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Lead team dec 18 mtg heat v2
- 1. H.E.A.T. 101 Lead Team Meeting December 18, 2009
- 2. CREATING Designing, constructing planning, producing inventing, devising, making, programming, filming, animating, blogging, video blogging, mixing, re-mixing, wiki-ing, publishing, vidcasting, podcasting, directing, broadcasting, composing, originating, developing, combining. Bloom’s Web 2.0 Taxonomy (revised) EVALUATING Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, blog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, judging, considering, relating, weighting, supporting, appraising. ANALYSING Comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating, mashing, linking, validating, reverse engineering, cracking, media clipping, classifying, distinguishing, categorizing, differentiating, subdividing, inferring, surveying, selecting, prioritizing. APPLYING Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing, choosing, producing, preparing, drawing, dramatizing, solving, generalizing, sketching, organizing. UNDERSTANDING Interpreting, summarizing, inferring, paraphrasing, classifying, comparing, explaining, exemplifying, advanced searches, Boolean searches, blog journaling, twittering, categorizing, tagging, commenting, annotating, subscribing, matching, restating, defending, distinguishing, rewriting, interrelating, expressing, illustrating, extending. REMEMBERING Recognizing, listing, describing, defining, reciting, stating, selecting, labeling, memorizing, identifying, retrieving, naming, locating, finding, bullet pointing, searching, highlighting, googling, bookmarking.
- 5. Q:
- 11. H.E.A.T.
- 16. H.E.A.T. Analysis: (Low Level/High Level) CategoryLow/High ◦ Higher order thinking: ____ ◦ Engaged learning: ____ ◦ Authenticity: ____ ◦ Technology use: ____
- 17. Higher order thinking: (Low to High) Criteria ◦ (1)Students taking notes only; no questions asked ◦ (2)Student learning/questioning at knowledge level ◦ (3)Student learning/questioning at comprehension level ◦ (4)Student learning/questioning at application level ◦ (5)Student learning/questioning at analysis level ◦ (6)Student learning/questioning at synthesis/evaluation levels
- 18. H.E.A.T. Analysis: (Low Level/High Level) CategoryLow/High ◦ Higher order thinking: ____ ◦ Engaged learning: ____ ◦ Authenticity: ____ ◦ Technology use: ____
- 19. Engaged learning (Low/High): Criteria ◦ (1)Students report what they have learned only ◦ (2)Students report what they have learned only; collaborate with others ◦ (3)Students given options to solve a problem ◦ (4)Students given options to solve a problem; collaborate with others ◦ (5)Students help define the task, the process, and the solution ◦ (6)Students help define the task, the process, and the solution; collaboration extends beyond the classroom
- 20. H.E.A.T. Analysis: (Low Level/High Level) CategoryLow/High ◦ Higher order thinking: ____ ◦ Engaged learning: ____ ◦ Authenticity: ____ ◦ Technology use: ____
- 24. H.E.A.T. Analysis: (Low Level/High Level) CategoryLow/High ◦ Higher order thinking: ____ ◦ Engaged learning: ____ ◦ Authenticity: ____ ◦ Technology use: ____
- 25. Technology use (Low/High): Criteria ◦ (1)No technology use is evident ◦ (2)Technology use is unrelated to the student task ◦ (3)Technology use appears to be an add-on and is not needed or task completion ◦ (4)Technology use is somewhat connected to task completion which involves one or more applications ◦ (5)Technology use is directly connected to task completion which involves one or more applications ◦ (6)Technology use is directly connected and needed for task completion and students determine which applications would best address their needs
- 26. H.E.A.T. Analysis: (Low Level/High Level) CategoryLow/High ◦ Higher order thinking: ____ ◦ Engaged learning: ____ ◦ Authenticity: ____ ◦ Technology use: ____
- 27. Why H.E.A.T. ?
