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Lesson plan Lesson plan Presentation Transcript

  • Go to www.tinyurl.com/godleyportfolios and see your colleagues definitions of 21st Century Learning.
  • 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
  • • 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.
  • • 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.
  • 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.
  • Tasks • Create a high HEAT lesson plan and related materials • Post your lesson plan and materials to your portfolio blog.
  • H HIGHER ORDER THINKING E ENGAGED LEARNING A AUTHENTIC CONNECTIONS T TECHNOLOGY USE
  • 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.
  • 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
  • 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
  • Creating Evaluating Analyzing Applying Understanding Remembering tinyurl.com/creationfff Wright, Shelley, Powerful Learning Practice Flipping Bloom’s Taxonomy
  • It’s about what will Students DO NOT what they will use. • High Tech %$#@# Verbs http://hightechcscopeverbs.wikispaces.c om/
  • 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.
  • Task Process CONTENT Product http://maps.playingwithmedia.com/ Solution
  • 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
  • World wide In the district In the school In the class
  • 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
  • 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
  • Academic task set in academic setting Academic task set in a real setting Real task set in academic setting Real task set in real setting
  • For Real? • Kathy Schrock’s Authentic Learning http://www.schrockguide.net/authenticlearning.html • WebQuests https://sites.google.com/site/thebrookly nninewebquest/
  • 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
  • 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.
  • 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.
  • Where do YOU go to find ideas? http://tinyurl.com/GodleyFindAResource.
  • My PLN
  • http://tinyurl.com/twitterchatcalendar
  • http://twitterforlearning.weebly.com/
  • www.twitter.com/search • Search for topic • Search for hashtag http://www.cybraryman.com/edhashtag s.html
  • Pinterest • My Pinterest Board http://www.pinterest.com/traciegcain/boards/ • Janet Corder’s Educational Boards http://www.pinterest.com/janet_corder/ • Commerce Curriculum Boards http://www.pinterest.com/curriculumtools/ • 25 Best EdTech Pinterest Boards http://fluency21.com/blog/2013/01/15/the-25-bestpinterest-boards-in-educational-technology/
  • Blogs • iLearn Technology http://ilearntechnology.com/ • Free Technology for Teachers http://www.freetech4teachers.com/ • Teach 100 - http://teach.com/teach100 – – Edudemic - http://www.edudemic.com/ TeachThought - http://www.teachthought.com/ • Keep up with Blogs with Feedly http://www.youtube.com/watch?v=S4J8FJC-zQw
  • Other Websites: • Graphite http://www.graphite.org/ • Thinkfinity http://www.thinkfinity.org/community/th inkfinity-resources
  • H HIGHER ORDER THINKING E ENGAGED LEARNING A AUTHENTIC CONNECTIONS T TECHNOLOGY USE http://coachingheat.wikispaces.com/ http://www.loticonnection.com/
  • Tasks • Create a video tutorial to use in conjunction with your lesson. • Post your video tutorial to your portfolio.