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Analysis
Learners
The WebQuest, Making Inferences, is intended for 7th grade students learning Common
Core Georgia Performance Standards for Math. The target students ages range from 12
to 13 years old and read at or above grade level. Students are proficient with technology
and have experienced a variety of project-based learning environments. They are flexible
to learn independently or in groups. The target students have no need for adaptive or
assistive technology.
Context and Learning Environment
This WebQuest will be implemented primarily in a 7th grade Advanced Math
setting in which students will chose to accelerate through some standards. They have a 55
minute period everyday and will be allowed to break into small groups or individually
while the teacher is conducting mini-lessons for the rest of the students. Students in this
classroom have access to computers in a one-to-one ratio. However, as students
complete the WebQuest individually, they will be encouraged to work in small groups for
discussion of the assignments. The teacher facilitating this learning experience has a
medium to high technology proficiency and is comfortable using technology.
Learning Objectives:
This WebQuest addresses the following Common Core Georgia Performance Standards
for Mathematics:
MCC7.SP.1 Understand that statistics can be used to gain information about a population
by examining a sample of the population; generalizations about a population from a
sample are valid only if the sample is representative of that population. Understand that
random sampling tends to produce representative samples and support valid inferences.
MCC7.SP.2 Use data from a random sample to draw inferences about a population with
an unknown characteristic of interest. Generate multiple samples (or simulated samples)
of the same size to gauge the variation in estimates or predictions
MCC7.SP.3 Informally assess the degree of visual overlap of two numerical data
distributions with similar variabilities, measuring the difference between the centers by
expressing it as a multiple of a measure of variability.
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MCC7.SP.4 Use measures of center and measures of variability for numerical data from
random samples to draw informal comparative inferences about two populations.
4. Critical thinking, problem solving, and decision making- Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project
d. Use multiple processes and diverse perspectives to explore alternative solutions
5. Digital citizenship- Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
What strategies can be used to choose and create appropriate graphs to represent
data?
What types of conclusions can be drawn from data?
What is the center of a set of data and how can it be described?
How can variation be described within a data set?
How can data be used to compare different groups?
Design
This WebQuest was designed as a stand-alone course for students to work through
the 7th grade Statistics standards independently. In order to guide students through the
content necessary to master the standards, they were provided with a Learning Contract
to be completed at their own pace. This allowed students to take ownership of their
learning and gave them the independence and challenge they were seeking. While there
are many resources available that provide the necessary information to gain knowledge
and understanding of the concepts, there were a few that proved to be more effective.
Most of these resources were chosen not only for the quality of the lessons, but also for
the analytical component they provided. The following are the resources used:
1. www.Learnzillion.com
2. www.Kahnacademy.com
3. www.ixl.com
4. http://gpb.pbslearningmedia.org/
5. www.thinkwell.com
6. www.usatestprep.com
7. www.blendspace.com
8. www.brainingcamp.com
concepts and receive scaffolding. Also, students are given a choice when they complete
Supplemental Activities.
This WebQuest contains a variety of multimedia elements, including text, video and
audio. These elements are able to enhance assistive technologies to support visual and
auditory disabilities. They are appropriate for the curriculum and standards being
addressed and they support students with special needs.
Development
This project was developed over two weeks. The initial part of the development
emerged from the need of acceleration and the need to challenge independent learners.
Once this problem was established, the best solution was to provide a blended learning
environment in which students could work independently, do peer-coaching and had
access to the teacher for questions. The following is an outline of the steps that were
necessary to complete the WebQuest:
1. Searched for appropriate resources that addressed the standards.
2. Developed a Learning Contract on Word that students could follow which
mirrors the Process Tab of the WebQuest.
3. Organize the major resources into concepts through the use of Blendspace.
4. Created an audio file using Sound Cloud and video file using iMovie to
insert in the WebQuest for support.
5. Build the website on Weebly that would include all directions, links and
downloads necessary.
6. Ensure all links, audio and videos are functional.
Implementation
This project was implemented in the classroom. However, the experience in the
WebQuest was delivered to students through the required learning management system
provided by the county. All the elements of the WebQuest were included in the learning
management system to ensure students would have a very similar experience.
Before implementing this project, I assessed the problem in conjunction with a
school administrator. After proposing the blended learning environment solution, parents
were contacted about this possibility. When parents agreed to have their students work
independently, I drafted a Learning Contract to ensure all the necessary standards were
covered and mastered. In both classes, all students have access to a lap top computer
either by bringing their own or by using the laptops provided by the school.
The WebQuest resources were available to all students in each of the two
classrooms in which it was implemented. However, only 13 out of twenty students in one
class and 6 out of 21 students in the other class were expected to work through these
standards independently. These students were given a two-week period in which they
were to complete the WebQuest and be ready to take the countys Unit Assessment for
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the statistics unit. Students could finish early and work on the 8th grade online course
provided by the county.
In order to ensure that students were completing the assignments, there were
several things that took place. First, websites were chosen that provided quality
instruction, but also that provided data of whether students were completing the
assignments and at which level of mastery. Learnzillion was one important element for
this WebQuest. It allowed me to build classes in which I can add assignments and track
the progress of my students. That is also true of USAtestprep, Khan Academy and
Blendspace. Learnzillion generates a username and password for students that is specific
for them, as does USAtest prep. Kahn Academy and Blendspace gave me information of
how many students had accessed the resources. Students were required to keep up with
their usernames and passwords as described in the Learning Contract.
