Lead team dec 18 mtg heat v2

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  • 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.
  • Lead team dec 18 mtg heat v2

    1. 1. H.E.A.T. 101<br />Lead Team Meeting<br />December 18, 2009<br />
    2. 2. CREATING<br />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.<br />Bloom’s Web 2.0 Taxonomy (revised)<br />EVALUATING<br />Checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring, blog commenting, reviewing, posting, moderating, collaborating, networking, refactoring, judging, considering, relating, weighting, supporting, appraising.<br />ANALYSING<br />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.<br />APPLYING<br />Implementing, carrying out, using, executing, running, loading, playing, operating, hacking, uploading, sharing, editing, choosing, producing, preparing, drawing, dramatizing, solving, generalizing, sketching, organizing. <br />UNDERSTANDING<br />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. <br />REMEMBERING<br />Recognizing, listing, describing, defining, reciting, stating, selecting, labeling, memorizing, identifying, retrieving, naming, locating, finding, bullet pointing, searching, highlighting, googling, bookmarking.<br />
    3. 3.
    4. 4.
    5. 5. Q:<br />
    6. 6. <ul><li>Higher order thinking,
    7. 7. Engaged learning,
    8. 8. Authentic connections,
    9. 9. Technology use</li></li></ul><li>H.E.A.T.<br /><ul><li>Q:</li></li></ul><li>At your table, share your thoughts.<br />Have one person record your discussion at<br />http://etherpad.com/rAAh5k34Px<br />
    10. 10.
    11. 11. H.E.A.T.<br />
    12. 12. <ul><li>Higher order thinking,
    13. 13. Engaged learning,
    14. 14. Authentic connections,
    15. 15. Technology use</li></li></ul><li>Q:<br />
    16. 16. H.E.A.T. Analysis: (Low Level/High Level)<br />CategoryLow/High<br />◦ Higher order thinking: ____<br />◦ Engaged learning: ____<br />◦ Authenticity: ____<br />◦ Technology use: ____<br />
    17. 17. Higher order thinking: (Low to High)<br />Criteria<br />◦ (1)Students taking notes only; no questions asked<br />◦ (2)Student learning/questioning at knowledge level<br />◦ (3)Student learning/questioning at comprehension level <br />◦ (4)Student learning/questioning at application level<br />◦ (5)Student learning/questioning at analysis level<br />◦ (6)Student learning/questioning at synthesis/evaluation levels<br />
    18. 18. H.E.A.T. Analysis: (Low Level/High Level)<br />CategoryLow/High<br />◦ Higher order thinking: ____<br />◦ Engaged learning: ____<br />◦ Authenticity: ____<br />◦ Technology use: ____<br />
    19. 19. Engaged learning (Low/High):<br />Criteria<br />◦ (1)Students report what they have learned only<br />◦ (2)Students report what they have learned only; collaborate with<br />others<br />◦ (3)Students given options to solve a problem<br />◦ (4)Students given options to solve a problem; collaborate with<br />others<br />◦ (5)Students help define the task, the process, and the solution<br />◦ (6)Students help define the task, the process, and the solution;<br />collaboration extends beyond the classroom<br />
    20. 20. H.E.A.T. Analysis: (Low Level/High Level)<br />CategoryLow/High<br />◦ Higher order thinking: ____<br />◦ Engaged learning: ____<br />◦ Authenticity: ____<br />◦ Technology use: ____<br />
    21. 21. Authenticity (Low/High):<br />Criteria<br />◦ The learning experience:<br /><ul><li> (1)is missing or too vague to determine relevance
    22. 22. (2)represents a group of connected activities, but provides </li></ul> no real world application<br /><ul><li> (3)provides limited real world relevance,
    23. 23. (4)provides extensive real world relevance, but does not </li></ul> apply the learning to a real world situation<br /><ul><li> (5)provides real world relevance and opportunity for </li></ul> students to apply their learning to a real world<br /> situation<br /><ul><li> (6)is directly relevant to students and involves creating a </li></ul> product that has a purpose beyond the classroom <br /> that directly impacts the students<br />
    24. 24. H.E.A.T. Analysis: (Low Level/High Level)<br />CategoryLow/High<br />◦ Higher order thinking: ____<br />◦ Engaged learning: ____<br />◦ Authenticity: ____<br />◦ Technology use: ____<br />
    25. 25. Technology use (Low/High):<br />Criteria<br />◦ (1)No technology use is evident<br />◦ (2)Technology use is unrelated to the student task<br />◦ (3)Technology use appears to be an add-on and is not needed <br />or task completion<br />◦ (4)Technology use is somewhat connected to task completion <br />which involves one or more applications<br />◦ (5)Technology use is directly connected to task completion which involves one or more applications<br />◦ (6)Technology use is directly connected and needed for task completion and students determine which applications would best address their needs<br />
    26. 26. H.E.A.T. Analysis: (Low Level/High Level)<br />CategoryLow/High<br />◦ Higher order thinking: ____<br />◦ Engaged learning: ____<br />◦ Authenticity: ____<br />◦ Technology use: ____<br />
    27. 27. Why<br />H.E.A.T. ?<br />
    28. 28. Daggett’s<br />
    29. 29. 21st Century Skills & Themes<br />
    30. 30. N.E.T.S *A, *T, *S skills<br />
    31. 31.
    32. 32. Instructional Strategies<br />Reinforcing Effort<br />Providing Recognition<br />Homework and Practice<br />Setting Objectives & Providing Feedback<br />Summarizing and Note taking<br />Non-linguistic Representations<br />Cues, Questions, and Advance Organizers<br />Cooperative Learning<br />Identifying Similarities and Differences<br />Generating and Testing Hypotheses<br />
    33. 33. TC2<br />Understanding by Design<br />
    34. 34. Multi-taskers<br />Desire Instant Rewards<br />Engaged in Social Networking<br />Parallel Processors<br />Demand Information Quickly<br />Need Instant Gratification<br />Digitally-Proficient<br />Prefer Multimedia over Text<br />
    35. 35. How would you prefer to use your mobile device for schoolwork?<br />
    36. 36. H.E.A.T.<br />

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