Week 9 Production
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Week 9 Production

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Week 9 Production Tools

Week 9 Production Tools

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  • If you like scrapbooking, creating slideshow presentations, building teaching aids, telling stories or sharing images online, then you're gonna absolutely love this:
    http://www.slideshare.net/netbizguru/digital-scrapbook-artist

    And then, why not join the 'Digital Scrapbooking Group' while your at it. It's a great place to show-off and share your new, fantastic-looking creations:
    http://www.slideshare.net/group/digital-scrapbooking

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  • Potential video to play as students come in. For videos that are silly, using sarcasm to prove a point: The Hummer Club: http://www.comedycentral.com/colbertreport/full-episodes/index.jhtml?episodeId=189063

Week 9 Production Week 9 Production Presentation Transcript

  • Instead of your typical lecture subject-specific groups, find others who are in your lab section and sit with them today You should be in groups of 2-4
  • Week 9
  •  
    • Introduction to production
      • Definition of production tools
      • Production task characteristics
      • Student benefits of production
      • Examples of production
    • GRADE
      • Identifying trees
    • Form of learning whereby students create a product or concrete artifact that is the focus of learning
    • Developed over time
    • Involves more than one discipline
    • Includes student choices
    • Deals with authentic (real-world issues)
    • Students receive help and scaffolding (support) from a variety of sources
    • Assessment is ongoing from many sources, including the students themselves
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    • Individual and group/social responsibility
    • Planning, critical thinking, reasoning, and creativity
    • Strong communication skills, both for interpersonal and presentation needs
    • Cross-cultural understanding
    • Visualizing and decision making
    • Knowing how and when to use technology and choosing the most appropriate tool for the task
    • Storymercial
    • Digital storytelling
    • PowerPoint presentation
    • Book report
    • Brochure
    • Comic strips
    • Web-published products
      • Character journals or blogs
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    • Video . Year-end project for the Global Kids.
      • Based on youth research
      • Situation of child soldiers in Uganda and the upcoming trial and the International Criminal Court.
    • Earlier piece about digital media and youth
    • Read the youth leaders blogs
      • Watch other videos from Global Kids at: http://youtube.com/profile?user=holym...
    • Narrative:
      • Personal Expression
      • Myths/Folk Tales
      • Short Story
    • Information / Expository:
      • Summary Reports
      • Book Reports
      • How-To Directions
      • Biographies
    • Persuasive:
      • Advertising
      • Describe/Conclude
      • Analyze/Conclude
      • Analyze/Persuade
      • Compare/Contrast
      • Cause/Effect
    • Environment:
      • Participatory Environment
    • http://www.schooltube.com/video/12532/Changing-Decimals-to-Fractions-A
    • School Tube Contests
      • http://www2.schooltube.com/Contests.aspx
    • Identifying Trees
    • Mr. Mudalah teaches 3 rd grade
    • Has students collect leaves
    • Wants a more creative outlet
    • Wants students to be more motivated
    • Goal = to recognize local trees
    • Objective:
      • 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).
    • Standard(s):
      • Science 3.1.2 Participate in different types of guided scientific investigations, such as observing objects and events and collecting specimens for analysis.
      • Science 3.1.4 Discuss the results of investigations and consider the explanations of others.
      • Language Arts xxxx
    • What do your students need in a resource or tool?
    • Grouping
      • Groups (but collaboration or cooperation are possibilities)
      • Home, classroom, computer lab, outside
    • Time
      • One hour in computer lab
        • (if needed)
      • Home
        • outside
      • Classroom
        • Outside
        • 1 computer (for group work)
    • Resources (environment)
      • Computer lab
        • 20 student computers, Internet access
      • Classroom
        • 1 computer
        • Textbooks
        • Papers
        • Pencils
        • Outside
    • Media
      • Text
      • Images
    • Productivity tools
    • Content exploration tools
    • Communication tools
    • Production tools
    • Maximize or extend a students’ ability to create products and to solve problems
    • What productivity tool(s) could be used? Describe.
    • Inspiration (concept map)
    • Taking pictures of trees
    • Typing report
    • Data collection worksheets
    • Allows students to engage in specific content material (to review knowledge, apply knowledge, or explore new knowledge)
    • The Lorax
    • Geography’s Educators’ Network of Indiana
    • Trees and terrific…Travels with Piere
    • A Pocket Guide to Trees , by Rutherford Platt, published by Pocket Books
    • Identify trees website
    • A guide to deciduous tree knowledge
    • Dichotomous key
    • Botany website
    • What content exploration tool(s) could be used? Describe.
    • Conveyance of information either one-way or through an exchange with two or more partners
      • Collaboration - social interaction where participants must plan and accomplish something together
      • Cooperation – students have separate roles in a structured task and pool their data to a specific end
    • What communication tool(s) could be used? Describe.
    • Communicate with other students
      • Local | State | National | Global
      • Email | Project site | Images | Wiki
    • Project Bud Burst
      • For teachers
      • Report observations
    • Form of learning whereby students create a product or concrete artifact that is the focus of learning
    • Tree Scrapbook
      • Have each student create their own
    • Tree Report
      • Students select one tree and identify ( ThinkQuest )
    • Tree Newsletter
    • Tree Video Tour ( SchoolTube )
    • Interactive Tree Quiz
    • Tree Museum
    • Diagram a Forest
    • Complete a ‘Dragonfly’ Activity
    • Inventory Your Community’s Trees
    • What production tool(s) could be used?
    • Describe.
    • DECISION:
    • Which of the tools you identified should be used? How should these tools be used? (Provide a brief description of the activity)
    • EXPLAIN DECISION:
    • How does the tool you chose address…
      • Efficiency
      • Effectiveness
      • Enhancement
      • Objective
    • Productivity
    • Content Exploration
    • Communication
    • Production
    • Data Collection/Analysis