Learning Theory
-> Multiple Intelligences
Our webquest is primarily underpinned by the learning theory of multiple intelligences (Gardner, 2011). This theory suggests that individuals have different "intelligences" through which they learn, understand and demonstrate knowledge best (Gardner & Hatch, 1989). Gardner (2011) indicates that many of these different intelligences are neglected by typical teaching and assessing methods in schools, and suggests that teaching will be most effective if students are taught in a variety of different ways such that all students with different intelligences are able to excel. We have incorporated all of the multiple intelligences into our webquest, to ensure that all students are supported and are given activities that are suited to their "intelligences". Bodily-Kinesthetic Although our webquest is delivered online, lesson 3 involves the use of a 360° virtual tour of the top of a volcano, which will be helpful to students that learn best by physically moving around an environment. Without actually being able to travel to the top of a volcano, students that learn this way will be benefited by having a similar experience online. |
Interpersonal
Many students learn best by interacting with their peers, and as such, we have included substantial collaboration in our webquest. The main, ongoing project of the webquest is to create an eBook in a group. Additionally, the lessons feature other collaborative activities, such as a Kahoot quiz in lesson 1 (a quiz where students work in teams), post-video group discussion in lesson 1, making a podcast with a partner about earthquakes (lesson 2), discussing different factors that affect volcano eruptions with a partner after using an online volcano simulator (lesson 3) and sharing their research from lesson 4 with the class.
Verbal-Linguistic
Verbal-linguistic students learn best by reading, writing and engaging with language. Sections of the eBook assessment are written text, giving these students a chance to demonstrate their knowledge in their preferred format. The PowToon slideshow shown in lesson 3 is an animated slideshow, but words will still be shown (instead of primarily audio and pictures) to accommodate verbal-linguistic learners. These students may also enjoy the word cloud created in AnswerGarden in lesson 3 as a linguistic representation of the class reaction to a video. Lesson 2 accommodates verbal-linguistic learners with a Tagxedo word cloud and a recorded podcast about their knowledge on earthquakes. Students are asked to write a paragraph on different features of building designs that help withstand earthquakes in lesson 4. Verbal-linguistic learners will enjoy communicating their knowledge via language in this task.
Many students learn best by interacting with their peers, and as such, we have included substantial collaboration in our webquest. The main, ongoing project of the webquest is to create an eBook in a group. Additionally, the lessons feature other collaborative activities, such as a Kahoot quiz in lesson 1 (a quiz where students work in teams), post-video group discussion in lesson 1, making a podcast with a partner about earthquakes (lesson 2), discussing different factors that affect volcano eruptions with a partner after using an online volcano simulator (lesson 3) and sharing their research from lesson 4 with the class.
Verbal-Linguistic
Verbal-linguistic students learn best by reading, writing and engaging with language. Sections of the eBook assessment are written text, giving these students a chance to demonstrate their knowledge in their preferred format. The PowToon slideshow shown in lesson 3 is an animated slideshow, but words will still be shown (instead of primarily audio and pictures) to accommodate verbal-linguistic learners. These students may also enjoy the word cloud created in AnswerGarden in lesson 3 as a linguistic representation of the class reaction to a video. Lesson 2 accommodates verbal-linguistic learners with a Tagxedo word cloud and a recorded podcast about their knowledge on earthquakes. Students are asked to write a paragraph on different features of building designs that help withstand earthquakes in lesson 4. Verbal-linguistic learners will enjoy communicating their knowledge via language in this task.
