How Do You Learn and Study Best?
A Web Quest for 6th grade Study
Skills 
Designed by 
Sarah Perry
Perry769@netzero.net
Introduction | Task | Process | Evaluation
| Conclusion | Credits | Teacher’s Page
Introduction
Welcome back to school! You are now the
teacher of your favorite class. Did
you know that everyone learns and processes information in different ways?
Some students and teachers may learn better if information is presented in
pictures. Others may need hands on model.
Still others remember everything they have been told. Your job is to determine how you learn
best and then become the teacher.
The Task
You are teaching a
Social Studies class. You and the
class have been discussing how to increase school funding. You have to get
all your students to complete a project demonstrating how they think school
funding could be increased. Your
student’s projects will be different and all projects must be
researched. As the teacher, you must
comply a list of all possible projects using all modalities. Then you must complete one of the
projects.
Top
 
The Process
So how do you start? The first step is identifying why do you
best learn. Take the DVC Learning Style Survey
for College. Click on the
Learning Style Survey for College.
Step2: So what
kind of learner are you? Are you a
visual? Are you an auditory? Are you kinesthetic? Or maybe you are a combination of many types of learners. For extra credit points on this step, take
the teaching style inventory. Teaching Styles
Inventory Based on your
teaching style inventory, take a guess what type of teacher you might
be. Do you delegate, demonstrate, or
demand authority? To understand your
results click on the following link: Teaching Styles
Explained. Write a half page on why you think you are that type of
teacher you think you are.
Step 3: Using a graphic
organizer designed from Inspiration, fill in what types of products might be
possible options depending on what type of modality or modalities you are
strongest in.
Step 4: Using your question,
how to increase school funding; you are now to demonstrate one of the product
options you came up with.
Step5: Click on the rubric and be aware of what the requirements are
for the assignment.
Top
Evaluation
You are going to be
evaluated on your graphic organizer and how well you present your
product. A score of ten means you
have meant all components, in other words this is an “A”. A score of 7 means you have a “B”. A score of 5 means you have a “C”. A score of 3 means you have a “D”. The extra credit assignment of the half
page writes up on what kind of teacher you are is worth 5 points. Remember you picked the assignment, I
expect you to show me how well you learn.
Have Fun! Miss Perry
Graphic Organizer
Teacher Name: Ms. Perry
Student Name: ________________________________________
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CATEGORY
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10
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7
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5
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3
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Graphic
Organizer
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Graphic
organizer or outline has been completed and shows clear, logical relationships
between all topics and subtopics.
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Graphic
organizer or outline has been completed and shows clear, logical
relationships between most topics and subtopics.
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Graphic
organizer or outline has been started and includes some topics and
subtopics.
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Graphic
organizer or outline has not been attempted.
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Learning Styles Evaluation
Teacher Name: Ms. Perry
Student Name: ________________________________________
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CATEGORY
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10
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7
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5
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3
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 Presentation
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Well-rehearsed
with smooth delivery that holds audience attention.
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Rehearsed
with fairly smooth delivery that holds audience attention most of the time.
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Delivery
not smooth, but able to maintain interest of the audience most of the time.
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Delivery
not smooth and audience attention often lost.
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 Attractiveness
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Makes
excellent use of font, color, graphics, effects, etc. to enhance the
presentation.
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Makes
good use of font, color, graphics, effects, etc. to enhance to
presentation.
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Makes use
of font, color, graphics, effects, etc. but occasionally these detract from
the presentation content.
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Use of
font, color, graphics, effects etc. but these often distract from the
presentation content.
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 Requirements
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All
requirements are met and exceeded.
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All
requirements are met.
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One
requirement was not completely met.
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More
than one requirement was not completely met.
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 Content
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Covers
topic in-depth with details and examples. Subject knowledge is excellent.
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Includes
essential knowledge about the topic. Subject knowledge appears to be good.
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Includes
essential information about the topic but there are 1-2 factual errors.
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Content
is minimal OR there are several factual errors.
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 Rough Draft
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Rough draft
brought on due date. Student shares with peer and extensively edits based
on peer feedback.