- 28. Daggett’s
- 29. 21st Century Skills & Themes
- 30. N.E.T.S *A, *T, *S skills
- 32. Instructional Strategies Reinforcing Effort Providing Recognition Homework and Practice Setting Objectives & Providing Feedback Summarizing and Note taking Non-linguistic Representations Cues, Questions, and Advance Organizers Cooperative Learning Identifying Similarities and Differences Generating and Testing Hypotheses
- 33. TC2 Understanding by Design
- 34. Multi-taskers Desire Instant Rewards Engaged in Social Networking Parallel Processors Demand Information Quickly Need Instant Gratification Digitally-Proficient Prefer Multimedia over Text
- 35. How would you prefer to use your mobile device for schoolwork?
- 36. H.E.A.T.
Notas do Editor
- Today we will look at the H.E.A.T. framework – What evidence of H.E.A.T. is being generated by students/staff at your site?
- H.E.A.T. framework is based upon Bloom’s digital taxonomy.
- How can classrooms take advantage of today’s Web 2.0 collaborative technologies….
- …when they are still encased in Teach 1.0 methodologies?http://media.photobucket.com/image/old%20style%20classroom/schoolcounselor4kids/OldStyleClassroomHandsRaised.jpg
- How can we turn up the H.E.A.T.?Watch Cookie monster video.
- The urgency to turn up the H.E.A.T.as portrayed by Gary Knell and Cookie monster the H – E – A – T - in student learning using Teach 2.0 methodologies has never been so critical.
- Are we challenging today’s interactive generation to think, solve problems, and apply their learning? Watch:Ferris Bueller’s Day Off – Voodoo Economics w/ teacher Ben Stein
- Email LEAD TEAM the etherpad address - http://etherpad.com/rAAh5k34Px . (5 mins)They can answer the question: Are we challenging today’s interactive generation to think, solve problems, and apply their learning? Give examples.
- It’s Not AboutTechnologyBut…http://www.swain.org/Ihttp://internalweb.beachwoodschools.org/hilltop_tech/tekademy/tek_lab/Site/Welcome_to_Hilltop_Technology_files/DSC00200.jpghttp://assets.mediaspanonline.com/prod/2528316/ipodinclassroomsjon04_w300.jpghttp://www.thepioneer.com/files/images/SmartBoard.preview.jpg
- It’s Not AboutTechnologyBut H.E.A.T.Crackling fire sound included
- Reminder of H.E.A.T.framework. (it consists of…)
- How is this activity bringing the H.E.A.T.?Watch video first and then break down each category – http://www.youtube.com/watch?v=h6WJdsb0dfM - 5 mins.
- Each person will have a HEAT Analysis overview sheet. We will go through EACH category and analyze the past video clip of High School Math.
- Review – Higher-order thinking category (think Bloom’s)
- Input number between 1 – 6 for Higher Order thinking happening in the previous video
- Review – Engaged learning category (think Bloom’s)
- Input number between 1 – 6 for Engaged learning happening in the previous video
- Review – Authenticity category (think Bloom’s)
- Input number between 1 – 6 for Authenticity happening in the previous video
- Review – Technology Use category (think Bloom’s)
- Input number between 1 – 6 for Technology Use happening in the previous video
- Increasing the H.E.A.T. meanspromoting Daggett’s Quadrant D Learning
- Increasing the H.E.A.T. meanspromoting 21st Century Skills & Themes
- Increasing the H.E.A.T. meansdemonstrating N.E.T.S *A, *T, *S skills
- Increasing the H.E.A.T. meansreinforcing research-based best practices
- H.E.A.T. increases with use of a variety of instructional strategies.
- Increasing the H.E.A.T. meanspromoting the principles embedded inUnderstanding by Design
- Digital Natives are now throughout our school system. Today’s students are natural interactive learners.
- Question asked of middle years and senior high students for the SpeakUp Survey 2008. Data courtesy of Speak Up 2008 http://thejournal.com/Articles/2009/08/09/Drill-Down.aspx
- H.E.A.T.- A useful framework to measure and improve our efforts in teaching and learning. I look forward to hearing about your walkthroughs and discussions with staff using the H.E.A.T. framework over the next many months.