Lecture 8 Production

293
-1

Published on

Published in: Education, Technology
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
293
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • TTL is for technology, but not lab specific ideas.Make sure to look at the announcement tool and resources folder BEFORE going to the TTL.
  • As with all of these tools we will cover, the designation of software as communication software characterizes how the software is used, not what it contains. So Kid Pix could be used for all these tools – it all depends on HOW you use it.
  • Form of learning whereby students create a product or concrete artifact that is the focus of learning
  • What are some benefits of producing a movie like this over, say, a test or an essay, which are more “typical” student productions?http://www.schooltube.com/video/40511/Lewis-and-Clark
  • Answer this in your pre-lecture activity #8 (OnCourse >> Test and Survey Tool)
  • Ask students for suggestions – specific examples of production. Why would digital storytelling have benefits? What does this do for the students? Why is using digital storytelling good for kids?
  • Multimedia products Text with graphics Web-published products Stand-alone slide shows Digital video (not VHS) Tone poems Visual essays and reports Digital storytelling NarrativesPresentation softwareAnimationPhotosMoviesComic stripsBrochureJournalsWikiWebsite sharingDemonstratingMusic production3D shapesQuiz
  • Narrative:Personal ExpressionMyths/Folk TalesShort StoryInformation / Expository:Summary ReportsBook ReportsHow-To DirectionsBiographiesPersuasive:AdvertisingDescribe/ConcludeAnalyze/ConcludeAnalyze/PersuadeCompare/ContrastCause/EffectEnvironment:Participatory Environment
  • http://www.teachertube.com/viewVideo.php?video_id=31234&title=CONTEST_WINNER___Football_and_Geometry
  • Click on the star for a funny clip
  • What do a dog and tree have in common? Bark.
  • There are many times that you will need to use multiple tools to meet your needs as a teacher. For this project, we felt that you could use multiple tools to help you complete the task.Productivity Tool Ideas:Inspiration (concept map)Taking pictures of treesWorksheetsWebQuests
  • Lecture 8 Production

