| |
Low |
Medium |
High |
| Engaging Opening |
No attempt made to appeal to learners. |
Honestly attempts to appeal to student interests. |
Has that something that compels attention. |
The Question / Task
|
Fuzzy Question or Task. Maybe what's asked for is lower level thinking. |
The Question and Task target higher order thinking, but may not be totally clear. |
Clear Question and Task. These naturally flow from the introduction and signal a direction for sophisticated learning. |
Background for Everyone
|
No attempt to access prior learning or build common background. |
Some mention of addressing a common body of knowledge. (May not happen within the activity.) |
Clearly calls attention to the need for a common foundation of knowledge and provides needed (Web?) resources. |
Roles / Expertise
|
Roles are artificial and may lack inherent conflicts of interest. |
Roles are clear and realistic. They may be limited in scope, but do evoke conflict. |
Roles match the issues and resources. The roles provide multiple perspectives from which to view the topic. |
Use of the Web
|
This activity could probably be done better without the Web. |
Some resources reflect features of the Web that make it particularly useful. |
Uses the Web to access at least some of the following: interactivity, multiple perspectives, current information, etc. |
Transformative Thinking
|
No Transformative thinking. (This is not a WebQuest, but may be a good Knowledge Hunt). |
Higher level thinking is required, but the process for students may not be clear. |
Higher level thinking is required to construct new meaning. Scaffolding is provided to support student achievement. |
Real World Feedback
|
No feedback loop included. |
The learning product could easily be used for authentic assessment although this may not be addressed. |
A feedback loop is included in the Web page and an evaluation rubric is probably provided (early on!). |
Conclusion
|
Minimal conclusion. No mention of student thinking or symmetry to intro. |
Returns to the intro ideas. May sum up the experiences and learning that was undertaken.
|
Clear tie-in to the intro. Makes the students' cognitive tasks overt and suggests how this learning could transfer to other domains/issues. |
