Multimedia Design Project Assessment (MDPA) Report Template

Product URL: http://7445righttriangles.weebly.com/

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Analysis:
Throughout the formation, design, and implementation of my WebQuest the
thought of the user played a huge role in each phase. The WebQuest is intended to
be used by High School Geometry students that could range from 9-12 grades. I also
designed it for students at Hart County High School which consists of the following
demographics: Hispanic-5.3% Asian-1.7% African American-23.9% White-65.7%
Two or more races-3.2% Male-52.5% Female-47.5%. The students who will be
completing the WebQuest have fair to good technical skills involving project based
learning and are consistently working in groups. There are students with
disabilities that will complete the WebQuest, so to account for possible reading
difficulties, audio transcripts have been provided on each section of the WebQuest.

Class sizes typically are between 18-28 students and students are usually
seated in groups to help promote a collaborative group setting in the class. The
classes are on a block schedule which consists of 90 minute periods, 5 days a week.
There is a Chromebook cart placed in each classroom at Hart County High School, so
each student will have access to all of the technology needs for the project. The
standards being assessed in the project are from the Georgia Standards of
Excellence for Analytical Geometry and include SRT.6, SRT.7, and SRT.8.

At the conclusion of the project, the student will gain an understanding of

problem solving, video production, and also collaboration skills needed to work in
groups. The students will answer the following Essential Questions: “How can I
produce a video to demonstrate my ability to solve a problem?” and “How can I use
my knowledge of Right Triangle Trigonometry to solve problems?”

Design
Overview
The WebQuest uses a variety of resources including YouTube, teacher created
worksheets, and standards resources. The reason for including these resources is
to incorporate real-world scenarios that also draw the students’ attention to the
WebQuest. The list of resources and websites include:
  [WSHSmath]. (2011, Jan 30). Gettin' Triggy Wit It. Retrieved
from https://www.youtube.com/watch?v=t2uPYYLH4Zo
 [Trae Jones]. (2017, July 13). I did that WRONG. Retrieved
from https://www.youtube.com/watch?v=wuPbAqA7bAo
 Nilan, Jack. (2017). Word Problems Using Right Triangle Trig. Retrieved 13
July 2017, from http://www.jacknilan.com/newalg2/chapter10/trigword.pdf
 (2017). Iste.org. Retrieved 14 July 2017, from
https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf
 (2017). Georgiastandards.org. Retrieved 14 July 2017,
from https://www.georgiastandards.org/Georgia-
Standards/Frameworks/Analytic-Geometry-Standards.pdf

Details
The WebQuest I created is designed to be completed in groups of 3-4 students. It
is differentiated to meet the needs of all students; struggling and exceeding by
incorporating both an extra challenge of creating a video to extend learning and a
remediation piece to help create a question of engagement for struggling learners.
I have also included assistive technology for students with disabilities in reading
by including audio of the text they will need to read.

Development
I developed this project out of a need for it in my own personal classroom. I
instilled a timeline to be finished with the WebQuest with 3-4 days remaining in
the semester to address other needs for the class. I used www.weebly.com to
create the WebQuest and incorporated Google forms, YouTube videos, Audacity,
and YouTube Editor to assist me in the creation of the WebQuest.

Implementation
I plan to implement this WebQuest in my classroom as a summary of the Right
Triangles unit in my Geometry class this upcoming school year. I have not
actually implemented the project yet, but when I do I will need to ensure all
students have access to an internet ready device that is able to record video as
well. The students will need to be placed in groups of 3-4 and complete the
WebQuest in 2 block class periods. I will share this with my team of Geometry
teachers to offer them the opportunity to incorporate it into their classroom as
well.

Evaluation
Student Learning –
 The student learning will be assessed using the rubric that can be found on
the Evaluation page of the WebQuest. This will ensure that the students have
successfully completed both the technology and mathematical requirements
of the WebQuest.
Product Design –
Once I have implemented the WebQuest, I plan to ask for student feedback on the
design and implementation of the project. This will let me know what I need to
do in order to make the project better for the next group of students who complete
it.

Reflection
Project Development – Through this project I was able to learn how easy it
is to create a WebQuest. This has allowed me to see how to incorporate more
web-based projects into my classroom. The difficult part for me was coming
up with the idea from start to finish where students would be able to
complete the project.

Instructional Design – Since I have not actually completed the WebQuest in

my classroom, I do not know what will work best or not; however, I do feel
the students will have success with the “Error Analysis” section and struggle
with the “Word Problem” creation section.

Personal Growth – I learned that I have the ability to create a student-

centered project that will both assess and stretch the students’ ability in my
class. I did not reach a high frustration level; however, the work did become
very tedious and time consuming for a project that will only take 2 class
periods to complete.

For Others – I would suggest others to set aside plenty of time to complete
the design and content of the project. Also, make sure there is a positive hook
that will engage the students from the start of the project.