Production+cases

Art Education: __//Standard: 6.7.4 Demonstrate appropriate use of various media, techniques, and processes to communicate themes and ideas in artwork.// __ Mr. Smith teaches the 6 grade arts education class. Students need to learn how to paint the objects during one semester. They need to submit their works in paper every time and then Smith need to organize and grade them carefully. So it is really a heavy workload. Then Smith introduces e-portfolio to the students. They can create their own dossier online and hold all the works they have finishes during the semester together. Moreover, the students can share their works with others and learn from each other. It is very convenient for Smith to grade the works now.

Early Education: //Standard: First Grade: Geography: Places and Regions 1.3.4: Identify and describe physical features* and human features* of the local community including home, school and neighborhood. //
 * //relative location: the location of a place in relation to another place or places //
 * //physical features: geographic features that occur in nature, such as land and water forms, natural vegetation and wildlife //
 * //human features: features created by humans, such as buildings, cities, roads and farms //

Mr. Phillip is teaching a first-grade class of students from 12 countries and regions. He wants his students to describe where they are from in terms of nationality, languages they speak in their home countries/ hometowns, and street names of their homes and so on. Traditionally, he invites each student in the class to give a very brief self-introduction covering the essential information and he also requires the student to point out the geographic location on a world map which hangs on the side wall of the classroom. However, Mr. Phillips finds that student is unable to give a full picture of what his/her hometown/home country is like by just describing it in words, which leaves other students a very vague impression of his/her nationality, language, location of country and etc. So Mr. Phillips is thinking of asking students to bring more resources while they are introducing their hometown/home country. What could he do?

Elementary Education: //Standard: //  4th Grade Social Science The American Revolution and the Indiana Territory: 1770s to 1816 // 4.1.3 Explain the importance of the Revolutionary War and other key events and people that influenced Indiana’s development. **Example:** George Rogers Clark and the Fall of Vincennes (1779), development of the Northwest Territory, Indiana becoming a U.S. Territory, Chief Little Turtle, Tecumseh, Tenskwatawa (the Prophet), William Henry Harrison, and the Battle of Tippecanoe (1811) //

Mr. Brown teaches 4th grade. He wants his students to present (social studies 4.1.3) the importance of the Revolutionary War and other key events and people that influenced Indiana’s development. In previous years, Mr. Brown's students were assigned one person/event and wrote a report on that particular instance. The problem is that students were only exposed to one person or key event. Mr. Brown would like to find a way to have his students share their knowledge with the rest of the class.

Foreign Language Education: //Standard: 11.8.3 K12 East Asian Language Show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment. //   http://www.doe.state.in.us/standards/docs-Language/2007-06-06-WorldLang-K-12-EastAsian.pdf  John teaches 11th grade East Asian language class. He wants his students to show evidence of becoming a life-long learner by using the target language and cultural knowledge for personal enrichment. Previously, he asked the students to keep a journal, recording everything they did after class associated with the target language practice and the cultural knowledge building of the target language. However, he realized that the journal alone was not sufficient to present vividly what the students had done. Besides, individual journals were not very easy to share among the students. John wants to improve his class by the application of technology so that the students would be more motivated to use the language and keep the evidence, and be more willing to share with each other. What suggestions can you give John?

Physical and Health Education 

Case 1
8.5.2 Perform safely and follows class rules of conduct and game rules.

Helping students play fairly and treat fellow players with respect is a central part of Mr. Marcotte's grade 8 physical education class. One activity that students do in his class involves inventing their own sports and games. Part of this activity is the creation of the game's rules. The rules need to spell out the responsible personal and social behavior associated with the game in addition to spelling out logistics of the game. Students are given twenty minutes of class time to present their sport or game which includes the production and distribution of a rule book. Student can work either individually or in groups. The larger the group the more detailed Mr. Marcotte expects the presentation and rule book to be. Mr. Marcotte is looking for was to improve what the students produce and has been considering creating templates that students can use to structure their presentations and rule books.

Case 2
HW.3.3 Investigate the accessibility of products and services that enhance health.

