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

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

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 3rd 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?

GroupingGroups (but collaboration

or cooperation are possibilities)

Home, classroom, computer lab, outside

TimeOne 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

MediaText 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 In

diana 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/AnalysisData Collection/Analysis