    1. 1. Any Questions?<br />Artifact Proposal?<br />
    2. 2. Unit 2Types of Tools<br />How do I decide what tools to use and when (SNOWY)?<br />Content Exploration<br />Production<br />Communication<br />Data Collection/Analysis<br />Productivity<br />
    3. 3. Production Tools<br />October 19th, 2009<br />
    4. 4. Lecture Overview<br />Introduction to production<br />Definition of production tools<br />Production task characteristics<br />Student benefits of production<br />Examples of production<br />SNOWY<br />Identifying trees<br />
    5. 5. Definition of Production Tools<br />Form of learning whereby students create a product or concrete artifact that is the focus of their learning and shows what they learned<br />
    6. 6. Production Task Characteristics<br />Developed over time<br />Involves more than one discipline<br />Includes student choices<br />Deals with authentic (real-world issues)<br />Students receive help and scaffolding (support) from a variety of sources<br />Assessment is ongoing from many sources, including the students themselves<br />
    7. 7. Alamo history project (student production)<br />Christopher Columbus (student production)<br />For example…<br />
    8. 8. Question #1<br />What are some benefits of producing a movie like this over, say, a test or an essay, which are more “typical” student productions?<br />
    9. 9. Student Benefits of Production<br />Individual and group responsibility<br />Planning, critical thinking, reasoning, and creativity<br />Strong communication skills, both for interpersonal and presentation needs<br />Visualizing and decision making<br />Organizing<br />Knowing how and when to use technology and choosing the most appropriate tool for the task<br />
    10. 10. Examples of Production Tasks<br />Storymercial<br />Digital storybook<br />PowerPoint presentation<br />Book report<br />Brochure<br />Comic strips (next slide)<br />Digital scrapbook<br />Web-published products<br />Web pages, character journals, or blogs<br />Educational podcasts<br />Class projects<br />
    11. 11. Various Production Tasks<br />Narrative:<br />Personal Expression<br />Myths/Folk Tales<br />Short Story<br />Information / Expository:<br />Summary Reports<br />Book Reports<br />How-To Directions<br />Biographies<br />Persuasive:<br />Advertising<br />Describe/Conclude<br />Analyze/Conclude<br />Analyze/Persuade<br />Compare/Contrast<br />Cause/Effect<br />Environment:<br />Participatory Environment<br />
    12. 12. Music Podcasts<br />
    13. 13. 5th Grade Podcast - Geometric Shapes<br />
    14. 14. Scratch - Programming<br />
    15. 15. My Hero<br />
    16. 16. Teacher Production Example:Changing Decimals to Fractions<br />http://www.schooltube.com/video/12532/Changing-Decimals-to-Fractions-A<br />
    17. 17. A Child’s WarA video made in Second Life by Global Kids<br />Video: Year-end project for the Global Kids.<br />Based on youth research <br />Situation of child soldiers in Uganda and the upcoming trial and the International Criminal Court. <br />Earlier piece about digital media and youth<br />Read the youth leaders blogs<br />Watch other videos from Global Kids at:http://youtube.com/profile?user=holym...<br />
    18. 18. Football and Math<br />
    19. 19. Contests<br />School Tube Contests<br />http://www2.schooltube.com/Contests.aspx<br />
    20. 20. Identifying Trees<br />SNOWYProduction<br />
    21. 21. SNOWY Case<br />Mr. Mudalah teaches 3rd grade<br />Has students collect leaves<br />Wants a more creative outlet<br />Wants students to be more motivated<br />Goal = to recognize local trees<br />
    22. 22. S: Standards<br />Objective:<br />Given a variety of trees, the students will be able to recognize the differences and describe various trees. The students will produce a detailed report of one specific tree OR produce a broader report of multiple trees, based on certain characteristics (leaf structure, bark).<br />Standard(s):<br />Science 3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis.<br />Science 3.1.4 Discuss the results of investigations and consider the explanations of others.<br />Language Arts<br />
    23. 23. N: Needs<br /><ul><li>What do you need in a resource or tool?
    24. 24. Grouping
    25. 25. Groups (but collaboration or cooperation are possibilities)
    26. 26. Home, classroom, computer lab, outside
    27. 27. Time
    28. 28. One hour in computer lab
    29. 29. (if needed)
    30. 30. Home
    31. 31. outside
    32. 32. Classroom
    33. 33. Outside
    34. 34. 1 computer (for group work)
    35. 35. Resources (environment)
    36. 36. Computer lab
    37. 37. 20 student computers, Internet access
    38. 38. Classroom
    39. 39. 1 computer
    40. 40. Textbooks
    41. 41. Papers
    42. 42. Pencils
    43. 43. Outside
    44. 44. Media
    45. 45. Text
    46. 46. Images</li></li></ul><li>What are the Needs?<br />Lecture Worksheet #1<br />
    47. 47. O: Options<br />Content exploration tools<br />Production tools<br />
    48. 48. Content Exploration Definition<br />Allows students to engage in specific content material (to review knowledge, apply knowledge, or explore new knowledge)<br />
    49. 49. Content Exploration Ideas<br />The Lorax<br />Geography’s Educators’ Network of Indiana<br />Trees and terrific…Travels with Piere<br />A Pocket Guide to Trees, by Rutherford Platt, published by Pocket Books<br />Identify trees website<br />A guide to deciduous tree knowledge<br />Dichotomous key<br />Botany website<br />
    50. 50. What content exploration tools should you use?<br />Lecture Worksheet #2<br />
    51. 51. Production Definition<br />Form of learning whereby students create a product or concrete artifact that is the focus of learning<br />
    52. 52. Student Production Ideas<br />Tree Scrapbook<br />Have each student create their own <br />Tree Report<br />Students select one tree and identify (ThinkQuest)<br />Tree Newsletter<br />Tree Video Tour (SchoolTube)<br />Interactive Tree Quiz<br />Tree Museum<br />Diagram a Forest<br />Complete a ‘Dragonfly’ Activity<br />Inventory Your Community’s Trees<br />
    53. 53. What production tool would you use? <br />Why?<br />Lecture Worksheet #3Group<br />
    54. 54. Lecture Worksheet #4<br />What:<br />Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)<br />whY:<br />How does the tool you chose address…<br /><ul><li>Efficiency
    55. 55. Effectiveness
    56. 56. Enhancement
    57. 57. Objective</li></li></ul><li>Content Exploration Versus Production<br />
    58. 58. http://www.youtube.com/watch?v=R4BzRjhMVEM <br />Which one is this?<br />
    59. 59. How Would You Incorporate an Autumn Theme in Your Subject/Grade Level?<br />Let’s Share Your Ideas…<br />
    60. 60. Lecture Worksheet #5<br />What do you plan on creating in lab?<br />What resources will you need to achieve this production?<br />
    61. 61. Elementary<br />Compare<br />Arbor Day / Identify (content exploration)<br />Venn diagram<br />Leaf/Tree book<br />KidPix/ Webspiration/ Inspiration<br />Definitions<br />Seasons<br />MovieMaker<br />Thanksgiving<br />Content exploration<br />WebQuest, Slide show<br />Venn diagram comparing then/now<br />Class digital story<br />
    62. 62. Early Education<br />Learn Shapes<br />Carve your own pumpkin<br />
    63. 63. Foreign Language<br />Content Exploration<br />el Dia de los Muertos<br />WebQuest<br />Names for autumn terms<br />Worksheet<br />French worksheet<br />Autumn vocab<br />Student Video<br />
    64. 64. Language Arts<br />Similies<br />Video<br />Poe’s reenactment <br />Poetry<br />Scaffolding tool<br />Content exploration<br />Famous autumn poems<br />Poets.org<br />PPTs<br />Digital story – moviemaker<br />Blogs<br />Haiku<br />Comic strips (Celtic pagans)<br />
    65. 65. Math<br />Estimation<br />Estimate number of leaves based on branches<br />Area of leaf:<br />Linear and quadratic curve fit<br />Area of pumpkin:<br />Worksheet<br />Pascal’s Triangle (tree trunk)<br />
    66. 66. Art<br />ArtPad<br />
    67. 67. Physical Education<br />Learn to be healthy<br />
    68. 68. Science<br />Acceleration<br />Leaves<br />Leaf experiment<br />MovieMaker<br />Compare colors<br />Worksheet<br />Chemistry<br />Content exploration<br />
    69. 69. Social Studies<br />The Real Thanksgiving content exploration:<br />TeacherTube<br />Example<br />
    70. 70. Music<br />Vivaldi’s Four Seasons<br />
    71. 71. Unit 2NEXT WEEK<br />Content Exploration<br />Production<br />Communication<br />Data Collection/Analysis<br />Productivity<br />
    72. 72. For Lab This Week<br />Artifact Proposal #1 Due in lab<br />
    73. 73. For Lecture Next Week<br />Pre-Lecture Podcast #9 - Communication<br />Pre-Lecture Activity #9<br />Print Lecture Worksheet #9<br />

    ×