group is assigned to a different body system. Students have to share their information otherwise there would be a ton of missing pieces! This lesson forces students to share perspectives, tasks, etc.
Relevance & Quantity of Resources: 4
The resources that the teacher provided were very relevant and contained a lot of useful information. She provided resources that she knew they would need in order to be successful at this project. There were plenty of resources provided in order to succeed.
Quality of Resources: 4
Like I stated above, the resources were relevant and provided meaningful and useful information. They made good use of the timeliness and colorfulness of the web. Students are definitely pushed to think deeply in this lesson.
Clarity of Evaluation Criteria: 6
There is not a whole lot to elaborate on in this one! The teacher provided the evaluation rubric so students would know exactly what they will be graded on and how they will be graded. It is very clear and concise.
http://www.owen.k12.ky.us/trt/introduction.htm
Overall Visual Appeal: 2
Although the overall visual appeal seems as if it would be exciting and fitting to the students, from an educational standpoint, it is pretty bad. There are very few graphic elements and the elements themselves really do not contribute to the understanding of concepts, ideas, or relationships. The color was very hard on the eyes. The black background was good for the theme, but after you click on a link it turns dark purple and is very difficult to see! Before you click on the links, they are blue and also difficult to see. The rest of the writing is yellow and orange and seems to glow. There are two charts on two separate pages that are red with yellow writing. I would say that the color choices made it very difficult to view.
Navigation & Flow: 4
The navigation was very clear. The links were all in order at the top of the site and had clear subjects with a very logical order to follow. It was always clear how to get from one page to the next and where to find the needed information.
Mechanical Aspects: 1
As far as mechanical aspects, I did not note any mechanical problems. All the links on the webpage worked and took the viewer where they were supposed to. There was a page of resources available to the students directing them to other websites, and although I did not check every single one of them, I did find one that did not work. I’m not sure if the page just no longer exists, or if it is a broken link, or a wrong URL. Other than that one website, every other link seemed to work perfectly and take the viewer where they wanted to go!
Motivational Effectiveness of Introduction: 2
I thought that the motivational effectiveness of the introduction was great. I was definitely drawn into the lesson, and I can only imagine that the kids would be as well! The lesson took on a survival/tribal theme and was very interesting. Everything was written in a very exciting manner and would get students amped to go learn and pursue the subject matter. I thought it was very compelling and engaging and a great way to teach about the body systems.
Cognitive Effectiveness of the Introduction: 2
It is a bit difficult to discuss cognitive effectiveness because I am not sure what this teacher’s learners have for prior knowledge! It would seem to me as though this lesson does in fact build off of prior knowledge, however, but I cannot say for sure. I do think that the introduction does effectively prepare the learner by foreshadowing what the lesson is about. It did a good job of getting the learner in the correct mindset and ready to dive into what the lesson was going towards.
Connection of Task to Standards: 4
This teacher did a phenomenal job of connecting this lesson to the standards. This lesson meets several standards and all can be found on the teacher page of the web quest. The teacher page lists what standards it meets and where the standards are from.
Cognitive Level of the Task: 6
The task is very doable and was made very engaging by the theme and style etc. that the teacher used to go about it. Her creativity made it engaging! This lesson involves application and higher levels of thinking/learning from Bloom’s Taxonomy of Learning. The students have to be creative and come up with a persuasive way to share the importance of their body system with the rest of the class.
Clarity of Process: 4
There is no confusion as to what needs to be done, when it needs to be done, and what to do. The project is clearly explained on the task page and students would not have trouble figuring it out.
Scaffolding of Process: 6
This web quest definitely provides students with what they need to complete this task. By putting the research part of it in their hands (but also providing places for them to get research), it gives students the tools to gain their own knowledge and lead them into higher-level thinking. This is a great lesson!
Richness of Process: 2
Students are broken up into different groups and each group is assigned to a different body system. Students have to share their information otherwise there would be a ton of missing pieces! This lesson forces students to share perspectives, tasks, etc.
Relevance & Quantity of Resources: 4
The resources that the teacher provided were very relevant and contained a lot of useful information. She provided resources that she knew they would need in order to be successful at this project. There were plenty of resources provided in order to succeed.
Quality of Resources: 4
Like I stated above, the resources were relevant and provided meaningful and useful information. They made good use of the timeliness and colorfulness of the web. Students are definitely pushed to think deeply in this lesson.
Clarity of Evaluation Criteria: 6
There is not a whole lot to elaborate on in this one! The teacher provided the evaluation rubric so students would know exactly what they will be graded on and how they will be graded. It is very clear and concise.
WebQuests + Chapter 12:
At first I thought that WebQuests should be part of chapter 12 and then as I really thought about it, I changed my mind. Chapter 12 really has a lot to do with collaboration in learning. It discusses ways to cooperate and collaborate on things. It is definitely about learning tools, but more so about the collaboration and cooperation piece than just learning. Chapter 12 discussed things more like online chat rooms, conferences, wikis, and more. I feel as though chapter 12 would not need the added WebQuest piece because WebQuests are more of a learning tool than a collaboration tool. A student could use a WebQuest without having to collaborate with anyone else. A WebQuest really would fit in better in a different place in the book, but I do not think it should be in chapter 12.
Research Article Follow-Up:
I could not find the articles on the CCSU Library Website! I read the Learning from WebQuests article, and I searched the entire library website for the references and could not find a single one! I am not sure if I am looking the wrong way (although I tried SEVERAL types, kinds, and ways of searching) or they are just not there, but I couldn't find a single one! I'm sorry!
