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
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
Any Questions?<br />Artifact Proposal?<br />
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 />
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 />
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 />
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 />
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 />
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 />
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 />
Teacher Production Example:Changing Decimals to Fractions<br />http://www.schooltube.com/video/12532/Changing-Decimals-to-Fractions-A<br />
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 />
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 />
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 />
N: Needs<br /><ul><li>What do you need in a resource or tool?
Content Exploration Definition<br />Allows students to engage in specific content material (to review knowledge, apply knowledge, or explore new knowledge)<br />
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 />
What content exploration tools should you use?<br />Lecture Worksheet #2<br />
Production Definition<br />Form of learning whereby students create a product or concrete artifact that is the focus of learning<br />
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 />
What production tool would you use? <br />Why?<br />Lecture Worksheet #3Group<br />
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
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 />