The document discusses the importance of production tasks in education, defining them as assignments where students create a presentation to demonstrate their knowledge. Key characteristics include dealing with real-world issues, fostering critical thinking, and emphasizing student choice and individual progress. It also highlights the need for proper assessment methods, such as rubrics, to evaluate both the product and the process involved in completing these tasks.

1. PRODUCTION TASKS
EDUC W200 Week 7

2. LEARNING AND CREATING WITH IPADS IN
KINDERGARTEN
EDUC W200 Week 7

3. OUR FIVE TYPES OF STUDENT TASKS…
CONTENT
EXPLORATION
PRODUCTIVITY PRODUCTION
TASKS
DATA COLLECTION
COMMUNICATION
AND ANALYSIS
EDUC W200 Week 7

4. WHAT ARE STUDENT PRODUCTION TASKS?
• A task given to students to create a form of
“presentation” to showcase the knowledge
they have gained…
• Form of learning whereby students create a
product or concrete artifact that is the focus of their
learning and shows what they learned
EDUC W200 Week 7

5. PRODUCTION TASKS VERSUS OTHER TASKS
• What makes production tasks different from content
exploration tasks?
• What are the students doing in production tasks that
make them unique?
• Tip: Think about your webquest.
o What content exploration tasks you have included?
o What task do you want your students to do at the end?
(Refer to your Class Prep #7)
EDUC W200 Week 7

6. CHARACTERISTICS OF PRODUCTION TASKS
• Example: Digital Story
1. Deals with authentic (real-world) issues
2. Planning, critical thinking, reasoning, and
creativity
3. Multifaceted assessment
(i.e., rubric)
4. Developed over time; Focus on individual progress (i.e., portfolio)
5. Student choice
6. Teachers facilitate rather than control
• Scaffolding/support from a variety of sources
7. Individual vs. group responsibility (communication skills)
• Production tasks are complex, but demonstrate complex
knowledge, skills, abilities, and attitudes
EDUC W200 Week 7

7. THINK BACK…
• …To when you were in elementary, middle,
or high school
• THINK-PAIR-SHARE (3 minutes)
o What production tasks did you encounter?
• Poll everywhere
• Web polling tool (see next page for details)
o What tools did you use?
o What process did you follow?
• Group work? Individual?
• In-class? Out-of-class?
EDUC W200 Week 7

8. FOR INSTRUCTOR
Web Clicker Tool
1. Go to Co:lor
(www.einbrain.com/color)
2. Click on
“Quick Teacher”
3. Type the class name
(any name you want)
4. Click on
“Use this name”
5. Type your question (in
Open-ended)
6. “Make and Publish it!”
7. Click on “Response” to
see the student
response
EDUC W200 Week 7

9. FOR STUDENTS
• Web Clicker Tool
o Go to Co:lor
(www.einbrain.com/color)
o Click on
“Quick Student”
o Type the class name
that your instructor
provides
o Click on “Connect”
o Type your answer
EDUC W200 Week 7

10. WHAT DO YOU NEED TO CONSIDER FOR
PRODUCTION TASKS?
• What does the task entail?
o Think about what you want your students to prove they
know
• Which type of production tools can my
students use?
o Hint: think about their abilities, background knowledge, etc.
• How complex is the task?
o How much time will you need to dedicate?
o What scaffolding/assistance might the students need?
o How might the technology complicate/ease the task?
• What resources are available?
EDUC W200 Week 7

11. PRODUCTION TASKS INVOLVE
COMPLEX ACTIVITIES
• Learners are not just doing a task – they are:
o Demonstrating knowledge in action
o Learning the acceptable and best ways to do a task
• Ex: How to interact with community leaders
o Group work:
• learn about working as a team
o How to present content, not just the content itself
EDUC W200 Week 7

12. PRODUCTION TASKS INVOLVE
COMPLEX ACTIVITIES
• The assessment of a production task is not just the
product, but the process of creating the product
o That’s why rubrics are often used with Production Tasks
o That’s why we will be discussing assessment of production
tasks later today!
EDUC W200 Week 7

13. BRAINSTORMING – PRODUCTION TASK FOR
YOUR WEBQUEST
• Think about the webquest you designed last week.
o What do you want your students to prove they know?
o What kind of product can give you confidence that they
achieved the goal?
o Are there any limitations?
• Student ability, background knowledge, etc.
• Length of the task
o What resources are available?
• Technology (think reasonably)
• Share with students in your subject area.
• Share with the whole class (one or two)
EDUC W200 Week 7 13