Tu rning Up The

H E A T. . . .

www.dysart.org/heat

Day 1

9:00 Welcome

9:30 Higher Order Thinking

10:25 Break

10:35 Engagement

12:00 Lunch

1:00 Authenticity

2:00 Break

2:10 Transforming uses of Technology

3:00 Dismiss

Day 2

9:00 Community Circle

9:30 Work Time

10:30 Tool Time

10:40 Work Time

11:40 Tool Time

12:00 Lunch

1:00 Tool Time

1:15 Work Time

2:15 Tool Time

2:25 Final Touch Work Time

2:45 Community Circle

3:00 Dismiss

page one

Agenda

H E

A T

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

page two

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

H

page four

Create

Evaluate

Analyze

Apply

Understand

Remember

Bloom’s Taxonomy H

Notes

page five

H

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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E

2

Notes

page seven

E

3

AR

igor Relevance F

ramew

orkRigor

Relevance

AB

CD

4

Notes

page nine

A

5

Technology Focus - Essential Learning Ta s k sIntegrating is “just-in-tim

e” technology skills as need-ed for learning content standard s / p ro j e c t s■

Co m

p l ex learning and thinking tools ■

Com

munity learning tools

■Assessm

ent tools ■

Productivity toolsused to construct meaning, and

p roduce information useful to others

In s t ructional Fo c u sSt u d e n t - c e n t e red, constructivist pedagogy■

Teacher talk is “new stories w

ith new tools.”

Technology uses enable new learning tasks not possi-

ble without technology

■Student roles expand to include explore r s ,p roducers of know

ledge, comm

unicators ands e l f - d i rected learn e r s

■Teacher roles expand to include facilitators,designers, learners, and re s e a rc h e r s

■L e a rning and assessm

ent practices are changed■

Students initiate technology uses as they create theirow

n learning experiences ■

Re s e a rch is sustained inquiry for original thinkingand conclusions useful to others

■Teachers view

technology as essential for deve l o p m e n t

of higher-order thinking skills (HO

T S )

Staff Developm

ent FocusEssential skills and practices are articulated, expect-ed, supported and m

easured for allteachers. Ade-

quate funding of at least 30% of technology budget

is in place.

TE

CH

NO

LO

GY

AN

DL

EA

RN

ING

SP

EC

TR

UM

Technology Focus - Op t i o n a l / A

d a p t i ve Learn i n gTa s k sIntegrating is translated into “use it for som

ething,anything…

just use it”■

Drill and pra c t i c e

with content softw

are■

In s t ructional games

■Productivity toolsused to adapt assignm

ents/tasksg i ven in the pastw

ithout technology ■

Cu r r i c u l u mp rovides “t o p i c s” for technology uses

In s t ructional Fo c u sTe a c h e r - c e n t e red, D

i rect In s t ruction pedagogy■

Teacher talk is “same stories w

ith new tools” –

t h e re is confusion that new tools m

ake newi n s t ructional stories.

Technology uses are adapted/provided but still option-al for traditional curriculum

goals.■

Teacher and student roles remain the sam

e■

L e a rning/assessment practices are unchanged

■Student experiences depend upon teacher dire c t e da s s i g n m

e n t s■

Re s e a rch is “go look up” and “tell me back”

■Teachers view

technology as interesting but optionaland not necessary to achieve present curriculum

goals

Staff Developm

ent FocusParticipation and support w

hile encouraged is stilloptional as w

ell as unfocused. Staff development

funding is inadequate – less than 30% of total tech-

nology budget supports staff development.

Technology Focus - Ac q u i ri n g / Pr a c t i c i n gTe c h n o l o gy Sk i l l s“ Ju s t - i n - c a s e” technology skills are acquired for possi-ble future needs■

Li t e racy c l a s s e s■

L e a rning h a rd w a re and softw

are■

St u d e n t sp rojects are technology focused rather thanexpecting standards to intentionally drive the use oft e c h n o l o gy for learn i n g

■Cu r r i c u l u m

p rovides “t o p i c s” for technology uses

In s t ructional Fo c u sTe c h n o l o g y - c e n t e red pedagogy■

Teacher talk is “t e c h n o l o gy talk” rather than “learn i n gt a l k .”

Technology uses are organized for their own sake

■Acquiring and assessing technical skills

■O

f f e red as separate and/or optionale x p e r i e n c e s / p ro g ra m

s■

Al l owed w

hen “real work” is com

pleted or considere da l t e rn a t i ve / “re w

a rd” activities■

Re s e a rch done to learn tools and pro c e s s e s■

Teachers view technology as som

ething to learn or do

Staff Developm

ent FocusD

esignated “experts” tend to be self-initiating inlearning on their ow

n. Other interested staff m

ostlylearn on their ow

n time and ow

n dime.

Tran

sform

ing U

sesA

dap

ting U

sesTech

no

logy Literacy U

ses

Gra

ppling’s

T

6

page eleven

Notes T

7