Wilt Webquest

This is my modified WebQuest concerning how to read a parabolic graph and obtain the graph's equation:

Wilt WebQuest

iPad App Review

I actually did not use an iPad for this assignment, I used my Droid phone (mostly because I favor Droid products over Apple).

Browsing through all of the apps available under the Education topic, it was hard to choose only two.  I did, however, find two pertaining to mathematics that I hope will be beneficial.

Mathway (free)  When first bringing up the app, the user is given the choices of Basic Math, Pre-Algebra, Trigonometry, Algebra, Precalculus, Calculus, and Statistics.  Along with the options to Sign In, Glossary, Help, and About.  I chose Trigonometry because that is my dream to teach.  When selecting the option, a text box appears prompting the use to type in a math problem.  A keyboard is given that has all of the necessary symbols.  Once typing in the problem, there are options for the answer and examples of problems like this one.  This could be viewed as helping a student a little too much, but wouldn't this be a great method of checking oneself?  I downloaded this app at the beginning of the semester, actually, and have been using it in my math classes to check my homework answers.  It's very helpful, and the option to have other examples is very beneficial to helping me understand.  In my future classroom, I believe I would use this as a tool for the students to double check their answers.  It makes it more enjoyable than just looking up the answers in the back of the book.

Andie Graph (free)  This app is pretty basic, but so very useful.  It's a graphing calculator, but for free!  It has every aspect of a graphing calculator that costs so much money and is so bulky, but it's available (for free!) on a product that is capable of doing so many other things.  It runs smoothly and accurately, and is perfect for a technology based classroom.  If I had to option, I would hope to have a class that allowed a class set of tablets, or allowed the students to use their cell phones to have the graphing calculators on those, instead of having a class set of calculators.  That way the tablets (or phones) are able to do other activities, rather than buying calculators that only serve one purpose.

3 Changes to WebQuest

Three Changes for the Roller Coaster Mathematics WebQuest:

1. The steps needed in creating the equations should be broadened.  Explain more of what is expected. Such as an example so that there is a basis for the students to go off of.
2. Instead of a PowerPoint, use Pencil to create the drawing of the roller coaster.
3. Instead of just making a brochure, create a Glogster Virtual Flyer.

WebQuest Rubric

A Rubric for Evaluating WebQuests   The WebQuest format can be applied to a variety of teaching situations. If you take advantage of all the possibilities inherent in the format, your students will have a rich and powerful experience. This rubric will help you pinpoint the ways in which your WebQuest isn't doing everything it could do. If a page seems to fall between categories, feel free to score it with in-between points.

