Transcript Overview - National Academy Foundation

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.
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.
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.
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
Research
Communication
Technical and Media Literacy
Critical thinking
Public speaking
Collaboration
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.
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.
Student Example 2:
Abolition
Small Group Discussion
• What standards did you
see evidenced?
• What else might add to
this project?
• General observations,
reactions, comments.
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.
Integration Activity:
Example
English
History
Related
Standard
Power Standard
Related
Standard
Power Standard
Theme/
Topic
Related
Standard
Power Standard
Travel & Hospitality
Integration Activity:
Example
English
History
Archetypes:
The Quest
Grapes of Wrath
Hospitality in
GOW
Human toll of Dust
Bowl; historical
context of literature
The
Journey
How Great
Depression
changed US
federal gov’t
Regional
pop culture
Etiquette, table settings, meal
service, and food-related
customs
Hospitality & Travel
Why It’s 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
Why It’s 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.
DSP How-To Overview
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Preparation and Content Development
Asset Gathering and Storyboarding
Workshop
Presentation and Reflection
Project timeline flowchart—from conception
to afterbirth (handout).
• Project management materials (handout)
• Suggestions & challenges (handout)
Stage I: Preparation and
Content Development
• Students develop their material and
organize the presentation of
information.
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.
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.
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.
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.
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.
Essential Questions
• Who is your audience, and what
essential information do you want to
convey to them?
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?
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?
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
Project Timeline Flowchart
• WORKSHOP
– Dedicated Time with Computers and VideoEditing Software
• Hands-on Work with Coaches and Facilitators
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
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.
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.
Presenting the Project
• For more information and supporting material for
teachers see this URL on the Pearson Foundation’s
Digital Arts Alliance website:
• http://www.digitalartsalliance.org/resources/
resources_teacher.htm
• Name: teacher
• Password: resources
Presenting the Project
• PRESENTATION & REFLECTION
– Connecting with an Audience, Considering the
Learning Process
• Exhibition of Finished Work
• Reflection on Process and Product
Q&A
…Questions, anyone?
Thank You
• Jennifer Dick
– [email protected]
• Michael Rosenberg
– [email protected]
• David Cole
– [email protected]