Howard Gardner's Multiple Intelligences

 

Verbal Linguistic – These learners will enjoy the oral presentation of the travel brochure, group discussions when selecting the most important information, teamwork in general, and  working on Webquest and Internet sites.

 

Logical Mathematical – Students make a Venn diagram, collect data on states, and debate on the most important information selections.

 

Body Kinesthetic – They will enjoy computer use and the travel brochure presentation.

 

Visual Spatial – Organized worksheets, maps and visualizing the travel brochure design will be their thing.

 

Interpersonal – Cooperative grouping and learning, meeting of the minds by brainstorming the most important information, and discussing brochure decisions  will allow them to shine.

 

Intrapersonal – They will feel comfortable by being allowed a choice in picking jobs and working and reading independently on a worksheet.

 

 

 

Gregorc Learning Styles

 

Concrete Random - These learners enjoy brainstorming and the use of computers. They will also enjoy the competition of proving their state superior.

 

Concrete Sequential - They will enjoy the gathering of the data, using the computers, and the well-organized worksheets. They will like the task-oriented parts of the Webquest.

 

Abstract Random - Students will find the group work, the emotional involvement while working with others, and the informal environment created while working on different parts of the Webquest enjoyable.

 

Abstract Sequential - These learners will enjoy the reporting and summarizing, conducting Internet searches, and the organized process page.

 

 

 

Bloom's Taxonomy of the Cognitive Domain

Knowledge

  • Recall the study of George Washington
  • Recall the study of the states of the United States
  • Use the Internet and other resource materials to answer questions on worksheets

Comprehension
  • Understanding of the task and process page instructions
  • Cutting and pasting pictures to illustrate important information (like a tourist attraction or a river)

Application

  • Designing of the travel brochure
  • Creating and developing the brochure

Analysis

  • Recognizing most important information (which will persuade George Washington) to put in brochure

  • Venn Diagram comparing selected state with another state

Synthesis

  • Writing persuasive paragraph after having all resources available
  • Selling idea of your state to George Washington
  • Generalizing from facts

Evaluation

  • Oral presentations evaluation

  • Which of the states seems like the best for George Washington to visit next?   

 

 

 

 

 

 

 

Sense and Meaning

 

Sense: Students  have prior knowledge of states in the United States, of George Washington's importance, and have had some travel experiences. They also have prior knowledge of Microsoft Word, computers, the Internet, and have been shown travel brochures.

 

Meaning: Students have interests in learning about other areas of our country as they are future travelers. Students will share what they have learned with others as they attempt to persuade George Washington to come to their state. This will make them keen on finding the most relevant information!

 

Affective Domain

 

Receipt - The hook to generating interest for third grade students is the time machine. Also, most every child knows that George Washington was the first President of the United States and they would want to assist him with his journey. Students will work on the Webquest and realize that it is a time for learning about United States and its geography.

 

Response - Each member in a group will choose a specific job.  Students will generate positive feelings toward jobs that are selected.  Members will work independently on the activities/duties for each job and then discuss key points with other members of the group.

 

Value – Students in each group will problem solve together to decide on the most important facts researched on each state.  They will be able to differentiate between noteworthy and unimportant facts about each state. 

 

Organization - Students will formulate opinions based on the persuasive paragraph created for each state researched.  Students will organize facts when deciding on what to include in the travel brochure and oral report.

 

Characterization – Students work collaboratively in preparation of the persuasive speech/oral presentation.  Words of encouragement based on the knowledge that they have obtained are appreciated by students as they near the end of the Webquest. 

 

 

 

 

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created by Cheryl Pienciak and Beth Smith