Case Study

3D

Comes to School

Case Study

Virtual 3D

~Stereoscopic 3D

Case Study

Virtual 3D

~Stereoscopic 3D

Case Study

Megan Timme

Principal

Hamilton Park Pacesetter Magnet

Case Study

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.

Case Study

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

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Hamilton Park Pacesetter 3D Teaching

Kristin Donley

Monarch High School Science Department

Boulder Valley School District

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Sample Activity

• 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: http://bvsd.org/schools/MonarchHigh/teachers/kdonley/Pages/default.aspx

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Student Statistics

45

35

20

visual

kinetic

auditory

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Student Comments

• 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”

Case Study

More Comments:

• “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.”

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Future Ideas

• 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?

Lauren SandersShelton School Middle School Math Teacher

Immersive Learning Impact

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• 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

Shelton School

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• 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.

Shelton School – 3D Teaching

Dawne Mangus

4th Grade, Douglass Elementary

Boulder Valley School District

Case Study

Effectiveness, Engagement, and Sophistication

3D Content