Dc naf dsp pbl ppt 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 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:

• • 20% Latino, 14% African-American, 38% Asian (primarily Chinese), 18% Filipino, 3% Pacific Islander & other Asian, 5% white, 18% ELL, 11% Students With Disabilities.

• • 60% Free/Reduced lunch.

• • 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:

• • Writing

• • Research

• • Communication

• • Technical and Media Literacy

• • Critical thinking

• • Public speaking

• • Collaboration

5. Student Example 1: Technology in San Francisco

• Interdisciplinary & Standards Based:

• • English:Expository writing, writing process, public speaking and performance.

• • Social Studies:History of technology and its impact on the United States, Research skills.

• • 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

• • Meet traditional learning objectives

• • 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:

• • New modes of expression

• • New ways of working independently and with peers

• • 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:

• • Traditional guidelines.

• • Directions.

• • 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:

• • Voiceover.

• • Still images.

• • Video footage that does not require extensive editing:

• • • For example, clips that might have been downloaded from the Internet or saved as .AVI files from digital cameras.

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

• • Setting Expectations

• Student Preparation

• • Research, Fact-finding, Brainstorming, Developing Ideas

• Refining a Script

• • Writing to Be Read

• File Management

• • Organizing Digital Assets

• Storyboarding

• • Worksheets and Templates

24. Project Timeline Flowchart

• WORKSHOP

• • Dedicated Time with Computers and Video- Editing Software

• • • Hands-on Work with Coaches and Facilitators

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

• • Connecting with an Audience, Considering the Learning Process

• • • Exhibition of Finished Work

• • • Reflection on Process and Product

30. Q & A

• Questions, anyone?

31. Thank You

• Jennifer Dick

• • [email_address]

• Michael Rosenberg

• • [email_address]

• David Cole

• • [email_address]