lesson plan

Go to www.tinyurl.com/godleyportfoliosand see your colleagues definitions of 21st Century Learning.

GODLEYSession 2:Creating High H.E.A.T. Lessons

21st Century Academy

Tracie Cain, Instructional Technologisttcain@esc11.net

www.esc11.net/edtech/traciewww.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.

• Create a high HEAT lesson plan and related materials

• Post your lesson plan and materials to your portfolio blog.

Tasks

HIGHER ORDER THINKINGENGAGED LEARNINGAUTHENTIC CONNECTIONSTECHNOLOGY USE

HEAT

HIGHER ORDER THINKINGH6 – 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

Under-standing

Rememb-ering

Wright, Shelley, Powerful Learning PracticeFlipping Bloom’s Taxonomy

tinyurl.com/creationfff

It’s about what will Students DONOT what they will use.

• High Tech %$#@# Verbshttp://hightechcscopeverbs.wikispaces.com/

ENGAGED LEARNINGE6 – 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.

Product

Task

Solution

Process

CONTENT

http://maps.playingwithmedia.com/

Give Students Voice and Choice

• What do you want to create today?http://maps.playingwithmedia.com/

• Show what you knowhttp://learninginhand.com/blog/show-what-you-know-using-web-mobile-apps-infographic.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/Collaborative+Tools

• Skype in the Classroomhttps://education.skype.com/projects

• Google Hangouts in the Classroomhttp://www.edutopia.org/blog/educators-schools-google-hangouts-mary-beth-hertz

AUTHENTIC CONNECTIONSA6 – The learning experience is directly relevant to

students and involves creating a product that has apurpose beyond the classroom that directly impactsthe 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/authentic-learning.html

• WebQuestshttps://sites.google.com/site/thebrooklynninewebquest/

REAL WebQuests• 7 parts of a WebQuest

http://www.uni.edu/coe/ci/240-020/webquests/webquestparts.html

• Beginners’ Guide to Weeblyhttp://help.weebly.com/beginners-guide.html

TECHNOLOGY USET6 – 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.

RedefinitionTech allows for the creation of new tasks, previously inconceivable.

ModificationTech allows for significant task redesign.

AugmentationTech acts as a direct tool substitute, with functional improvement.

SubstitutionTech acts as a direct tool substitute with no functional change.

Transfo

rmatio

nEn

han

cem

en

t

SAMR in 120 Seconds

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 hashtaghttp://www.cybraryman.com/edhashtags.html

Pinterest• My Pinterest Board

http://www.pinterest.com/traciegcain/boards/

• Janet Corder’s Educational Boardshttp://www.pinterest.com/janet_corder/

• Commerce Curriculum Boardshttp://www.pinterest.com/curriculumtools/

• 25 Best EdTech Pinterest Boardshttp://fluency21.com/blog/2013/01/15/the-25-best-pinterest-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:

• Graphitehttp://www.graphite.org/

• Thinkfinityhttp://www.thinkfinity.org/community/thinkfinity-resources

HIGHER ORDER THINKINGENGAGED LEARNINGAUTHENTIC CONNECTIONSTECHNOLOGY USE

HEAT

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.