Multimedia Design Project Assessment (MDPA) Report Template

Please replace the instructions provided with your own narrative.

Product URL:
https://sites.google.com/view/lets-be-statisticians/introduction
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Analysis
This lesson is meant to be utilized in an Algebra I class. Most of the students will be 9th
graders, but there may be upper-level students in the class as well. This will be utilized
for all of my classes, including gifted/accelerated, collaborative classes, and ELL classes.
All students will be placed into small learning groups of no more than 4 persons. For this
particular lesson, students are going to need computers and internet. All students have
been issued a laptop, and they will have access to the internet during class.
In this lesson, students are going to gain a better understanding of collecting, analyzing,
interpreting, and displaying data.
The mathematical standards that will be covered are below:

 MGSE9-12.S.ID.1: Represent data with plots on the real number line (dot plots,
histograms, and box plots).
 MGSE9-12.S.ID.2: Use statistics appropriate to the shape of the data distribution
to compare center (median, mean) and spread (interquartile range, mean absolute
deviation) of two or more different data sets.
 MGSE9-12.S.ID.3: Interpret differences in shape, center, and spread in the
context of the data sets, accounting for possible effects of extreme data points
(outliers).
The ISTE standards for students that will be covered include:

 1c: Students use technology to seek feedback that informs and improves their
practice and to demonstrate their learning in a variety of ways.
 2b: Students engage in positive, safe, legal, and ethical behavior when using
technology, including social interactions online or when using networked devices.
 3c: Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections
or conclusions.
 3d: Students build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions.
  5b: Students collect data or identify relevant data sets, use digital tools to analyze
them, and represent data in various ways to facilitate problem-solving and
decision-making.
 6a-d: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media
appropriate to their goals.
 7c: Students contribute constructively to project teams, assuming various roles
and responsibilities to work effectively toward a common goal.
By the end of the lesson students should be able to:

 Define vocabulary words associated with Algebra 1 statistics

 Calculate the measures of center
 Calculate the measures of variability
 Create statistical questions
 Gather, analyze and interpret data
 Use statistical displays to represent data

Design
Overview
To create the WebQuest, I used Google Sites, Screencastify, YouTube, and Desmos. The
digital tools that the students will use to complete assignments include YouTube,
Quizizz, Desmos, and a video editing software of their choice.
Details
Keeping the Universal Design for Learning framework in mind, I tried to make sure the
project was as accessible for all students as possible. At the start of the project, I would
go over some basics and the overall idea of the project. This is to ensure that those who
are good at seeing the end product have an understanding of what they should be able to
do by the conclusion of the project. I also tried to diversify the content, process, and
product.
All students have their own laptops, but the project will be completed in class. This is to
ensure that all students can properly communicate with their group members and that all
students have access to reliable internet.
Throughout the WebQuest, various videos are provided so that students can have
something to help them review for the assignment. These videos are resources for those
who need them; they are not mandated. A student can simply read the directions and
complete the necessary task without having to watch the video, or watch it in its entirety.
At the beginning of each class (and during) students have the option to use the teacher as
a resource. If students need additional support, I can provide that. I have also embedded
Desmos activities in the WebQuest, allowing students to manipulate the math, appealing
to all learners, no matter if they are visual, auditory, tactile or kinesthetic learners.
Additionally, students are given the freedom to choose and develop their own statistical
question. Once they collect their data, they are required to present the information,
including statistical displays. Their presentation can be given using any video
creating/editing software that they choose. Because students are given this freedom, the
product itself is naturally differentiated.

Development
In order to create the WebQuest, I used Google Sites, YouTube, Quizizz, and
Screencastify. I utilized Google Sites because I find it easier to manipulate as opposed to
other site generators. I used YouTube as a way of helping students to remember some of
the concepts that they learned years ago. For most students, they have not seen statistics
in over a year. The videos reminded them of vocabulary and how to calculate some of the
measures. Quizizz was used as an engaging way of assessing the students. It provides
them with a competitive learning environment, and gives me data on their progress.
Lastly, I used Screencastify to create the instructional videos.
When it came to developing the timeline of the project, I based it off of the amount of
time we have normally had with this particular unit in the past. Typically, before the state
exam, we only have about a week and a half to go over statistics. I wanted to give them
enough time to create their projects and present. This is why the project itself takes place
over the course of 5 days.
As far as actually developing the WebQuest, the first page I developed was the task page.
Because I spent a lot of time thinking about what I wanted students to be able to do, I
already had the objectives written down. Next, I worked on the evaluation page. Once I
was clear on what I wanted students to be able to accomplish, the rubric was easy to
develop. The “Process” page was the most difficult and time-consuming page. Although
nothing is perfect, I wanted this page to be as close to perfect as possible. The steps in
which students take to accomplish the task is crucial. I wanted to make sure it was as
seamless as possible for students (in terms of flow).

Implementation
On the first day, I will introduce the project to students, and go over the rubric with
students to make sure they understand what is expected of them. At this time, teacher and
students will engage in discourse, questions may be asked, and statements for
clarifications will be given. I will then split students into their pre-determined groups.
Students will have the remainder of class to work through the first part of the project,
creating a statistical survey question.

