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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
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.
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