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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2

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Notes

3

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4

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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5

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

6

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