Teachers

Teachers

Learning Team Project Scoring Rubric*

Curriculum Design (WebQuest) Project

Points

Possible

Points Earned

CONTENT:

11

WebQuest Student Pages:

Introduction:

The introduction describes a compelling question or problem, gains the students’ attention, and explains the purpose of the Quest.

1.5

Task:

The task is doable and engaging, and requires students to do more than to collect information from the Internet. Critical thinking is embedded in the task and is at least at the analysis, synthesis, or evaluation level.

1.5

Process:

Steps are clearly stated.

1.5

Resources:

Sites and activities are clearly related and designed to lead students from one step to another. Sufficient examples are utilized

Resources provide the information needed for students to accomplish the task.

Resources are wisely chosen for their information and usefulness.

1.5

Evaluation:

The evaluation tool clearly measures what students must know and be able to do to accomplish the task, and evaluation process is clear

All needed handouts and/or supplementary materials are appropriate and clear.

1.5

WebQuest Teacher Page:

Rationale:

The rationale provides a connection to one or more philosophies of education.

The rationale explains how the quest might fit in the larger picture of curriculum design.

The rationale explains the purpose and designed outcomes of the Quest.

1.5

Standards:

The Quest is well-connected to national standards.

1

Suggestions for implementation:

Teachers are provided guidelines for how to implement the quest in a regular classroom.

Quest has a timeline for preparing for and implementing

Quest notes any resources needed

Contains sufficient details for each of the elements of the assignment

1

MECHANICS:

4

Conventions: grammar, spelling, punctuation, abbreviations, sentence and paragraph structure, Wording is appropriate for the topic and audience, project shows continuity and organization

1

Information flows and not just a cut and pasted from each contributor’s materials (watch transitions and coordination of the information collected by members.

.5

References: cited appropriately in the text and on reference list

1.5

Learning Team Proposal handed in on time, showed evidence of planning, dividing the workload, and addressing the components of the project

1

TOTAL

15

Rubric for receiving points available (per item)

No point

Minimum of point

Half of point

Majority of point

Full point

Item not present

Item present:

Mostly errors

Item present:

Inconsistent representation

Item present:

Minor errors

Item present:

No errors

* Based on the UNIVERSITY OF PHOENIX APA (5th ed.) FORMAT AND STYLE GRADING TOOL (Information referenced from Publication Manual of the American Psychological Association, 5^th ed., 2001) (and David Tompkins).

Teacher Bios

Madiea Traille - Madiea is a 30 year-old virgo from the land of reggae music, Jamaica. She has been in the education sector since August 1999. She is passionate about education because she loves excellence and she wants to help to mold young lives in a positive way. In 1995, she graduated from the Sam Sharpe Teachers’ College in Jamaica with a credit diploma in Primary Education. In 2003, she completed her Bachelor’s Degree in Education with Northern Caribbean University. Last year, she saw the need to further advance herself in the education sector so that she could continue to make a lasting impression on young lives. To this end, she is now pursuing her Masters Degree.

While working in Jamaica she was responsible for several areas of school life. These included curriculum development, staff development, extra curricular activities and the school plant. She is currently living in the Turks and Caicos Islands and have been since August 2004. She is employed by the government of the country and works in a rural school. The population of the school is very small, just about seventy three (73) students. She teaches only ten (10) fifth graders. She also teaches sixth graders Mathematics.

Ruth Jackson - Ruth is a native Texan, born in Waco, Texas. She graduated from the the “Grammy Award Winning” High School for Performing and Visual Arts in Houston, Texas. Her art area was Vocal Music. She worked in Houston ISD for over 15 years. teaching in piano labs, general music classes and choir for grades Pre-K through 8^th grade. She also has experience teaching piano classes and private voice and piano lessons in a private music studio for ages ranging from Pre-K to adult. Three years ago, she moved to Big Spring, Texas where she taught Jr. High Choir and is currently teaching elementary music in Grades Kindergarten through 4th grade. In addition to teaching music in public school, she also teaches private piano at the local community college, plays piano and organ at the First Methodist Church in Big Spring and teaches private piano and voice lessons in her home.

Jared Austin - Jared currently resides in Arizona. He moved down to Arizona from chilly Idaho where he accepted his first teaching job as an elementary school art teacher. Jared says his passions certainly include art, but even more than that he is excited by learning. He believes it is the way that art catalyzes learning and facilitates making connections that attracts him to that subject. He earned his bachelor's degree at BYU-Idaho.

To Madiea and Jared - Thanks for supporting me during my "learning curve" and allowing me to put this together.

Ruth ("The Publisher and "Webmeister")

Cast/Credits

The "Weaver" - Jared Austin

The "Link Finder" - Madiea Traille

The "Publisher" - Ruth Jackson

Rationale

Technology has advanced tremendously within the last decade and will continue in the years to come. This advancement will compel schools to implement technology within the curriculum. Understanding how to design lessons and activities with technology is an essential skill for educators in the 21^st century.

A WebQuest is a framework for research and exploration on specific topics. Many philosophers of education have emphasized the importance of discovery and the inquiry way of learning for students. Education is now seen as a student centered activity that engages students in problem solving skills. WebQuest makes learning interesting for students as they discover information using the World Wide Web. WebQuests can take students on a virtual journey to anywhere in the world!

This WebQuest will allow students to learn independently while using the internet to enhance their learning. The aim of this Web Quest is to motivate students to see and understand the connection of Mathematics to real life situations. Mathematics is present in almost everything we do. Students must be made aware of why they learn certain topics so that they can better make the connection. Mathematics will come to life as students see how important it is in Art and Music. Ultimately, they will deduce and apply this concept to other subjects as well.

Implementation

This quest can be implemented in any third grade Mathematics, Art or Music lesson to show integration among subject areas. Teachers can use this activity as a lesson or it can be used as a culminating exercise for students to prove what they have learned.

Resources

All resources are listed on the Resources page.

Answer key for Drawing Activity #1

Answer key for Drawing Activity #2

Answer key for 2D/3D activity.

1. 2D

2. 3D

3. 3D

4. 2D

5. 3D

6. 2D

7. 3D

8. 2D

9. 3D

10. 3D

Answer key for “Search for the Missing Artifacts” activity.

1. Square

2. Circle

3. Triangle

4. Pentagon

5. Cube

6. Cylinder

7. Sphere

8. Cone

9. Fraction - 1/4

10. Fraction - 1/2

11. Fraction - 3/4

12. Whole