For the class with the larger group of students, we were able to utilize a Digital
Learning Commons area that is designed to host several small groups working with
digital devices. This allowed them to spread out as they worked independently, but also
discuss the assignments when necessary. The group that was not working independently
would meet with me for a mini lesson and access the resources as needed. The class with
the smaller group of independent learners would work independently during my whole
group mini lesson. Then, when the rest of the class would do group or independent work,
they were able to discuss the information with each other and ask me questions if
necessary. Students worked through all assignments in class because they were working
through an online 8th grade curriculum at home. Some students completed a minimal part
of the WebQuest at home as well.
Evaluation
Student Learning
At the end of the WebQuest, students were expected to demonstrate mastery of the
standards through the countys Inference Unit Assessment. This was the primary
assessment of their learning. However, along the way, I provided polls in which I
assessed their understanding informally. In addition, there were two Checkpoint Quizzes
that students would take online that provided valuable information of the students
understanding and ability to learn independently. The final assessment was a printed
assessment due to restrictions from the county to post it online. This WebQuest proved to
be successful based on the students final assessment. No students scored below passing
grade in the assessment and 75% of the students scored above 90.
Product Design
As students worked through this project, I was able to assess whether the design is
easy to follow if they were able to work independently through the entirety of the project.
I was expecting students to have a learning curve in how to navigate the various
resources, particularly those that required usernames and passwords. Many students
struggled with the initial standards, but the majority were able to navigate through them
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efficiently toward the end of the WebQuest. Upon completion of their Inference Unit
WebQuest, students and parents were asked for feedback via SurveyMonkey. They were
asked if the blended learning experience had met their expectations regarding the content
it provided, the difficulty level of the navigation process, and whether or not they wanted
to complete the following unit using this platform. Despite voicing some initial concerns
with the navigation of the sites, 100% of students and parents opted for continuing the
acceleration of the students using this blended learning environment.
Small Group 1
Small
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Reflection
Project
Development
As
I
developed
this
project,
I
learned
a
great
deal
about
different
tools
available
and
their
versatility.
Many
of
the
resources
provide
data
analysis
that
can
serve
as
an
indicator
for
students
learning.
The
more
I
used
sites
like
Learnzillion
or
USAtesprep,
the
more
I
appreciated
the
components
for
quick
assessment.
I
also
learned
about
many
online
tools
that
provide
different
free
options
that
I
can
share
with
my
students
and
other
teachers,
such
as
audio
creator
Sound
Cloud
and
Socrative,
a
quiz
development
site.
One
of
my
favorite
tools
to
use
was
Blendspace,
which
allowed
me
to
link
all
the
necessary
resources,
downloadable
or
online,
in
one
place
for
student
access.
However,
I
had
to
be
very
careful
on
how
I
linked
Learnzillion
in
the
Blendspace.
I
initially
had
linked
the
videos
directly
to
the
Blendspace,
but
I
found
that
students
werent
logging
in
with
their
account
when
I
did
it
that
way.
This
presented
a
problem
because
it
prevented
me
for
receiving
an
analysis
of
their
progress.
Next
time,
I
would
link
all
Learnzillion
resources
as
a
link
to
the
login
instead.
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Instructional
Design
Students
worked
really
well
independently
with
minimal
input
from
me,
except
for
the
initial
questions
about
navigation
that
happened
in
the
first
standard.
Providing
them
with
a
Learning
Contract
served
as
a
checklist
that
allowed
them
to
pace
themselves.
It
was
also
very
important
to
give
students
options
to
keep
them
engaged
in
the
learning
tasks.
Although
most
of
the
students
that
piloted
this
WebQuest
have
a
high
reading
and
comprehension
level,
I
decided
to
provide
audio
on
the
tasks
and
the
standards
to
encourage
them
to
preview
them.
Students
seemed
to
like
the
automatized
voice
and
were
willing
to
listen
to
it
because
of
it.
This
element
of
multimedia
can
be
essential
for
students
with
lower
reading
level.
I
may
add
a
funnier
voice
to
keep
them
engaged
next
time.
If
I
had
to
do
it
again,
I
would
probably
include
a
CheckPoint
Quiz
for
every
standard
and
would
not
allow
students
to
move
on
until
they
had
a
grade
that
demonstrated
mastery.
Most
of
them
demonstrated
mastery
in
both
quizzes,
but
there
were
a
few
that
were
a
concern.
In
the
end,
they
all
did
very
well,
but
it
can
be
a
preventative
measure.
Personal
Growth
Through
this
project
I
learned
that
I
am
much
more
flexible
than
I
thought
I
was.
I
was
juggling
a
class
that
was
studying
three
or
four
different
concepts
at
the
same
time
and
was
able
to
manage
the
time
students
needed.
I
also
learned
that
if
students
see
me
frustrated
with
technology
and
the
challenges
it
can
present,
they
become
frustrated
as
well.
I
was
able
to
keep
myself
calm
through
all
the
challenges
and
troubleshoot
the
problems
that
we
came
across.
It
was
definitely
an
excellent
learning
experience.
For
Others
From
this
experience
I
have
learned
that
it
is
very
valuable
to
plan
ahead
and
have
many
options.
However,
there
are
always
going
to
be
situations
that
call
for
a
flexible
plan.
Its
also
important
to
give
some
of
the
responsibility
to
the
students
so
that
they
take
ownership
of
their
learning,
including
that
which
pertains
to
technology.