Logical-Mathematical
These students will be supported in our webquest by activities such as the volcano simulator in lesson 3. This task is suited to logical-mathematical learners because it involves inputting different causal factors and directly observing their subsequent effect on volcano eruption. These learners will also be well-suited to the task in lesson 4 - researching and analysing building designs that help withstand earthquake damage. Intrapersonal These students enjoy critical thinking and are good at demonstrating their understanding by giving their opinion on a subject. This is well-supported in lesson 3, where the homework assignment (and final eBook) requires students to reflect on the information presented to them in the lesson, and form their own opinion as to whether they would choose to live near a volcano or not. Intrapersonal students are also supported in this lesson by having to give their response to a video via AnswerGarden. Lesson 1 also involves a personal reflection on which part of the lesson impacted on them most and why. |
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Naturalistic
Naturalistic students have strong connections to nature and learn best when the natural environment is incorporated into the classroom. These students will enjoy lesson 3 because a large emphasis is placed on the impact volcanoes have on the natural environment. Students watch a video on the 1980 Mt St Helens eruption, which includes the significant effects the volcano had on the natural environment. They also use a 360° virtual tour of a volcano which will simulate being in a natural environment. These students will then have a chance to reflect on the positive and negative effects of volcanoes, explaining if they would choose to live near a volcano or not (part of final eBook assessment). Many of these potential reasons will resonate with naturalistic learners, such as the beautiful natural environment that comes with living near a volcano, or conversely, the habitat destruction after eruptions.
Visual-Spatial
Many students take in information best when it is presented visually. Our webquest features constant visual information, in videos (lesson 2 earthquake video, lesson 3 Mt St Helens eruption), images (embedded throughout site) and virtual simulators (lesson 3 volcano simulator, lesson 3 360° virtual tour). The PowToon presentation in lesson 3 is also very visual, featuring different images and a character narrator that will stay in these students' minds. Lesson 2 features a Tagxedo word cloud which visual-spatial learners will enjoy because they can manipulate colours and shapes to make a visual representation of their knowledge. Lesson 1 teaches students about tectonic plates through pictures and diagrams, and involves making an online photo collage as well as a video.
Musical
Musical students learn when information is presented in audio format, and through music. We have tried to accommodate these students by featuring videos with music and audio narration (e.g. lesson 2 earthquake video, Mt St Helens eruption video in lesson 3). The PowToon slideshow in lesson 3 also uses both music and audio narration which will make this content more engaging and memorable to audio learners.
Naturalistic students have strong connections to nature and learn best when the natural environment is incorporated into the classroom. These students will enjoy lesson 3 because a large emphasis is placed on the impact volcanoes have on the natural environment. Students watch a video on the 1980 Mt St Helens eruption, which includes the significant effects the volcano had on the natural environment. They also use a 360° virtual tour of a volcano which will simulate being in a natural environment. These students will then have a chance to reflect on the positive and negative effects of volcanoes, explaining if they would choose to live near a volcano or not (part of final eBook assessment). Many of these potential reasons will resonate with naturalistic learners, such as the beautiful natural environment that comes with living near a volcano, or conversely, the habitat destruction after eruptions.
Visual-Spatial
Many students take in information best when it is presented visually. Our webquest features constant visual information, in videos (lesson 2 earthquake video, lesson 3 Mt St Helens eruption), images (embedded throughout site) and virtual simulators (lesson 3 volcano simulator, lesson 3 360° virtual tour). The PowToon presentation in lesson 3 is also very visual, featuring different images and a character narrator that will stay in these students' minds. Lesson 2 features a Tagxedo word cloud which visual-spatial learners will enjoy because they can manipulate colours and shapes to make a visual representation of their knowledge. Lesson 1 teaches students about tectonic plates through pictures and diagrams, and involves making an online photo collage as well as a video.
Musical
Musical students learn when information is presented in audio format, and through music. We have tried to accommodate these students by featuring videos with music and audio narration (e.g. lesson 2 earthquake video, Mt St Helens eruption video in lesson 3). The PowToon slideshow in lesson 3 also uses both music and audio narration which will make this content more engaging and memorable to audio learners.
Gardner, H. (2011). Frames of mind: The theory of multiple intelligences (3rd ed.). New York, NY: Basic Books.
Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10.
Gardner, H., & Hatch, T. (1989). Educational implications of the theory of multiple intelligences. Educational researcher, 18(8), 4-10.