turning up the heat- adams 12
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Tu rning Up The
H E A T. . . .
Bernajean PorterAKA writer, speech and debate coach, inventor, auntie, teacher of possibilities, media maker, futurist, master of survival techniques when working with adolescents, professional speaker, technology consultant, teacher of teachers, long-term technology user, promoter of anything that increases joy, spirit and outrageous possibilities in all aspects of life for kids and adults and now. . . a digital storytelling guide and Second Life learner. Also known as Bernajena Pinazzo in Second Life. Likes: Watching stars, designing group events, mountain living, learning anytime anywhere, moon glows, adventure travel, can-do attitudes, mangoes, magic, building community spirit, lilacs, ATVing mountain trails, a good story and living life juicy! Dislikes: Rules of all kinds. Loose ends. Stale strawberry licorice. People insisting on having their negative and limiting beliefs. Letting worst fears rule the day. Having narrow choices. And milking cows. Pet Philosophy: Da Um Jeitinho – there is always a way
Contact Bernajean:
via email: Bernajean@DigiTales.usIn skype: BernajeanPorterIn Twitter: BernajeanPorterIn Second Life: Bernajena Pinazzo
Laurie KingLaurie is somewhat obsessed with transforming classrooms into 21st Century learning environments. Laurie believes that technology empowers students to collaborate, communicate, and create in ways not possible without the technology. Laurie loves the internet, laptops, cell phones, web cams, and laughing. Laurie hates desks, podiums, worksheets, and the status quo.
Contact Laurie:www.transformingteaching.com
via email: lakingaz@me.comvia Skype: lakingazvia Twitter: lakingazin Second Life: Tingaling Ling
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Extreme Make-Overs: Crafting Engagingly H.O.T. Student Tasks
OutcomesUse Turning up the H.E.A.T. TacticsUnderstand LOTS vs HOTS Verbs Identifying TYPES of Communication Transforming from CLOSED Questions to OPEN QuestionsIdentifying Engaging Student-Centered StrategiesDeveloping Real-World Collaborative (G.R.A.S.P.S) TasksIncreasing the Value of Technology Uses in Designing 21st Century Tasks
Agenda Topics
Opening: Go-AroundsGroup Process: Gathering Session StrategiesTopic: Outcomes, Agenda and Norms
Group Process: Turning up the H.E.A.T. on THE REPORT assignmentsLearning Partners: Using the H.E.A.T. Place Mat Organizer for THE REPORT
Topic: Introducing “H” for Higher Order ThinkingTopic: Introducing “E” for Engaged StudentsTopic: Introducing “A” for Authenticity of TaskTopic: Introducing “T” for Technology’s Added-Value
Group Process: Practicing H.E.A.T. Ranking (Apple Standards/Science Experiment)Group Process: Practicing H.E.A.T. Ranking (Graphic Novels & Comic Books)
Topic: Sharing the Journey of BEFORE and AFTER EXtreme Make-OversLearning Partners: Developing BEFORE and AFTER PostersLearning Partners: Recording Digital Notes of BEFORE and AFTER PostersGroup Process: Gallerywalks to “Pepper” BEST Appealing Ideas
ClosingFinale
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42
Archaeology Teacher Lesson Profile
Research Ta s k s
Number of Sources Expected ___________ Drawings/Paintings Internet Sites Vi d e o / T VInterviews Surveys Data Tables/Charts CD-ROMs Books/Magazines/Newspapers
Pre-Planning Ta s k sStory boarding Idea mapping Flow charting Note cards O t h e r __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
O u t l i n i n gDeveloping topic /p u r p o s eCreating one draftCreating more than oned r a f t
Assessment Ta s k sRubric provided by teacherRubric developed w/ s t u d e n t sRubric developed by s t u d e n t sO t h e r __ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Process Ta s k sTeam buildingTime management Peer review/ConferencingE d i t i n g / r e v i s i n gO t h e r_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Project/Assignment Ti t l e:
Type of Communication:
Grade Level: Content A r e a: Duration of Project:
Professional Profile
List the number of clock hours of technology training /coaching in the last five years
List the number of clock hours of curriculum design & assess connecting content & technology in last five years
Check your experience as a technology user:B e g i n n e r Confident user Capable of teaching others
How frequently do you incorporate technology with your lessons/units?1-2 times a year Monthly Weekly Daily
Comments about your own technology experience learning:
1. At the end of this lesson, what did you expect your students to deeply understand and/or be able to do?(Please attach lesson plan or other describing documentation)
