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Patricia Donohue, Ph.D. Peggy Benton, Ph.D. Instructional Technologies Department Graduate College of Education San Francisco State University Mr. Ariel.

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Presentation on theme: "Patricia Donohue, Ph.D. Peggy Benton, Ph.D. Instructional Technologies Department Graduate College of Education San Francisco State University Mr. Ariel."— Presentation transcript:


2 Patricia Donohue, Ph.D. Peggy Benton, Ph.D. Instructional Technologies Department Graduate College of Education San Francisco State University Mr. Ariel Paisley Geometry/Spatial Studies Mr. Calvin Ross Digital Media Arts/Spatial Studies Napa New Technology High School Supported by funding from a National Science Foundation, Research Experiences for Teachers grant,

3 Student Projects -- in their own words 8-Fold design Using digital media to represent geometry computations At the beginning… By the close of the year…

4 SBL adapts this model as a “design studio” -- a place where students set up their own workspaces—drafting tables, books, drawing and modeling materials—and spend much their lives working individually on common design tasks (Schon, 1983). As students spend long hours working on these tasks, they build camaraderie, looking to each other for support and feedback as they work toward a common purpose (Lackney, 1999). Hails from the master-apprentice system of guilds in the Middle Ages.

5 Our challenge in Summer 2010 Build an integrated curriculum, and design it on an SBL model Digital Media Arts + Geometry = Spatial Studies

6 Calvin Ross’ & Ariel Paisley’s StoryCalvin Ross’ & Ariel Paisley’s Story  Building an integrated curriculum.  Building-IN an SBL framework for student work.  Building ONTO an excellent New Tech Project-Based Learning model. 100 ° Perspective Proportional height Distance Layers

7 Design Studio Model The Studio as a Business  Customers, Work Orders, Billing, etc.  Everyone profits when one team succeeds  Light On Competition and Heavy On Collaboration  Team Peer Critique and Cross-Pollination of Ideas  Mutual Support in the Production Cycle  Mutual Support in Creative Problem Solving

8 Team Issues Resolving Conflicts Workload Distribution Conditions for Firing Team Roles: Project Manager Researcher Graphics Writing Technology Math Checker

9 Interpersonal Logistics Began with individuals, then partners, then groups (to become at ease in group work) Leadership Cadre Was crucial to our SBL experiment Selected from academically successful students Leaders acted as managers and role models Leadership challenges enriched leaders’ learning Team Dynamics Challenges Workload, decision making, productivity, conflicts

10 Teachers As Facilitators Teachers depend on team leaders Dissemination teaching model Problem obstacles drive direct instruction Open-ended questions and problems Teachers avoid answering many questions Students encouraged to find own solutions Explicit vocabulary instruction, but limited need-to-knows (groups encouraged to develop need-to-know list in preproduction)

11 Pre- Production Training Planning Production T eam Products Individual Products Post- Production Edit & Refine Reflect & Evaluate Studio-Based Learning Work-Flow Model



14 TO OCTSIGN1 :S RTCENTERCIRCLE 360 :S OCTFLOWER1 :S OCTCIRCLE1 :S OCTSTAR1 :S END TO RTCENTERCIRCLE :R :S PU LT 90 FD ((:S*360)/(2*PI)) RT 90 PD REPEAT (:R*10)[FD (:S/10) RT (1/10)] PU HOME PD END TO OCTFLOWER1 :S RTCENTERCIRCLE 360 :S PU LT 90 FD ((:S*360)/(2*PI)) RT 90 PD RT 45 REPEAT 8[RTCIRCLEPART 135 :S RT 90] PU HOME PD END TO OCTCIRCLE1 :S RTCENTERCIRCLE 360 :S PU LT 90 FD ((:S*360)/(2*PI)) RT 90 PD RT 22.5 POLYGON 8 ((:S*360*(2*SIN 22.5))/(2*PI)) PU HOME PD END TO OCTSTAR1 :S RTCENTERCIRCLE 360 :S PU LT 90 FD ((:S*360)/(2*PI)) RT 90 PD RT 45 POLYGON 4 ((SQRT 2) * ((:S*360)/(2*PI))) PU HOME PD LT 45 PU FD ((:S*360)/(2*PI)) RT 90 PD RT 45 POLYGON 4 ((SQRT 2) * ((:S*360)/(2*PI))) PU HOME PD END





