Standards-Based, Research Proven
After the National Science Education Standards’ release, just how well do science teachers actually use them to plan concept-based experiences, perform content focused activities, define improved teaching, and assess real learning? The National Science Teachers Association (NSTA) has included the impact of 15 standards-based success stories to achieve the visions for the reform of teaching, assessment, professional development, and content. These programs are in included in the NSTA Exemplary Science Symposium programs monographs. VisualRealization.com’s DIIMSA (Digital Imagery as an Instructional Mode for Student Achievement) Model was selected out of thousands of programs and projects to be amongst the 15 success stories in the nation for improving science education. (Source: NSTA, Exemplary Science, Standards-Based Success Stories). This selection was based on a 3-year pilot project in the Houston Independent School District. VisualRealization.com’s research is also outlined in a complete chapter of the NSTA Exemplary Science Success Stories monograph series.
The DIIMSA Model, demystified
“The sky is the limit” is a phrase that captures the essence of DIIMSA. Students and their teachers are revitalized and reenergized. The study of science becomes alive and the boundaries of the science classroom disappear. Teachers and students work side-by-side, questioning, discovering, sharing and learning. Teachers can effectively and successfully do science by involving students in all aspects of inquiry. Through its teacher professional development, DIIMSA prepares teachers to provide the foundational knowledge, skills and experiences students need for future educational achievement, while allowing them to become more involved in the processes of science. It levels the learning field for students, not by lowering standards or resources, but by raising the bar and bringing all students and teachers up to it.
The DIIMSA Model synergistically combines Conceptual Teaching, Collaborative Learning and Enabling Technologies into a 3-tier unified solution.
(1) Conceptual Teaching (Practice-Based Professional Development – Inquiry-Based, Student-Centered and Authentic Assessment): Effective professional development experiences are a continuum series of professional learning experiences. Professional development activities require active participation of teachers and provide both direct and indirect linkages to the classroom.
(2) Collaborative Learning (Problem-Based Learning(PBL) and Project-Based Study/Learning (PBS) Methods including Student Works/Artifacts): PBL and PBS methods are approaches to science teaching and learning, that incorporate the constructivist view of learning, inquiry, and authentic activities. The goal of incorporating these methods is to enhance science instruction by involving students in exploring solutions to real questions, learning science content, and understanding science through extended inquiry, collaboration and use of technology. Four study models have been defined to include: Laboratory, Field Excursion, Campus-Based and Case Study.
(3) Enabling Technologies (Digital Imagery, Authoring Technology, IT Tool-sets): The main component of the model is digital imagery. Digital imagery is the union of images, multi-media files, audio and video files and other electronic graphic elements that are produced or maintained using imaging technology (digital cameras, video recorders, digital microscopes, etc…).
This unified solution allows teachers and students to work together to successfully reach the end goal of bolstering student achievement, while increasing teacher enhancement.
DIIMSA Blog
The DIIMSA Blog is a component of VisualRealization.com’s Professional Learning Communities. This blog allows researchers, members, cohorts and program participants to share and profile project artifacts from DIIMSA campus, field, laboratory and case study experiences. 
