Quality and Quantity


When I was in sixth grade I took a science class and one of our big assignments was to make a model of a volcano and label its parts. I knew it was a big assignment because we had a couple of weeks to do it. Our teacher gave us a sheet of paper with instructions on it which I followed to the best of my ability. I bought the closest colored clay to red as I could find and began making my volcano, and when I felt it was good enough added some toothpicks to label the parts. I let it harden and prepared to show it to class. When I walked into my class with my volcano I almost threw it away and pretended I didn’t do the assignment. Everyone’s volcanos looked so beautiful and were made with all sorts of materials. They made my volcano look like “Attack of the Pink Blob”. Luckily my teacher knew that I tried with the assignment and when he gave back my volcano I found a note saying “B for effort”. 

I don’t ever want my students to feel that way. And I don’t think I would have felt that way if my teacher had broken our project down into segments and critiqued us each step of the way. This is what I would like to do with my webquest. Although the assignment does have a finished product, it is a long ways from beginning it to ending it. As a teacher I would like to make sure my students are on track with what they would like to end up with and what I would like to end up with by checking up on their work every now and then. Since the groups are split up into different roles such as nutritionists, fitness experts, and so on I would gather each role from each group and have a small meeting with them while the other roles worked on their parts. Since each role have anyone in their group working on the same thing as them this meeting would benefit them because these students have the same roles so they can compare ideas. 

Besides checking up on my students a few times before the project is due I would like to give my students the highest quality critique before their assignment is due. Since we will be dipping our feet into a lot of new technology I would have to make sure each student understands how to use it. Online calendars can be tough to use, especially for elementary school students so I can’t expect them to be able to get it right, even if I show them myself how to use them. If I notice one or a few students are clueless I will ask the whole class if they understand it, and chances are a lot won’t but just didn’t want to say anything. I would demonstrate with the class in front of them how to do it and work with student individually so they can really get it. I would also make sure each role is always doing something by giving them links to all types of sites that can benefit them. 


One thought on “Quality and Quantity”

  1. I really like the fact that you want you students to feel confident going into the project. I also like the fact that you will go through all the technical activities step by step to help them feel like they are ready to work on their own. I agree that there is a big psychological way to go about assigning a project so a student never ever feels inferior to his or her peers. You story about the volcano seems like a traumatic moment for you, I think a lot of us have experienced that feeling that you were completely confident in your project but at the same time felt completely unprepared when walking into the classroom. Quality and quantity is a hard lesson for students to understand you always want them to feel that there efforts are never wasted but at the same time you want them to know where to put their efforts.

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