Production - among other definitions, Merriam-Webster proposes the following: 

 

a :  something produced :  product

b   (1) :  a literary or artistic work       (2) :  a work presented to the public

 

With great respect to Merriam-Webster, a few important details might be claimed to be missing.  This definition might better define production – at least within my classroom!  ;0)

 

a  :  a time-consuming, messy, revision-riddled activity which somehow never seems to end

b  :  a classroom activity which requires inspiration, motivation, creativity, and task-commitment

c  :  a complex task which incorporates production skills (use of time, neatness, completion, material choice, etc.)

 

Classroom production certainly involves many skills, processes, and time! 

 

What Kind of Production?

 

Supporting students to create products is a multi-layered and worthy effort.  As I consider Production tasks for my learners, I find that I often begin generating ideas for projects within one of a few categories, although they certainly overlap too!

 

Informational Production: 

Creating information-rich products is a staple of our Gifted classroom.   Why?   Because it is not nearly enough to teach students how to access information – we must add to that the ability to do something meaningful with the information we’ve gathered/created.   The process of creating information-rich products to explore and share our new knowledge gives us the opportunity to evaluate, question, and develop our understandings.

 

Solution Production: 

Creating products which offer solutions to problems is one of the riches uses of information and a true test of our understandings.  Products which solve problems take many forms -  campaigns to change views or behaviors, letters to request action, posters to highlight needed change, products which resolve an issue, the list goes on.  I value the tenant which tells us that Real World problem solving offers more opportunities for meaningful learning than does simulated or “realistic” problem solving, however, I do find value in both types of problems as vehicles for providing a range of experiences and access to varied topics and content.

 

Technology Production: 

It’s ‘Christmas Morning’ for technology use in our classrooms.  Never before in my years as a teacher have I had access to so many production tools!   Whether our students are producing a Prezi after an author study, an Ozobot map of an explorer’s trek, an electronic or robotic tool to solve a problem, or a poster that uses sensors to light up when a reader comes near – there seems to be no end to the technology  our fingertips.

 

Major / Minor Production:

It is easy to fall into the trap that “production” must end in a significant multi-step student-created product.  While there is certainly benefit in those ‘major’ products, I find it useful to remember that ‘minor’ products are beneficial too!  

We spend a fair amount of time completing multi-week, multi-step research projects on topics which fit our year-long themes, like studying Explorers during our “Quest” themed year (check out our product pages) and “Change-Makers” during our “Change” theme.  It’s also important to have short-term production opportunities too – like the time we created a tool to solve a trash collection problem in Beirut.