	Beginning	Developing	Accomplished	Score
Overall Aesthetics (This refers to the WebQuest page itself, not the external resources linked to it.)
Overall Visual Appeal	0 points There are few or no graphic elements. No variation in layout or typography. OR Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with the readability.	2 points Graphic elements sometimes, but not always, contribute to the understanding of concepts, ideas and relationships. There is some variation in type size, color, and layout.	4 points Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas and relationships. Differences in type size and/or color are used well and consistently.  See Fine Points Checklist.	2 There are some pictures, but there could certainly be more pertaining to the topic.  Also, the text could vary more to make it more appealing.
Navigation & Flow	0 points Getting through the lesson is confusing and unconventional. Pages can't be found easily and/or the way back isn't clear.	2 points There are a few places where the learner can get lost and not know where to go next.	4 points Navigation is seamless. It is always clear to the learner what all the pieces are and how to get to them.	2 There are 8 different links that the student is required to visit.  I think that it's good to have extra sources, but I feel that the student may find that overwhelming and could easily become distracted.
Mechanical Aspects	0 points There are more than 5 broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	1 point There are some broken links, misplaced or missing images, badly sized tables, misspellings and/or grammatical errors.	2 points No mechanical problems noted.  See Fine Points Checklist.	2 All of the links work, no missing images, and no misspellings.
Introduction
Motivational Effectiveness of Introduction	0 points The introduction is purely factual, with no appeal to relevance or social importance OR The scenario posed is transparently bogus and doesn't respect the media literacy of today's learners.	1 point The introduction relates somewhat to the learner's interests and/or describes a compelling question or problem.	2 points The introduction draws the reader into the lesson by relating to the learner's interests or goals and/or engagingly describing a compelling question or problem.	2 It is a very interesting topic.  The photo should be centered, and the text and color should be changed, though.
Cognitive Effectiveness of the Introduction	0 points The introduction doesn't prepare the reader for what is to come, or build on what the learner already knows.	1 point The introduction makes some reference to learner's prior knowledge and previews to some extent what the lesson is about.	2 points The introduction builds on learner's prior knowledge and effectively prepares the learner by foreshadowing what the lesson is about.	2 It perfectly shows a student's understanding of linear and quadratic equations, and what they are used for in real life.
Task (The task is the end result of student efforts... not the steps involved in getting there.)
Connection of Task to Standards	0 points The task is not related to standards.	2 point The task is referenced to standards but is not clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 points The task is referenced to standards and is clearly connected to what students must know and be able to do to achieve proficiency of those standards.	4 It does not specifically state which standards are being met, but it clearly is connected to the quadratic equations and that is basic knowledge in a high school math career.
Cognitive Level of the Task	0 points Task requires simply comprehending or retelling of information found on web pages and answering factual questions.	3 points Task is doable but is limited in its significance to students' lives. The task requires analysis of information and/or putting together information from several sources.	6 points Task is doable and engaging, and elicits thinking that goes beyond rote comprehension. The task requires synthesis of multiple sources of information, and/or taking a position, and/or going beyond the data given and making a generalization or creative product. See WebQuest Taskonomy.	6 - This task is doable and interesting, and requires the students to look at different sources and use the knowledge to create their own safe roller coaster.  Requires thinking outside of the box.
Process (The process is the step-by-step description of how students will accomplish the task.)
Clarity of Process	0 points Process is not clearly stated. Students would not know exactly what they were supposed to do just from reading this.	2 points Some directions are given, but there is missing information. Students might be confused.	4 points Every step is clearly stated. Most students would know exactly where they are at each step of the process and know what to do next.	2 As far as the PowerPoint goes, it only states to create a PowerPoint that shows the roller coaster.  I believe it should be a little more descriptive as to what is wanted.
Scaffolding of Process	0 points The process lacks strategies and organizational tools needed for students to gain the knowledge needed to complete the task. Activities are of little significance to one another and/or to the accomplishment of the task.	3 points Strategies and organizational tools embedded in the process are insufficient to ensure that all students will gain the knowledge needed to complete the task. Some of the activities do not relate specifically to the accomplishment of the task.	6 points The process provides students coming in at different entry levels with strategies and organizational tools to access and gain the knowledge needed to complete the task. Activities are clearly related and designed to take the students from basic knowledge to higher level thinking. Checks for understanding are built in to assess whether students are getting it. See: Process Guides A Taxonomy of Information Patterns Language Arts Standards and Technology WebQuest Enhancement Tools Reception, Transformation & Production Scaffolds	3 It really has to be assumed that the students understand linear and quadratic equations to complete this assignment.  If a student struggles with the concept of the equations, he/she will be lost throughout this WebQuest.  However, for those that have a grasp on the topic will grow and have a better understanding of how it all works.
Richness of Process	0 points Few steps, no separate roles assigned.	1 points Some separate tasks or roles assigned. More complex activities required.	2 points Different roles are assigned to help students understand different perspectives and/or share responsibility in accomplishing the task.	1 It is a 2 person project, but does not clarify what tasks should be split.  It's entirely up to the students who takes on what task.  At the end, though, each student has to answer questions about the other and how much they participated.  So, it's on the student if he/she doesn't participate.
Resources (Note: you should evaluate all resources linked to the page, even if they are in sections other than the Process block. Also note that books, video and other off-line resources can and should be used where appropriate.)
Relevance & Quantity of Resources	0 points Resources provided are not sufficient for students to accomplish the task. OR There are too many resources for learners to look at in a reasonable time.	2 point There is some connection between the resources and the information needed for students to accomplish the task. Some resources don't add anything new.	4 points There is a clear and meaningful connection between all the resources and the information needed for students to accomplish the task. Every resource carries its weight.	4 The sources are helpful and easy to understand.
Quality of Resources	0 points Links are mundane. They lead to information that could be found in a classroom encyclopedia.	2 points Some links carry information not ordinarily found in a classroom.	4 points Links make excellent use of the Web's timeliness and colorfulness. Varied resources provide enough meaningful information for students to think deeply.	4 The sources are helpful and easy to understand, and also have color!
Evaluation
Clarity of Evaluation Criteria	0 points Criteria for success are not described.	3 points Criteria for success are at least partially described.	6 points Criteria for success are clearly stated in the form of a rubric. Criteria include qualitative as well as quantitative descriptors. The evaluation instrument clearly measures what students must know and be able to do to accomplish the task. See Creating a Rubric.	6 The rubric is descriptive in all ways, qualitative and quantitative.  It is also color coordinated.2
Total Score				40/50

Original WebQuest

Roller Coaster Mathematics

Grades 9-12
This shows the use of the quadratic function while designing roller coasters!

Middle School - The Technophile

Your Role

___Efficiency Expert

___Affiliator

___Altitudinist

_X__Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
John Wilkes Booth	Colored, has many links to other webpages, and photos posted	Writing a diary, not utilizing technology other than for research purposes
Landfills	Colorful, lots of pictures	No use of the internet, no research required, no computer skills at all
Ancient Egypt	Colorful, pictures and graphics, uses PowerPoint	Does not have any extra links to guide students for research
Creative Encounters	Colorful, graphics, gives resource links, used Word and Internet	Could have given the presentation via PowerPoint
Poetry of War	Colored, photos, resource links given	Mostly completed not on computer

Middle School - The Affiliator

Your Role

___Efficiency Expert

X Affiliator

___Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
John Wilkes Booth	Not very many strengths.  This is all individual work.	There is no collaboration with other students!
Landfills	It has some collaboration.	Majority of the work is done individually.
Ancient Egypt	Groups of 4, each student having an expertise and incorporating it all in the project. Allows collaboration skills along with learning about the subject.  All members present, not just one.	It’s possible one student takes on all of the work and leaves the other 3 clueless.
Creative Encounters	Group collaboration, group presentation, the evaluation sheet has a “Social Skills” part to grade if all members of group participated.	Individual roles
Poetry of War	Utilizes history and poetry together	It’s entirely individual