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g n . i Tu r n T . A . H.E


Bernajean Porter AKA 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.us In skype: BernajeanPorter In Twitter: BernajeanPorter In Second Life: Bernajena Pinazzo

Laurie King Laurie 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.com via Skype: lakingaz via Twitter: lakingaz in Second Life: Tingaling Ling

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Extreme Make-Overs: Crafting Engagingly H.O.T. Student Tasks Outcomes Use Turning up the H.E.A.T. Tactics Understand LOTS vs HOTS Verbs Identifying TYPES of Communication Transforming from CLOSED Questions to OPEN Questions Identifying Engaging Student-Centered Strategies Developing Real-World Collaborative (G.R.A.S.P.S) Tasks Increasing the Value of Technology Uses in Designing 21st Century Tasks Agenda Topics Opening: Go-Arounds Group Process: Gathering Session Strategies Topic: Outcomes, Agenda and Norms Group Process: Turning up the H.E.A.T. on THE REPORT assignments Learning Partners: Using the H.E.A.T. Place Mat Organizer for THE REPORT Topic: Introducing “H” for Higher Order Thinking Topic: Introducing “E” for Engaged Students Topic: Introducing “A” for Authenticity of Task Topic: 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-Overs Learning Partners: Developing BEFORE and AFTER Posters Learning Partners: Recording Digital Notes of BEFORE and AFTER Posters Group Process: Gallerywalks to “Pepper” BEST Appealing Ideas Closing Finale

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Archaeology Unit

Project/Assignment Title: Type of Communication: Grade Level:

Content Area: Social Studies

6th Grade

Duration of Project: 4-5 weeks

Professional Profile List the number of clock hours of technology training / coaching in the last five years

352 hours

List the number of clock hours of curriculum design & assess connecting content & technology in last five years 35+ Check your experience as a technology user: Beginner Confident user

x Capable of teaching others

How frequently do you incorporate technology with your lessons/units? 1-2 times a year Monthly Weekly Daily

x

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) Students were expected to understand the purpose, processes and procedures of archaeology.

2. How did you and your students know the expected learning(s) were achieved? Students were assessed on the “civilization” they created, the “artifacts” they created, and the slideshow they created to report their findings and conclusions.

3. How did making the technology product support or accelerate students reaching the learning goals? 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.

4. Indicate the preparation tasks students participated in before developing the product. Check all that apply: Pre-Planning Tasks

Assessment Tasks

x Story boarding

Idea mapping Flow charting Note cards Other__________________

x x

Outlining Developing topic / purpose Creating one draft Creating more than one draft

Rubric developed by students Other__________________

Research Tasks At least 2 Number of Sources Expected ___________ Interviews

Surveys

Drawings/Paintings

Data Tables/Charts

Process Tasks

x Rubric provided by teacher x Team building Rubric developed w/ x Time management students

Peer review/Conferencing Editing/revising Other_________________

x Internet Sites Video/TV x Books/Magazines/Newspapers

CD-ROMs

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)

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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 1.Personal expression 2.Myths/folk tales 3.Short story New! Docu-drama

Information/Expository Types 4.How-to directions 5.Biographies 6.Summary reports 7.Book reports

Persuasive 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

Collaborative Environment Types 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

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BLOOMS Transforming Learning

Adapting Learning Information Consumers

Information Producers

LOTS + CLOSED Questions

HOTS + OPEN Questions

1. Remember 2. Understand 3. Apply

Using EXISTING information

BEYOND existing information

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4. Analyze 5. Evaluate 6. Create


About What! 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. • 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.

Transforming with Reasoning/Thinking (OPEN) Questions

So What DECISION-MAKING

AN ACTION PLAN

INVENTING

Asking SO WHAT tasks students to

Asking NOW WHAT requires

Asking WHAT IF invites students

analyze the facts in order to make

students to develop a plan of action

to synthesize information in order

an evidence-based decision or

that analyzes the facts to shape a

to generate plausible alternatives or

conclusion. (analysis)

quality, evidence-based resolution.

likely scenarios to worthy issues or

(analysis)

situations. (synthesis)

• 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?

• 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?

What IF

Now What

1

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Notes

2

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3

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Media Making Decision Making Flow Chart 1. Choose your TYPE of Communication

2. Choose your MODE of Communication

3. Choose Your Tool Comic Life

Public Service Announcement (PSA)

Comics/ Graphic Novels

Web-based StoryCreator

OO PowerPoint

Docu-drama

Web Pages Dreamweaver

Describe & Conclude

Podcasting (audio only)

Audacity

Enhanced Podcasting (audio plus images)

Photostory

Movie Maker Analyze & Conclude

Movie Making

Video Studio

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Using Technology To Turn Up The H.E.A.T. In Your Classroom!

H

igher 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

E

ngaged

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)

A

uthenticity

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!

T

echnology 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 ! page twelve 5

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速 2009


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

Round 1: ___________

• Share your ranking AND why with tablemates

Round 2: ___________

Round 3: ___________

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Notes

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Turning Up the HEAT- Adams 12  

THe handout for Turnign up the H.E.A.T. used in the Adams 12 School Distirict

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