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Rough
draft brought on due date. Student shares with peer and peer makes edits.
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Provides
feedback and/or edits for peer, but own rough draft was not ready for
editing.
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Rough
draft not ready for editing and did not participate in reviewing draft of
peer.
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 Completed ness
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I got
all my work completed on time or early.
Add 5
points if early
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I got most of my
work completed on time.
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I got some of my work completed, but
parts were missing or I needed reminders.
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I did
not complete any of the assigned work.
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 Organization
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Content
is well organized using headings or bulleted lists to group related
material.
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Uses headings
or bulleted lists to organize, but the overall organization of topics
appears flawed.
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Content
is logically organized for the most part.
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There
was no clear or logical organizational structure, just lots of facts.
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 Oral Presentation
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Interesting,
well rehearsed with smooth delivery that holds audience attention.
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Relatively
interesting, rehearsed with a fairly smooth delivery that usually holds
audience attention.
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Delivery
not smooth, but able to hold audience attention most of the time.
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Delivery
not smooth and audience attention lost.
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 Participation
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I am a
good listener and audience member.
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I am a
good listener, but a so-so listener.
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I am a
good listener, but not a good audience member.
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I was
not a good audience member or a audience member.
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 Originality
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Product
shows a large amount of original thought. Ideas are creative and inventive.
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Product
shows some original thought. Work shows new ideas and insights.
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Uses other
people's ideas (giving them credit), but there is little evidence of
original thinking.
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Uses
other people's ideas, but does not give them credit.
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Top
Conclusion
The students should learn how they best
learn and how certain modalities are harder for others. The students should also learn there are different
types of teachers and each one teaches differently.
Top
Credits & References
College
Learning Style Survey
Learner Styles
Teaching Styles Inventory
New Hampshire
Curricular Frameworks
Teachers Page
This webquest is designed for individual
students working in a small group.
This webquest was designed for students with mild to moderate disabilities,
primarily for students with Learning Disabilities. It was designed, because many of my students think they are
“stupid”; because they are “special education students”. I am hopeful this lesson will help them
understand how all students learn differently and possess different strengths
and weakness.
All resources
listed in the credit section are resources that I found helpful to teachers
and students.
Learning
Standards addressed in this quest:
 Students will read fluently, with understanding and
appreciation.
Students will write effectively for a variety of
purposes and audiences.
Students will speak purposefully and articulately.
Students will listen and view attentively and
critically.
Students will use reading, writing, speaking,
listening, and viewing to:
Gather and
organize information;
Communicate effectively; and succeed in educational, occupational, civic,
social, and everyday settings.
Initiate writing for a variety of purposes and
audiences including creative, expository, narrative, persuasive, and
practical writing.
Identify the topic to be addressed in a written work
and determine its organization and development.
Choose a form appropriate to the personal or academic
purpose of their writing.
Use style and expressions that are appropriate to the
purpose and audience.
Employ appropriate organizational patterns such as
chronological order and compare and contrast.
Use paragraphing to indicate changes in central idea,
setting, time, or character.
Understand that composing a piece may require the
generation of multiple drafts to reflect the author's purpose and clarify
thoughts.
Initiate writing for a variety of purposes and
audiences including creative, expository, narrative, persuasive, and
practical writing.
Identify the topic to be addressed in a written work
and determine its organization and development.
Choose a form appropriate to the personal or academic
purpose of their writing.
Use style and expressions that are appropriate to the
purpose and audience.
Employ appropriate organizational patterns such as
chronological order and compare and contrast.
Use paragraphing to indicate changes in central idea,
setting, time, or character.
Understand that composing a piece may require the
generation of multiple drafts to reflect the author's purpose and clarify
thoughts.
Top
Additional Research
Articles of Interest
Learning Styles and
Multiple Intelligences
Development
of IQ Testing
Ireland
and Multiple Intelligences
Human Intelligence: The
Theory of Multiple Intelligences
Critique
Last
updated on August 15, 1999. Based on a template from The WebQuest Page
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