2. GODLEY
21st Century Academy
Session 2:
Creating High H.E.A.T. Lessons
Tracie Cain, Instructional Technologist
tcain@esc11.net
www.esc11.net/edtech/tracie
www.pinterest.com/traciegcain
@traciegcain on Twitter
3. • Find someone in the room who
was born in the same month as
you.
• Share two things with your
partner:
–Your favorite lesson/unit to teach.
–Your least favorite lesson/unit to
teach.
4. • Join with another partner group
so that there are 4 in your group.
• Starting with the person whose
birthday is next,
share your original partner’s favorite
and least favorite things to teach.
5. WHY WE’RE HERE
Develop high H.E.A.T. lessons
that you will implement
with your classes
before our next meeting
on January 16th.
6. Tasks
• Create a high HEAT lesson plan and
related materials
• Post your lesson plan and materials to
your portfolio blog.
7.
8. H HIGHER ORDER THINKING
E ENGAGED LEARNING
A AUTHENTIC CONNECTIONS
T TECHNOLOGY USE
9. H HIGHER ORDER THINKING
6 – Student learning/questioning at Evaluating/Creating
levels.
5 – Student learning/questioning at Analyzing level.
4 – Student learning/questioning at Applying level.
3 – Student learning/questioning at Understanding level.
2 – Student learning/questioning at Remembering level.
1 – Students taking notes only; no questions asked.
10. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
L. W. Anderson, D. R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank,
Richard E. Mayer, Paul R. Pintrich, James Raths, and Merlin C. Wittrock (2000)
A Taxonomy for Learning, Teaching, and Assessing:
A Revision of Bloom's Taxonomy of Educational Objectives
11. Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
L. W. Anderson, D. R. Krathwohl, Peter W. Airasian, Kathleen A. Cruikshank,
Richard E. Mayer, Paul R. Pintrich, James Raths, and Merlin C. Wittrock (2000)
A Taxonomy for Learning, Teaching, and Assessing:
A Revision of Bloom's Taxonomy of Educational Objectives
14. It’s about what will Students DO
NOT what they will use.
• High Tech %$#@# Verbs
http://hightechcscopeverbs.wikispaces.c
om/
15.
16. E ENGAGED LEARNING
6 – Students collaborate to define the task, the process,
and/or the solution; collaboration extends beyond
the classroom.
5 – Students collaborate to define the task, the process,
and/or the solution.
4 – Students given options to solve a teacher-directed
problem with possible collaboration.
3 – Students solve a teacher-directed problem.
2 – Students report what they have learned only with
possible collaboration.
1 – Students report what they have learned.
18. Give Students Voice and Choice
• What do you want to create today?
http://maps.playingwithmedia.com/
• Show what you know
http://learninginhand.com/blog/showwhat-you-know-using-web-mobile-appsinfographic.html
20. Go Godley or Go Global
• Cool Tools for Schools
http://cooltoolsforschools.wikispaces.com/Coll
aborative+Tools
• Skype in the Classroom
https://education.skype.com/projects
• Google Hangouts in the Classroom
http://www.edutopia.org/blog/educatorsschools-google-hangouts-mary-beth-hertz
21.
22. A AUTHENTIC CONNECTIONS
6 – The learning experience is directly relevant to
students and involves creating a product that has a
purpose beyond the classroom that directly impacts
the students.
5 – The learning experience provides real world relevance
and opportunity for students to apply their learning
to a real world situation.
4 – The learning experience provides extensive real world
relevance.
3 – The learning experience provides no real world relevance.
2 – Students report what they have learned only with possible
collaboration.
1 – The learning experience is missing or too vague to determine
25. REAL WebQuests
• 7 parts of a WebQuest
http://www.uni.edu/coe/ci/240020/webquests/webquestparts.html
• Beginners’ Guide to Weebly
http://help.weebly.com/beginners-guide.html
26.
27. T TECHNOLOGY USE
6 – Students use self-selected digital resources to
accomplish learning outcomes beyond conventional
strategies
5 – Students use self-selected digital resources to accomplish
learning outcomes
4 – Students use teacher-directed digital resources to accomplish
learning outcomes
3 – Teacher leads whole group learning with digital resources.
2 – Students’ use of digital resources appears to be an add-on or
is not needed for task completion
1 – Digital resources are not available, not used, or not directly
connected to the learning.
28. Enhancement
Modification
Tech allows for significant task redesign.
Augmentation
Tech acts as a direct tool substitute, with functional improvement.
Substitution
Tech acts as a direct tool substitute with no functional change.
SAMR in 120 Seconds
Transformation
Redefinition
Tech allows for the creation of new tasks, previously inconceivable.
29. Where do YOU
go to find ideas?
http://tinyurl.com/GodleyFindAResource.
38. H HIGHER ORDER THINKING
E ENGAGED LEARNING
A AUTHENTIC CONNECTIONS
T TECHNOLOGY USE
http://coachingheat.wikispaces.com/
http://www.loticonnection.com/
39. Tasks
• Create a video tutorial to use in
conjunction with your lesson.
• Post your video tutorial to your
portfolio.
