dc naf dsp pbl ppt 1
DESCRIPTION
TRANSCRIPT
- 1. Overview Welcome & introduction: Who we are and where we come from. Our experience with Pearson: If we can do it, so can you. What is a Digital Storytelling Project? And why do you want to do one? Getting our metacognition on: Mistakes we made that you dont have tobe doomed to repeat. Q&A:Your questions get answers.
2. Welcome & Introductions
- Who we are:
- Jennifer Dick: English, AoIT.
- Michael Rosenberg: Social Studies, AoIT.
- David Cole, Pearson Foundation.
- Balboa High School, San Francisco, CA
- Located in the Excelsior/Outer Mission.
3. About Balboa High School
- ~1,100 students. (AoIT: 36 Juniors, 36 Seniors)
- Student Population:
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- 20% Latino, 14% African-American, 38% Asian (primarily Chinese), 18% Filipino, 3% Pacific Islander & other Asian, 5% white, 18% ELL, 11% Students With Disabilities.
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- 60% Free/Reduced lunch.
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- Upper division is comprised exclusively of Small Learning Communities.
4. What is a DSP?
- Media projects used in lesson planning with an academic focus on standards based content and skill development in:
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- Writing
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- Research
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- Communication
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- Technical and Media Literacy
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- Critical thinking
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- Public speaking
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- Collaboration
5. Student Example 1: Technology in San Francisco
- Interdisciplinary & Standards Based:
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- English:Expository writing, writing process, public speaking and performance.
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- Social Studies:History of technology and its impact on the United States, Research skills.
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- Tech:Word processing, digital asset management, web research, e-mail, video and audio editing.
6. Student Example 2: Abolition
- Find DSP Analysis Worksheet in materials packet.
- Scan standards from all three disciplines.
- Circle, highlight or underline standards that you see evidenced in the DSP.
7. Student Example 2: Abolition
- What standards did you see evidenced?
- What else might add to this project?
- General observations, reactions, comments.
Small Group Discussion 8. Integration Activity
- Find Integration Diagram worksheet in materials.
- Partner up with two other teachers, each from different disciplines.
- Use the standards cheat sheets to look for possible connections.
9. Integration Activity: Example English Travel & Hospitality History Power Standard Related Standard Theme/ Topic Related Standard Related Standard Power Standard Power Standard 10. Integration Activity: Example English Hospitality & Travel History Archetypes: The QuestThe Journey Human toll of Dust Bowl; historical context of literature Etiquette, table settings, meal service, and food-related customsHow Great Depression changed USfederal govt Grapes of Wrath Regional pop culture Hospitality inGOW 11. Why Its Good For Teachers
- Designed as a supplemental instructional tool and best practice
- This approach to teaching and learning supports instructors
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- Meet traditional learning objectives
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- Providing a rich, hands-on technology experience for their classes
12. Why Its Good For Students
- The project-based focus of these activities affords an opportunity to explore:
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- New modes of expression
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- New ways of working independently and with peers
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- New ways of seeing their own relationship to their academic goals and objectives.
13. DSP How-To Overview
- Preparation and Content Development
- Asset Gathering and Storyboarding
- Workshop
- Presentation and Reflection
- Project timeline flowchartfrom conception to afterbirth (handout).
- Project management materials (handout)
- Suggestions & challenges (handout)
14. Stage I: Preparation and Content Development
- Students develop their material and organize the presentation of information.
15. Stage I: Preparation and Content Development
- These activities occur in the context of:
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- Traditional guidelines.
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- Directions.
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- Expectations regarding citation, revision, primary and secondary sources, and the depth of research or reflection required for the assignment.
16. STAGE II: Asset Gathering and Storyboarding
- Students gather supporting media in the form of images, video, and audio.
- This material serves to illustrate specific information and provide rich thematic and contextual connections as students present their ideas.
17. STAGE III: Workshop
- Typically takes place over a single week.
- Students who have prepared effectively can complete simple and accomplished digital stories in five 50-minute periods.
18. STAGE III: Workshop
- These kinds of projects involve:
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- Voiceover.
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- Still images.
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- Video footage that does not require extensive editing:
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- For example, clips that might have been downloaded from the Internet or saved as .AVI files from digital cameras.
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19. STAGE III: Workshop
- A workshop schedule may proceed as follows:
- Voiceovers recorded on Day One,
- Assets loaded on Day Two,
- The video timeline fleshed out by Day Three,
- Transitions on Day Four,
- Music and titles on Day Five.
20. Essential Questions
- Who is your audience, and what essential information do you want to convey to them?
21. Essential Questions
- What perspective are you coming from in the presentation of information?
- Is this a personal, reflective project? A point-of-view piece, commentary, or editorial? A factual, research project?
22. Essential Questions
- If you are working in a group, how can you divide up the work effectively?
- What are the tasks and roles required to create a successful project?
23. Project Timeline(handout)
- Introducing the Unit or Activity
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- Setting Expectations
- Student Preparation
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- Research, Fact-finding, Brainstorming, Developing Ideas
- Refining a Script
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- Writing to Be Read
- File Management
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- Organizing Digital Assets
- Storyboarding
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- Worksheets and Templates
24. Project Timeline Flowchart
- WORKSHOP
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- Dedicated Time with Computers and Video- Editing Software
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- Hands-on Work with Coaches and Facilitators
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25. Equipment
- Student access to portable storage devices (USB drives, CDs, external hard drives)
- Scanner for flat file images or print photographs
- Video-editing software
- Digital cameras
- Computers for word processing
26. STAGE IV: Presentation and Reflection
- Students are asked to present their video to an authentic audience and to reflect on their product and process.
- Finally, to bring closure to the project, students practice metacognition by completing structured reflections on their product and process.
27. Presenting the Project
- Materials and Resources Needed
- (supporting information and equipment teacher needs to have on hand)
- Supporting Handouts
- Storyboarding Quickstart: a guided reference showing students how to build a simple storyboard in outline form.
- Storyboard Worksheet (Print): an accompanying worksheet help students organize their scripts and supporting visual assets.
28. Presenting the Project
- For more information and supporting material for teachers see this URL on the Pearson Foundations Digital Arts Alliance website:
- http://www.digitalartsalliance.org/resources/
- resources_teacher.htm
- Name: teacher
- Password: resources
29. Presenting the Project
- PRESENTATION & REFLECTION
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- Connecting with an Audience, Considering the Learning Process
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- Exhibition of Finished Work
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- Reflection on Process and Product
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30. Q & A
- Questions, anyone?
31. Thank You
- Jennifer Dick
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- [email_address]
- Michael Rosenberg
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- [email_address]
- David Cole
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- [email_address]