On the second day, the students will review the pre-requisite skills needed for the project.
Students will have videos and a Quizizz assignments to help review vocabulary and
concepts. I will then review the most missed questions from the Quizizz, ensuring that
students have a full understanding of why their answers were incorrect, and how they
should arrive at the correct answer next time. By the end of day 2, all groups should have
a topic and have started collecting data.

On the third day, I will begin class by answering any questions the students have in
regards to the project, data collection, and displaying/interpreting data. Students will then
continue working on their projects. By the end of day 3, students should have started
developing their statistical displays.

On the fourth day, I will begin class by answering any and all questions the students have
in regards to the project, data collection, and displaying/interpreting data. Additionally, I
will review the expectations for the presentation component. Students will continue
working on their projects. By the end of day 4, students should have their statistical
displays created and should have at least started interpreting the data.

On the last day, I will begin class by answering any and all questions the students have in
regards to the project, data collection, and displaying/interpreting data. Students will then
complete their projects. By the end of this day, students should have their presentation
uploaded to the specified location in Canvas and in the assigned Padlet.
Throughout this project, I will take on the role of a facilitator and guide. The students will
be explorers, collaborators, and producers.

Evaluation
Student Learning

At the conclusion of the project, the teacher and the students will have a
conversation about how they think the project went. At this time, pros, cons,
strengths, and weaknesses will be discussed. Students will also have the opportunity
to fill out a project evaluation form. This will be given in the format of a Google
Form. The form will inquire about their thoughts on the project, the flow of it, and
what changes would they make to it to make it better for future students.
Product Design

I will know if the product was well designed based upon the feedback students
provide. At the conclusion of the project, students will complete a Google Form
inquiring about their thoughts on the project and its design. Additionally, when I
actually use this in the classroom, I will make sure to take note of questions and
comments students make in regard to the flow of the WebQuest and the design.
Reflection
When creating this WebQuest, the goal was to create a new and engaging way for
students to make it through the statistics unit of Algebra I. This is the last unit in the
Algebra I curriculum, and it also one of the least important in terms of the End of
Course Assessment for the state exam. Due to time constraints, it is oftentimes a unit
that is taught quickly or barely at all. The WebQuest was supposed to help combat
this issue. I think this project was successful in giving students a creative and hands
on way of learning the necessary concepts. One thing that I think worked well in
terms of designing the WebQuest, was having the pages mapped out before actually
creating the webpage. This ensured that most of my thoughts were organized before
actually building the site. If I were to do this again in the future, I would

When it comes to the instructional design, I think this will work great for students. I
think the WebQuest followed a similar structure to what would have been done in
class. I introduced the task, the same as I would have in class, and the release of
information was gradual, similar to how it would have been had I actually taught
each concept individually. I chose to have a video of me speaking to students about
what the WebQuest was about so that they would feel more connected to it, and feel
that it was something authentic, and not just an assignment I found on the internet.
For the video of me instructing them on how to create their statistical displays, I
thought this would be a great visual for those students who like to hear a teacher’s
instructions. Also, if they missed a step, they would have the option to rewind the
video and start again.

As a result of this project, I learned that creating a WebQuest takes a lot more
planning than I initially thought. I thought that it would be similar to creating a
lesson plan, but it was not. Because the goal for this project was to take the role of a
facilitator, and not necessarily the teacher, I had to make sure that the journey
through the WebQuest was a clear as possible, so that students could navigate it
with ease. While this is not a task that I would like to engage in often, I am glad to
have completed this, as it is another strategy I can add to my toolbox.

For other teachers who are interested in doing something similar, I would stress the
importance of planning and preparation. This is not a task that can be created in just
an hour like a regular day’s lesson. This type of activity takes time to properly
create. It needs to be thoroughly thought out and organized to ensure students
accomplish the set goals and objectives of the task.
WebQuest References
Desmos. (n.d.). Desmos | Graphing Calculator. Retrieved July 16, 2021, from

https://www.desmos.com/calculator

Icon Math. (2017). Statistics and Statistical Questions. YouTube.

https://www.youtube.com/watch?v=7_6CRXHhuUs

Iris Center. (2021). IRIS | Page 1: Assistive Technology.

https://iris.peabody.vanderbilt.edu/module/at/cresource/q1/p01/#content

Khan Academy. (2015). Comparing dot plots, histograms, and box plots | Data and

statistics | 6th grade | Khan Academy. YouTube.

https://www.youtube.com/watch?v=s_w3EJ2Jzw0

Make Images, Videos and Web Stories for Free in Minutes | Adobe Spark. (n.d.). Adobe.

Retrieved July 16, 2021, from https://spark.adobe.com/sp/

Nearpod. (n.d.). NearPod. Retrieved July 16, 2021, from https://nearpod.com/library/

Padlet. (n.d.). Padlet. Padlet. Retrieved July 16, 2021, from https://padlet.com/

TheAnimatedClassroom. (2012). The Mean, Median and Mode Toads. YouTube.

https://www.youtube.com/watch?v=5C9LBF3b65s&t=12s

Whats Up Dude. (2020). What Are And How To Calculate Quartiles, The Interquartile

Range, IQR, And Outliers Explained. YouTube. https://www.youtube.com/watch?

v=9jYqZS142mg