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Megan Timme Principal Hamilton Park Pacesetter Magnet.

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5 Megan Timme Principal Hamilton Park Pacesetter Magnet

6 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.

7 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

8 Hamilton Park Pacesetter 3D Teaching

9 Kristin Donley Monarch High School Science Department Boulder Valley School District

10 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:

11 Student Statistics

12 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”

13 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.”

14 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?

15 Lauren Sanders Shelton School Middle School Math Teacher Immersive Learning Impact

16 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 5 th & 6 th Grade Subjects: Symmetry, Composite Solids Volume Computation and Making Cubes Shelton School

17 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

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

19 Effectiveness, Engagement, and Sophistication

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