My online PBL

My PBL



I had my students make houses in a program called Sweet Home

1st floor

2nd floor

Evaluation web quest

A Rubric for Evaluating WebQuests MY DREAM HOME

	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 is really only one picture, but I like that it is plain and gets straight to the point
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.	4. very easy to understand
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.	4. Works well
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. the introduction makes students motivated to see what is next
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.	1. its kind of a guessing game with the intro
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 gives real world problems for the math
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. there is room for the students to make harder choices and ask the teacher how to do harder problems.
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. there is no set "cost per foot"
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	6.the task is easy to understand and allows for regular math and even some higher level if it is needed
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. there really isn't a split up of tasks, but the students can do that themselves
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.	2. the floor plans are less than up to par but everything else is good
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.	2. some links are less than what is needed
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. rubric
Total Score				42/50

Original WebQuest rubric by Bernie Dodge.

Callie W. and I

·        

              The magic egg began to crack and came out of it was a flower and after the flower came out a piece of paper drifted off of it . So I picked it up it said"plant me and I will become something beautiful" I thought it was weard because most flowers dont have notes on them that say plant me. I looked at the flower with a weard face for a few seconds and then I was on my way of getting the plant in before winter came. It was a few weeks away. Then after I planted it I didnt realize it but winter was here one morning I woke up and ran outside and snow covered the ground then I ran out to my swing set where I had planted the flower and I it was died.

         I dug it up, put it in a flower pot, and brought it in the house. I set it on my desk and stared at it for a while, hoping there was still a chance to save it. I started to cry knowing there was nothing I could do. A few of my tears landed on the plant, and the dark colored plant started to change color. It straightened up and smiled at me. I had never seen a flower Smile before!

Me - I was startaled and amused at the same time it was weird that a flower was looking at me. Insted of me bringing it to back as a normal it was actually alive looking at me . This was so much better it was alive looking at me. Then I said" I wounder if you can talk" then you wll never belive what happened the flower talked it was amazing. This is what it said " of coruse I can talk dumb brain im staring at you and Im moving around and you don't think I can talk don't you know that things that are moving are living I don't know how you got past first grade with out know ing that." Sorry I said the flower said it to then he said" I think this is the beginig of a beautiful friend ship" "oh brother I said this is not going to be pretty. Then we both looked at eachother with weird faces.

o                         I had to go to school, so I left the flower near the window and but a bottle of water beside it in case it got thirsty. I locked my door that way my parents wouldn't see the flower. When I came home from school, the flower asked, "What took you so long?" I laughed at him and said "I had to go to school Einstein." the flower looked at me and laughed. Every day after school, I would come home and play with the flower. It was so much fun! When spring came, I replanted the flower outside. The next day, the Plant had changed a lot.

Me - It was just a planet it was one color and it didn't talk to me so I went in side and I was really sad so I just started color ing like usally then I kept kept thinking about how me and flower used to color toghter. was sad that I had lost flower and he was the best thing that ever happned to me and I thought for a second about how grandma told something when grandpa was dieing if you love something you nhave to let it go. So I relizxed the write thing to do was let flower go so I did and I put flower to rest. Now I remember flower as loving friend and sister. THE END!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

Web Quest

Your Role

___Efficiency Expert

___Affiliator

__X_Altitudinist

___Technophile

Your Impressions

WebQuest	Strengths	Weaknesses
Gorillas	Im glad to see that they need to do a presentation. seeing that you give them the web sites, they cannot just type the questions into google	the downfall of giving them the web sites is that they are basically just going to find the info with context clues and nothing else.
Shakespeare	I like the breaking up of the tasks in this way. this will also allow for some creativity in the classroom. this creativity will allow for the students to get more involved. the more you have them do with the information the more they will learn.	because you will have students using the same information over and over, some will get bored and not want to do some of the work. maybe the extra work should only be put into effect if the students didnt show a greater understanding of what you wanted them to learn
++Earthquake	Perfect. the studying before planning and both before the building is a great way for students to get involved. they will go back to their studies if they don't think their way of accomplishing the goals will work.
--Foreign Country	self selection.	to structured.. to get all of this information would take too long
Waves & Sound	draws a lot of interest so students will want to learn about this subject	A LOT of information that you will have to go over in class if the students still dont understand.

Bernie Dodge, Department of Educational Technology, SDSU