Megan Timme
Principal
Hamilton Park Pacesetter Magnet
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.
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
Hamilton Park Pacesetter 3D Teaching
Kristin Donley
Monarch High School Science Department
Boulder Valley School District
Sample Activity
• 3D Comparative Anatomy and Physiology unit
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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
Student Statistics
20
45
visual
kinetic
auditory
35
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”
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.”
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?
Immersive Learning Impact
Lauren Sanders
Shelton School Middle School Math Teacher
Shelton School
• The Shelton School is the nation’s largest private school for learningdifferent 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 – 3D Teaching
• 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.
Dawne Mangus
4th Grade, Douglass Elementary
Boulder Valley School District
Effectiveness, Engagement,
and Sophistication