2. How did you and your students know the expected learning(s) were achieved?
3. How did making the technology product support or accelerate students reaching the learning goals?
4. Indicate the preparation tasks students participated in before developing the product. Check all that apply:
Rank the overall subject/topic competency demonstrated by this student’s product 0 1 2 3 (HIGH)
Rank the overall quality of the craftsmanship demonstrated by the student’s product 0 1 2 3 (HIGH)
Rank the overall benefits of using technology resources to learn this subject/topic 0 1 2 3 (HIGH)
Archaeology Unit
6th Grade Social Studies 4-5 weeks
352 hours
35+
Students were expected to understand the purpose, processes and procedures of archaeology.
Students were assessed on the “civilization” they created, the “artifacts” they created,
and the slideshow they created to report their findings and conclusions.
Students were expected to make a presentation to the class discussing the progress of their dig and the
conclusions about the discovered “civilizations.” Creating a slideshow is motivating and an excellent
way to present to the class. Using the digital camera and QTVRis also motivating.
x
x
At least 2
x
xx
xxx
xx
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CODING LESSON TASK for H.E.A.T.
Title AND Learning Task
Bloom’s Taxonomy
Knowledge (Remember) of existing information: define, report, list, tell
Comprehension (Understand) of existing information: describe, summarize, discuss
Application (Apply) of existing information: translate, interpret, apply, solve
Analysis (Analyze) of existing information: compare, contrast, criticize, debate
Synthesis (Evaluate): invent, develop, hypothesize, design
Evaluation (Create): predict, evaluate, judge, appraise, critique
TYPE of Communication
Narrative Types Information/Expository Types
1.Personal expression 4.How-to directions
2.Myths/folk tales 5.Biographies
3.Short story 6.Summary reports
New! Docu-drama 7.Book reports
Persuasive Types Collaborative Environment Types
8.Advertisements / Public Service
9.Describe and conclude
10.Analyze and conclude
11.Analyze and persuade
12.Compare and contrast
13.Cause and effect
New! Documentary
14.Participatory (users contribute on-going content to author’s product) Watch IF content is summary report telling ABOUT!
Mode of Communication:
Bloom’s Verb (DOK) What would you recommend to make it even an even HOTTER task?
TYPE of Communication
Online scoring guides for digital products: http://www.digitales.us/evaluating/scoring_guide.php Prepared by Bernajean@DigiTales.us
1. Remember2. Understand3. Apply
Information ConsumersLOTS + CLOSED Questions
UsingEXISTINGinformation
Information ProducersHOTS + OPEN Questions
4. Analyze 5. Evaluate 6. Create
BEYONDexisting
information
Adapting Learning Transforming Learning
BLOOMS
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Asking students to report ABOUT a topic requires them to research, gather, and report known facts using CLOSED
questions. Student work demonstrates being information consumers of existing facts.
1
• Write a report ABOUT the planets in our solar system.
• Create a PowerPoint ABOUT the Civil War.
• Write a book report ABOUT your favorite novel.
• Create a website or podcast ABOUT your home town.
DECISION-MAKING AN ACTION PLAN INVENTING
Asking SO WHAT tasks students to analyze the facts in order to make an evidence-based decision or conclusion. (analysis)
Asking NOW WHAT requires students to develop a plan of action that analyzes the facts to shape a quality, evidence-based resolution. (analysis)
Asking WHAT IF invites students to synthesize information in order to generate plausible alternatives or likely scenarios to worthy issues or situations. (synthesis)
• What invention of the 20th Century has had the greatest impact?
• Does it matter if animals are extinct? • What makes a human being smart?• Are there really aliens?• Who is the greatest running back? • Why should high-energy physics
research continue to be funded by the United States government?
• Can novel XXX be justifiably banned to students in our schools?
• Who would Abraham Lincoln give his “swing vote” to in this presidential election?
• What is ONE invention you couldn’t live without today?