Many of the students in Mrs. Breitenstein grade 10 health education class and in the entire school are considering ways to get fit for the summer. Mrs. Breitenstein would like her students to work together to produce a booklet that compares and contrasts the benefits of and barriers to belonging to various local health clubs or implementing a personal fitness plan at home that will then be included in the school's newspaper. The high visibility of this class project has led Mrs. Breitenstein to devote several classes to the production of the booklet but many students are still nervous about having their name on something that will be distributed school wide. Last year's booklet was somewhat unprofessional looking and Mrs. Breitenstein is looking for ways to help her students improve the final product.

<span style="color: rgb(79, 129, 189)"> Language art education:
Level: 9-12 Subject: English Standard: <span style="font-size: 11.5pt; font-family: 'Century-BookCondensed','serif'"> CMP.1.11 Revise, edit, and proofread one’s own writing, as well as that of others, using an editing checklist. <span style="font-size: 11.5pt; font-family: 'Century-BookCondensed','serif'">[11.4.11/12.4.11] Traditional activity to be updated with technology: Traditional Rhetoric Skills Procedure 1. Grouping (individual / small group) 2. Time required (3-4 lessons) 3. Resources required (computer access and an internet connection) 4. Media used (audio- text)

Mr. Gomez teaches English in an Indiana High School. He would like to update an activity which helps him teach revision techniques. He wants his students to develop skills of revising, editing, proofreading and helping other beginning writers in those areas as well. He has had learners in the past revise each others’ work and hand in copes of different revisions of papers. He has also had his learners hand in revision they made to each other’s work. Traditionally he used different color pens for these kinds of collaborative assignments. He would like to approach this activity in a way which will allows greater access to learners during the revision process. Mr Gomez is also searching for a way in which depictions of the revision process is more clearly presented than in his previous approaches. What are some solutions you would suggest to Mr. Gomez so he might provide a collaborative environment for his students to learn revision skills?

Math education:
Tool Area: Production Subject: Mathematics Course: Geometry <span style="font-family: 'Times New Roman','serif'"><span style="background-color: rgb(255, 225, 0)">Standard:

Miss Euclid is teaching a unit on the area and perimeter of (convex) polygons, and always ends her unit with an individual project, a design-your-dream-house” project. As a means of assessing student learning in calculating the area and perimeter of assorted polygons, she has each student, using pencil-on-grid-paper, create a floor plan to a one-story house. Only straight lines are allowed. Once the floor plan has been created, students are required to calculate the square-footage (area) for each room and the perimeter of each room. While these drawings are quite nice, she would love for her students to produce digital versions of these floor plans, which can be easily modified and colored. The problem is that she does not know much about software that her students could use to do this!

Music education: <span style="font-family: 'Times New Roman','serif'"><span style="background-color: rgb(255, 225, 0)">Standard: 1) Mr. York is a music teacher and band leader at Hoosier County Middle School. He wants his students to learn about John Phillip Sousa’s impact on the American march genre. To do so, they need to __understand the genre’s place in musical history__ and to know how it changed as a result of Sousa’s writing. In the past, he has always assigned this as a research paper, allowing a few days of in-class library time and then giving the students two weeks to write their essays. In recent years, he has found that students are more and more resistant to writing papers for their band class, and they often submit poor quality work. He would like to try having the students create a research //project// instead of a research //paper// this year to see if it improves the students’ engagement in the topic and the quality of their work. He would like to keep the same timeline for the assignment, but would like to change the final product into something more innovative.

