Week 9 Production


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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:

    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:

    Take care & play nicely...
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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

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