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
Case Study
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
Case Study
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?
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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
Case Study
• 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