1. Introduction
2. The
Task
3. Process
4. Resources
5. Evaluation
6. Conclusion
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1. Introduction
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2. The
Task
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3. Process
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4. Resources
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5. Evaluation
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6. Conclusion
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| Teacher Page Links within this site are yellow. Links outside this site are copper. | |||
Gridlock WebQuest will lead your students to explore the unknown, isolate a problem, synthesize evidence to support an argument, or case, for a remedy or solution, and present a product to a governing body of authority and input relative to the problem.
The Resources we have presented are comprehensive but by no means inclusive. We have provided resources for data that span the general (U.S. Department of Transportation) to the specific (Regional Transit Authority, Sacramento). There's much more on the Internet. If you choose to investigate a local municipality, your references will be more localized. Remember, local governments function in a similar manner.
To align Gridlock with state standards, we have provided a Standards Page.
About searches: many of our Internet resources have an onboard search engine. We achieved good results with these keywords: "traffic congestion" AND <city>. Using quotes captures the phrase; using AND will include a location. Try this search on Google and Alta Vista :"highway statistics"+<city>
We have included published Sacramento Bee letters to the editor. These may be useful in understanding viewpoints and opinions concerning gridlock.
Articles we have included may provide useful research on some problems. Local newspaper articles may help define or illuminate a problem to investigate.
The final product, or report that students must create, can take any form that best presents a solution to the selected audience. However the form the report or presentation should take, it should contain:
Assessment
To assist you in assessing the Gridlock quest, we suggest using the 7 Areas of Emphasis which come from the Project Based Learning model. These areas could serve as a guide for facilitating the Gridlock process and as a guide to creating final assessment tools such as rubric. The seven categories could be placed in a rubric with the sub-categories serving as scaffolding by which to measure the success in the specific area. For example:
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Scoring
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4
Exceeds Goal |
3
Meets Goal |
2
Below Goal |
1 Unacceptable
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To what extent
does the group project exhibit: |
Peer Assessment
Our Peer and Self Assessment of Gridlock tool permits students to assess their own work and that of their peers. This tool can be used as a stand alone assessment piece that allows groups to become self-assessors and evaluators of other groups. (See Evaluation.)
Project Based Learning - 7 Areas of Emphasis
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Focus of curriculum |
| Scope and sequence Follows student interest Large units composed of complex problems or issues Broad, interdisciplinary focus |
| Focus of assessment Process and products Tangible accomplishments Criterion performances and gains over time Demonstration of understanding |
| Use of technology Central, integral Directed by students Useful for enhancing student presentations or amplifying student capabilities |
| Classroom context Students working in groups Students collaborating with one another Students constructing, contributing, and synthesizing information |
| Student role Carry out self- directed learning activities Students define their own tasks and work independently for large blocks of time Communicate, show affect, produce, take responsibility Understanding and application of complex ideas and processes Mastery of integrated skills |
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Long-range goals Source: Project Based Learning |