• What makes a great leader?• Should we be afraid of snakes?
• Salmon are endangered - now what?• The auto industry is almost bankrupt -
now what?• What would you do to create a habitat
that would make your animal happy and healthy in your local zoo ?
• What is the most economical plan to reduce the impact of zebra mussels on the Great Lakes ecosystem?
• How would you solve the problems caused by urban deer? Include no more than two strategies?
• How would you develop a healthy lifestyle plan for a client profile (famous, family or friend)
• Animals are becoming extinct - now what?
• The main character of a book is struggling with a conflict – now what?
• There are school bullies - now what?
• How would you design and build a car IF you needed to increase the fuel mileage?
• What IF ALL insects were eliminated?• What IF humans could live forever?• How would you design and market
XXXX product IF it needed less environmental impact?
• What IF you could invent a “green laws” bill for local lawmakers to pass - what would you recommend that was doable and makes the highest impact?
• What IF you were asked to design an ideal habitat for a favorite animal to be moved into your community’s zoo?
• What IF people stopped shopping?• What would you choose to create IF
you designed an invention that would most benefit to your schoolmates?
So What
NowWhat
WhatIF
Transforming with Reasoning/Thinking (OPEN) Questions
About What!
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Notes
3
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1. Choose your TYPE
of Communication2. Choose your MODE
of Communication
3. Choose Your Tool
Comics/
Graphic Novels
Web Pages
Podcasting
(audio only)
Movie Making
Comic Life
Web-based
StoryCreator
OO
PowerPoint
Dreamweaver
Audacity
Photostory
Enhanced
Podcasting
(audio plus
images)
Movie
Maker
Video Studio
Media Making Decision Making Flow Chart
Public Service
Announcement
(PSA)
Docu-drama
Describe &
Conclude
Analyze &
Conclude
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Using Technology To Turn Up The
H.E.A.T. In Your Classroom!
Higher Order Thinking
Remember- define, duplicate, list, memorize, recall, repeat, reproduce state
Understand- classify, describe, discuss, explain, identify, locate, recognize, report, select
Apply- choose, demonstrate, dramatize, illustrate, interpret, operate, schedule, solve, use, write
Analyze- appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine
Evaluate- appraise, argue, defend, judge, select, support, value, evaluate
Create- assemble, construct, create, design, develop, formulate
Engaged
Teacher-directed using CLOSED questions culminating in summary reports
Teacher organizes for student choice using CLOSED questions (summary reports)
Students help define tasks, processes, assessments for products (input) using CLOSED questions
Teacher-directed opportunity to solve a complex problem using OPEN questions (persuasive)
Students help define the task, the process, assessment (input) using OPEN questions (persuasive)
Students guided to take responsibility for developing OWN tasks (based on mastering a topic or
concept), using OPEN questions, managing their tasks, selecting TYPE/MODE/TOOLS, and
delivering a solution/product (persuasive)
Authenticity
Relevance missing with context too vague; no collaboration;
product not useful or beneficial beyond teacher
Relevant to curriculum goals; no collaboration; product not useful
or beneficial beyond teacher
Limited real-world relevance (simulated connections); no collaboration; product useful to student
Replicates relevant, real-world tasks; no collaboration; product useful to student
Replicates relevant, real world tasks; collaboration w/ others; product useful to student and peers
Replicates relevant, real world tasks; collaboration w/ others; product useful and beneficial to
community - student work contributes to community in making a difference!
Technology Use
Technology used BUT content is superficial - students learning / practicing tech skills (NOTS)
Technology use connected to content but role of students is primarily info consumers (LOTS)
Technology use connected to content with role of students as information producers (HOTS)
Created by Bernajean Porter and Laurie King ! ® 2009page twelveDuplication without Written Permission Prohibited
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JIGSAW Ranking
Outcomes• To familiarize yourself with the HEAT indicators • To experience Turning Up HEAT thinking with student work
For each ROUND of student work - number off at tables with four letters: H.E.A.T. Working with a learning partner
• Review the indicators for your letter• Watch the student work• Rank the student product for your letter and WHY• Share your ranking AND why with tablemates
Round 1: ___________
Round 2: ___________
Round 3: ___________
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Notes
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