19 Student Interviews: December 3-4, 2010

20 They liked SBL over PBL process because: PBL structure was too loose Not enough guidance on how to do projects as they developed them They liked SBL process: Good Planning time (Pre- Production) Building better projects through Reflection (Post- Production/Design Crit) They liked digital media: Different perspective on geometry Learned work/career skills Learned advanced technologies They liked different formats for mathematics Paper/pencil, Digital, Geometer Sketchpad Illustrator/Photoshop

21 They had to learn what pre-production was for – to PLAN! They had to learn during reflections (Design Crits) to prepare for better planning A Team worked good when it worked; and not when it didn’t: Because someone didn’t do their work Because the team couldn’t agree Because there was not enough knowledge on the team

22 Maureen: I think it’s pretty cool how they intertwined the digital media with the geometry. I didn’t know that you could do like … the geometry stuff like in the digital media thing. Alex: I think it’s like Misty said…it’s really…I wasn’t sure how they were going to make it connect at the beginning of the year…like…I was like always wondering is the Geometry going to come into the digital media. But then I realized that there was so many different things that we could do with the computer. What was it like to study digital media and mathematics in one class?

23 How would you describe studio-based learning? Otis: I think that pre-production meeting is like so that you can find ideas to do things. And while you are working on the actual project, you can relate back to the pre-production meeting, and then you can refine things a better way…. Farrir: I think the post-production, what you do afterwards, is supposed to be like a reflection on what you did well, what you didn’t do well and what you can improve on next time … Thomas: Yeah, I also find the post-production helpful because then in the next project, you can actually use, in the pre-production, what you used in the last post-production. You can say ‘this is what my group did bad last time, so maybe we could do this better ‘ and you can kind of reflect on your last project.

24 Describe any differences in designing projects as a group compared to designing on your own. Alex: Um...I think it gave us a different perspective on your work …like if you are doing something and someone says ‘what if we try it this way’. It can really help but it can also set you back. …maybe you’ll take it into consideration and do it that way.. Narrir: Also, I think it’s easier because, if you are by yourself, you have one brain to think of a good way to do something but, if you are in a group, you can all work together to find the BEST way to do stuff … If not everyone works, then you can get a worse grade.

25 : “Our first four, nearly simultaneous projects will move from solo to partner configurations, with pre-production design crits. Freshman-friendly term for crit is “reflection.” : “This is our first true team project, and it gives us an opportunity to use our entire SBL system from start to finish!” : “The crit – post-production meeting where decisions on refining the product are supposed to take place – appears to have delivered the goods. Freshmen, six weeks into the first term, are ready to self-manage, self-motive themselves. … This means they are in charge; they are critically thinking!” Mr. Ross’ Teacher Blog

26 On-going work at SFSU and UHM Into mobile devices Flipping the Classroom

27 On-going work at SFSU Dr. Peggy Benton Building teachers who build critical thinkers Growing SBL for a global problem-solver, thinker, and communicator Dr. Pat Donohue Smarter Tools for the Collaborative Learner, student-led: iPads, iPods, Tablets & Android Phones Mobl21 to Haiku LMS options SlideRocket to VoiceThread presentations Blackboard to Vivu international videoconference webinars

28 Integrating computer science into learning Intelligent / adaptive computing in the hand Computational Learning in K12 Development of a Mobile App for SBL stay tuned!

29 Bringing it home … Q&A Handouts Let’s work an idea for a design project Challenges? Approach? Resources? How split the workload? A little audience challenge:

30 Give us your feedback How might you use SBL in your work? Mobile phone: enter into “TO” field, -- Enter into “TEXT” field and then continue with your response. On the Web: Go to - Enter into “TEXT FIELD” and continue with your response.

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