<span style="font-family: 'Times New Roman','serif'"><span style="background-color: rgb(255, 225, 0)">Standard: 2) Journaling has long been an aggravation for Mrs. Brown-Harris, the music teacher at Indianapolis North Middle School. The school encourages (actually demands) that she incorporate journaling into her practice, and __responding in journals to musical examples is an Indiana standard__ as well. Mrs. Brown-Harris, however, has had no success with it. Her students think it is "stupid," and she can’t read every response every day, so the students put very little effort into it. She would like to have students produce a similar product to a journal entry, but would like fewer responses to read and to have students ideas read by and/or contributed to by each other in hopes that the level of seriousness would improve.  <span style="font-family: 'Times New Roman','serif'"><span style="background-color: rgb(255, 225, 0)">Standard:    3) Mr. Murtzen would really like to do a better job of __introducing his students to instruments in different cultures__ at Littleton Elementary. The school has gone to great lengths to expand the cultural experiences for its students, and Mr. Murtzen would like go above and beyond his previous lessons in world instrumental music. He has workbooks and an old VHS at his disposal but doesn’t feel like these will take his students as far as he would like – he wants the students’ experience to be as authentic as possible.

Science education:
**Standard:** Investigate the causes of severe weather and propose appropriate safety measures that can be taken in the event of severe weather.

**Case 4 - Production:** In Mr. Brightman 's Earth and Space Science class, this week’s topic is severe weather phenomenon like flood or tornado that is likely to occur in the state of Indiana. His goal is to explain students the how these occurrences happen. He also wants his students to be able to propose safety precautions to take in case of a severe weather. He uses a PowerPoint presentation to explain the causes and show video-shots and animations of formation of these events. Then he creates a discussion with the students to come up with safety measures in the event of a severe weather. He evaluates students’ knowledge about this topic in the test. However, Mr. Brightman would really like his students to gain a better understanding of severe weather events and what to do so that they can use this information when they need it and maybe help others also learn this information for their safety. **Possible Solution:** Students can be grouped to investigate different severe weather events and by using computer applications like Adobe Photoshop or Microsoft Publisher, the group can create a poster not only to master this topic but also to help other people learn.

Special education:
Standard: Health & Wellness - 3.7.2 Identify a healthy practice to maintain personal health and wellness. http://www.doe.state.in.us/standards/docs-Health/2007-11-20-HealthWellness.pdf

Mrs. Rosario teaches a self-contained elementary class with students who have emotional and behavioral disorders. Many of these students have difficulty dealing with frustrations and often act out by screaming, throwing objects, and running away. Mrs. Rosario is working to teach these students effective ways to manage stress. She models stress-reducing exercises like hand clenches and breathing techniques and has the students do the exercises along with her. She would like to explore other ways to teach these exercises as well as help the students apply them to stressful situations. What are some technology tools that would enhance the teaching of these skills?

Social studies:
Standard: High School World History: WH.2.7 Compare and contrast the daily life, social hierarchy, culture and institutions of Athens and Sparta; describe the rivalry between Athens and Sparta; and explain the causes and consequences of the Peloponnesian War. (Geography, Government, Sociology)

The **Peloponnesian War** (431 BC-404 BC) was a devastating military conflict in Ancient Greece fought between Athens and its empire and the Peloponnesian League, led by Sparta. Historians have traditionally divided the war into three phases. In the first, the Archidamian War, Sparta launched repeated invasions of Attica, while Athens took advantage of its naval supremacy to raid the coast of the Peloponnese while attempting to suppress signs of unrest in its empire. This period of the war was concluded in 421 BC, with the signing of the Peace of Nicias. That treaty, however, was soon undermined by renewed fighting in the Peloponnesus. In 415 BC, Athens dispatched a massive expeditionary force to attack Syracuse in Sicily; the attack failed disastrously with the destruction of the entire force in 413 BC. This ushered in the final phase of the war, generally referred to either as the Decelean War or the Ionian War. In this phase, Sparta, now receiving support from Persia, supported rebellions in Athens' subject states in the Aegean Sea and Ionia, undermining Athens' empire and eventually depriving the city of naval supremacy. The destruction of Athens' fleet at Aegospotami effectively ended the war, and Athens surrendered in the following year.

Ms. Chen's high school world history class has recently completed a unit on the Peloponnesian War. Ms. Chen wants to judge whether her high school students are able to represent the three phases of the Peloponnesian War as well as list the details of each phase. In addition, she also wants her students to be able to present the causes and the consequences of the war in tabular form. What resources do you suggest Ms. Chen uses?