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3D Comes to School PowerPoint Presentation
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3D Comes to School

3D Comes to School

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3D Comes to School

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  1. 3D Comes to School

  2. Virtual 3D ~ Stereoscopic 3D

  3. Virtual 3D ~ Stereoscopic 3D

  4. Megan Timme Principal Hamilton Park Pacesetter Magnet

  5. Hamilton Park Pacesetter Magnet • Hamilton Park Pacesetter Magnet (HPPM) was formally an all African American High School in the 1950s but was turned into a magnet elementary in 1975. • Because of our magnet status, we are able to offer programs that no other school can (direct teach Spanish K-6, Drama classes 3-6, Full scale multi-media musicals K-6, Robotics, small classroom sizes and extra support staff. • We have 700+ students who come from all over our district to attend our school and participate in these programs and a waiting list to get in.

  6. HPPM – 3D Teaching Testing Methodology A classroom with 3D and a classroom without 3D Same lesson with an approx. 15 minute 3D lesson added Both classes pretested and post tested for effectiveness of technology and curriculum delivery A Variety of classrooms/environments Classes High in GT Students Academic and behavioral Challenged New and Experienced Teachers Results Students were more engaged Higher level of student interest in learning Better understanding of abstract concepts Less behavior issues in all classes 3D was used as an incentive/reward Increased student test scores About a 20% increase per class tested

  7. Hamilton Park Pacesetter 3D Teaching

  8. Kristin Donley Monarch High School Science Department Boulder Valley School District

  9. 3D Comparative Anatomy and Physiology unit PowerPoint with Einstruction Clicker Questions and video 3D simulations On-line virtual dissection Hands-on dissection (Fetal pig, Dogfish shark and Earthworm) 3D simulation review with PowerPoint slides and dissection lab 3D assessment Resources at: Sample Activity

  10. Student Statistics

  11. 12. Does the 3D projection help you learn? Yes Number Of Responses37  Percentage Of Responses(76%)      No   Number Of Responses12  Percentage Of Responses(24%)    Explain: “The 3D projector really helped since it was kind of hands on, and different which made everyone pay attention” Student Comments

  12. “because I am a visual learner it helped a lot to see it in a bigger perspective” “It provided a better visualization than the textbook.” “It helped to see a 3D view of things; it was easier for me to picture it and understand the structure.” “Yes, it provides images based on reality, and keeps me paying attention because its new and interesting.” “It is a very engaging tool.” More Comments:

  13. The techniques used in the sample activity provided, can be used for any content. So far, I’ve used it for AP exam review, finals review, exploratory lectures/discussions, interactive labs and assessment. The technology can be incorporated into any lesson plan to help supplement and reach ALL learning styles. Questions? Future Ideas

  14. Immersive Learning Impact Lauren SandersShelton School Middle School Math Teacher

  15. Shelton School • The Shelton School is the nation’s largest private school for learning-different students. • Established in 1976 with an emphasis in providing learning-different children with full, effective curriculum through individualized, structured multisensory programs. • Learning differences include Dyslexia, ADD, ADHD, speech and language disorders • 5th & 6th Grade Subjects: Symmetry, Composite Solids Volume Computation and Making Cubes

  16. Shelton School – 3D Teaching • Testing Methodology • Teacher, student abilities, subject matter and form of learning difference were kept consistent • Control Group: Traditional teaching method with whiteboard, manipulatives and worksheets • Test Group: Whiteboard, worksheets, manipulatives and 3D Simulations • Subject Material • Making Cubes from JTM concepts provided visual and kinesthetic learners the ability to see all sides of images/shapes helped speed up their understanding of the material. • The lesson on Volume allowed students to disassemble cubes to help calculate the volume. A very difficult subject to teach and understand. • Females tend to be more spatially aware and saw/understood 3D faster and grasped the math content better than the control group. • Classroom Behavioral Changes • In my test class the students were more focused and quieter. Even ADHD students were more attentive and interactive with the content.

  17. Dawne Mangus 4th Grade, Douglass Elementary Boulder Valley School District

  18. Effectiveness, Engagement, and Sophistication 3D Content