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2 6 Artifact MDP Projectreporttemplate Jvaughn
2 6 Artifact MDP Projectreporttemplate Jvaughn
Analysis
The financial math webquest was intended for IB Math Studies students but could
be easily used for younger students. Math Studies is a mathematics course taught
to IB students in the 11th and 12th grade. This specific IB math course is designed
for students that are not as proficient or not as interested in math as their Calculus
peers. It is a survey course because it covers many different mathematical topics:
algebra, geometry, statistics, calculus, etc. The financial math is taught in a unit
called number and algebra. It is a unit that makes practical applications of more
basic operations and algebra skills.
Learner Analysis
Students are 11th and 12th grade IB students. Many are classified as gifted.
There are approximately 40% white, 50% black, and 10% Hispanic
students enrolled in math studies. All students enrolled in IB Math Studies
are fluent in English, and most have high reading level abilities. These
students are familiar with individual and group work settings. They tend to
be highly independent and on task when working on independent
assignments.
Context Analysis
Attend to precision.
Task Analysis
Design
Overview
I wanted to get students engaged in an assignment that they would enjoy and find
useful. Many junior and senior level students could possibly begin traveling on
their own within a few years. It is important that they are prepared for this type of
travel, and it is important that they know where to start if they do need to plan a
trip out of the country. For each step of the webquest, students will be building on
their knowledge of their designated county. They are expected to develop
currency conversion skills and understand when and why this is useful for real
life. In order to help students develop 21st century skills, I intentionally did not
provide required sources to find their information. I want students to learn how to
find and evaluate reasonable sources when doing research. I included items that I
know they would need to account for if they ever did plan a trip to another
country.
Details
This webquest has specific steps required, but it is very open ended. Students can
find their information from any credible online site. They are also given choice in
the platform to create their presentation. Students may work together to build on
their individual strengths and weaknesses, and the teacher will be available to
provide guidance or suggestions if they struggle.
This webquest is to be completed in small groups (3-5 students). This allows for
investigation and collaboration as they work. I expect that students will find
conflicting values for some of their fees. These conflicts will create valuable
discussions and cause students to reason mathematically to come to an agreement.
If students need any special accommodations to complete this project to the same
level as their peers, it is possible to use zoom or read to features on the school
laptops we will be using. If students have other physical impairments, they can
communicate with their group members and submit a single presentation.
Development
The development of this webquest was pretty straightforward. I used weebly,
which I am familiar with, but I did have to play around to remember how to start a
brand new page. Overall, since using weebly, I was able to construct my webquest
fairly quickly. The hard part was deciding on all of the steps that students needed
to complete within the process portion of the webquest.
Implementation
This webquest is a stand-alone assignment for IB Math Studies students. I would
expect them to complete this webquest without any previous lessons on budgeting
or currency conversions. There are video links in the webquest that give some
sample calculations for conversions. This will be a one day (90 minute block)
activity. I dont think it will need much explanation before students begin the
webquest. I will either reserve time in the computer lab, or check out a laptop cart
to allow students equal access to a computer. Some students might have their own
devices, but I will have a set of computers available if anyone needs something to
work on. Internet access shouldnt be an issue during class time, and there should
be enough time during class for students to complete the assignment with quality
work. The student presentations will fit into the beginning of a second day. I
would expect students to get their presentation completed before they leave the
class on the first day and be prepared to present to their classmate during the next
class meeting.
Evaluation
Student Learning
Students will have to present their findings to their classmates. Within their
presentation they are asked to show at least one calculation of a currency
conversion problem. Their results on this presentation and future assessments will
allow me to determine if it was successful. The teacher will be monitoring the
groups throughout the entire process. I find it very important to monitor what they
are doing on the internet and observe their math skills and help when I can. I
provided the students with the rubric that will be used to grade their group and
they will be asked to peer grade each member of their group. This will give me
insight on anything I might have missed while students were working. I also
created a survey for students to complete that will provide me feedback for my
webquest.
Product Design
I was not able to implement my webquest, but I will. Early in the next semester, I
will use this webquest as an introduction to financial math. I will observe students
as they work and take notes of any questions they might have. This will help me
make changes if I want to use the webquest again. I also left a survey in the
webquest for students to rate the application of the webquest. With these, I will be
able to address anything that might be unclear and improve the activity.
Reflection
Project Development Ive used Weebly before, but it was a nice refresher to
design the webquest on a weebly website. It reminds me how easy it can be to
create a webpage. I also realized that I would change several things about the
presentation with younger students. I would have given younger students much
more guidance/expectations throughout the webquest. I really loved the map
header, but I had a hard time finding a font that was easy to read, so most of the
directions got moved to a new area of the webquest, in the body.
Instructional Design I chose to only provide a few videos for an initial starting
place. I wanted students to practice research. I did not want to provide direct links
because I didnt want students to think that my choice was the only possible
choice for finding the costs in their travel plans.
Personal Growth I had some frustrations with the creation of the webquest,
because I was afraid to give away too much. I really wanted students budget a
trip as they would if they were really traveling. I gave more supports with the
video tutorials for the math content (currency conversions). I also feel better
prepared to help other teachers create a webquest if needed. It is a great all-in-one
assignment that can address a lot of standards, both content and technology
standards.
For Others I would definitely recommend other teachers use the idea of a
webquest. Regardless of the host site, having all pertinent information in one
webpage gives students a lot of guidance and resources to use to work
independently (or with a group).