Dc naf dsp pbl ppt 1

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  • Play Raymond, Ga Sing, and Mark’s abolition movie (in NAF folder on desktop)
  • Dc naf dsp pbl ppt 1

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

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