Overview

1. Overview Welcome & introduction: Who we are and where we come from. Our experience with Pearson: If we can do it, so can you. What is a Digital Storytelling Project? And why do you want to do one? Getting our metacognition on: Mistakes we made that you don’t have to be doomed to repeat. Q&A: Your questions get answers.

2. Welcome & Introductions Who we are: • Jennifer Dick: English, AoIT. • Michael Rosenberg: Social Studies, AoIT. • David Cole, Pearson Foundation. Balboa High School, San Francisco, CA • Located in the Excelsior/Outer Mission.

3. About Balboa High School • ~1,100 students. (AoIT: 36 Juniors, 36 Seniors) • Student Population: • 20% Latino, 14% African-American, 38% Asian (primarily Chinese), 18% Filipino, 3% Pacific Islander & other Asian, 5% white, 18% ELL, 11% Students With Disabilities. • 60% Free/Reduced lunch. • Upper division is comprised exclusively of Small Learning Communities.

4. What is a DSP? • Media projects used in lesson planning with an academic focus on standards based content and skill development in: • Writing • Research • Communication • Technical and Media Literacy • Critical thinking • Public speaking • Collaboration

5. Student Example 1: Technology in San Francisco • Interdisciplinary & Standards Based: • English: Expository writing, writing process, public speaking and performance. • Social Studies: History of technology and its impact on the United States, Research skills. • Tech: Word processing, digital asset management, web research, e-mail, video and audio editing.

6. Student Example 2: Abolition • Find DSP Analysis Worksheet in materials packet. • Scan standards from all three disciplines. • Circle, highlight or underline standards that you see evidenced in the DSP.

7. Student Example 2: Abolition • What standards did you see evidenced? • What else might add to this project? • General observations, reactions, comments. Small Group Discussion

8. Integration Activity • Find Integration Diagram worksheet in materials. • Partner up with two other teachers, each from different disciplines. • Use the standards cheat sheets to look for possible connections.

9. Integration Activity: Example English History Related Standard Power Standard Power Standard Theme/ Topic Related Standard Related Standard Power Standard Travel & Hospitality

10. Integration Activity: Example English History How Great Depression changed US federal gov’t Archetypes: The Quest Human toll of Dust Bowl; historical context of literature Grapes of Wrath The Journey Regional pop culture Hospitality in GOW Etiquette, table settings, meal service, and food-related customs Hospitality & Travel

11. Why It’s Good For Teachers • Designed as a supplemental instructional tool and best practice • This approach to teaching and learning supports instructors • Meet traditional learning objectives • Providing a rich, hands-on technology experience for their classes

12. Why It’s Good For Students • The project-based focus of these activities affords an opportunity to explore: • New modes of expression • New ways of working independently and with peers • New ways of seeing their own relationship to their academic goals and objectives.

13. DSP How-To Overview • Preparation and Content Development • Asset Gathering and Storyboarding • Workshop • Presentation and Reflection • Project timeline flowchart—from conception to afterbirth (handout). • Project management materials (handout) • Suggestions & challenges (handout)

14. Stage I: Preparation and Content Development • Students develop their material and organize the presentation of information.

15. Stage I: Preparation and Content Development • These activities occur in the context of: • Traditional guidelines. • Directions. • Expectations regarding citation, revision, primary and secondary sources, and the depth of research or reflection required for the assignment.

16. STAGE II: Asset Gathering and Storyboarding • Students gather supporting media in the form of images, video, and audio. • This material serves to illustrate specific information and provide rich thematic and contextual connections as students present their ideas.

17. STAGE III: Workshop • Typically takes place over a single week. • Students who have prepared effectively can complete simple and accomplished digital stories in five 50-minute periods.

18. STAGE III: Workshop • These kinds of projects involve: • Voiceover. • Still images. • Video footage that does not require extensive editing: • For example, clips that might have been downloaded from the Internet or saved as .AVI files from digital cameras.

19. STAGE III: Workshop • A workshop schedule may proceed as follows: • Voiceovers recorded on Day One, • Assets loaded on Day Two, • The video timeline fleshed out by Day Three, • Transitions on Day Four, • Music and titles on Day Five.

20. Essential Questions • Who is your audience, and what essential information do you want to convey to them?

21. Essential Questions • What perspective are you coming from in the presentation of information? • Is this a personal, reflective project? A point-of-view piece, commentary, or editorial? A factual, research project?

22. Essential Questions • If you are working in a group, how can you divide up the work effectively? • What are the tasks and roles required to create a successful project?

23. Project Timeline (handout) • Introducing the Unit or Activity • Setting Expectations • Student Preparation • Research, Fact-finding, Brainstorming, Developing Ideas • Refining a Script • Writing to Be Read • File Management • Organizing Digital Assets • Storyboarding • Worksheets and Templates

24. Project Timeline Flowchart • WORKSHOP • Dedicated Time with Computers and Video- Editing Software • Hands-on Work with Coaches and Facilitators

25. Equipment • Student access to portable storage devices (USB drives, CDs, external hard drives) • Scanner for flat file images or print photographs • Video-editing software • Digital cameras • Computers for word processing

26. STAGE IV: Presentation and Reflection • Students are asked to present their video to an authentic audience and to reflect on their product and process. • Finally, to bring closure to the project, students practice metacognition by completing structured reflections on their product and process.

27. Presenting the Project • Materials and Resources Needed (supporting information and equipment teacher needs to have on hand) • Supporting Handouts • Storyboarding Quickstart: a guided reference showing students how to build a simple storyboard in outline form. • Storyboard Worksheet (Print): an accompanying worksheet help students organize their scripts and supporting visual assets.

28. Presenting the Project • For more information and supporting material for teachers see this URL on the Pearson Foundation’s Digital Arts Alliance website: • http://www.digitalartsalliance.org/resources/ resources_teacher.htm • Name: teacher • Password: resources

29. Presenting the Project • PRESENTATION & REFLECTION • Connecting with an Audience, Considering the Learning Process • Exhibition of Finished Work • Reflection on Process and Product

30. Q & A …Questions, anyone?

31. Thank You • Jennifer Dick • jdick17@gmail.com • Michael Rosenberg • Rosenberg_sf@yahoo.com • David Cole • david.cole@pearsonfoundation.org