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g n . i Tu r n T . A . H.E
www.dysart.org/heat
Agenda Day 1
Day 2
9:00 Welcome
9:00 Community Circle 9:30 Work Time
9:30 Higher Order Thinking
10:30 Tool Time 10:40 Work Time
10:25 Break
11:40 Tool Time
10:35 Engagement
12:00 Lunch
12:00 Lunch
1:00 Tool Time
1:00 Authenticity
1:15 Work Time 2:15 Tool Time
2:00 Break 2:10 Transforming uses of Technology 3:00 Dismiss
2:25 Final Touch Work Time 2:45 Community Circle 3:00 Dismiss
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Turn Up The H.E.A.T. In Your Classroom!
H
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Archaeology Teacher Lesson Profile H 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
Research Tasks At least 2 Number of Sources Expected ___________ Interviews
Surveys
Process Tasks
x Rubric provided by teacher x Team building Rubric developed w/ x Time management students Rubric developed by students Other__________________
Peer review/Conferencing Editing/revising Other_________________
x Internet Sites Video/TV x Books/Magazines/Newspapers CD-ROMs
Drawings/Paintings
Data Tables/Charts
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)
Bloom’s Taxonomy
Create Evaluate Analyze Apply Understand Remember
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H
Notes
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page five
About What!
E
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
What IF 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?
Now What
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Notes
E
2
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Rigor
D
B
A
3
Rigor Relevance Framework
C A
Notes
A
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Grappling’s Adapting Uses
Technology uses enable new learning tasks not possible without technology ■ Student roles expand to include explorers, producers of knowledge, communicators and self-directed learners ■ Teacher roles expand to include facilitators, designers, learners, and researchers ■ Learning and assessment practices are changed ■ Students initiate technology uses as they create their own learning experiences ■ Research is sustained inquiry for original thinking and conclusions useful to others ■ Teachers view technology as essential for development of higher-order thinking skills (HOTS)
Instructional Focus Student-centered, constructivist pedagogy ■ Teacher talk is “new stories with new tools.”
Technology Focus - Essential Learning Tasks Integrating is “just-in-time” technology skills as needed for learning content standards/projects ■ Complex learning and thinking tools ■ Community learning tools ■ Assessment tools ■ Productivity tools used to construct meaning, and produce information useful to others
Transforming Uses
TECHNOLOGY AND LEARNING SPECTRUMT
Technology Literacy Uses Technology Focus - Optional/Adaptive Learning Tasks Integrating is translated into “use it for something, anything…just use it” ■ Drill and practice with content software ■ Instructional games ■ Productivity tools used to adapt assignments/tasks given in the past without technology ■ Curriculum provides “topics” for technology uses Instructional Focus Teacher-centered, Direct Instruction pedagogy ■ Teacher talk is “same stories with new tools” – there is confusion that new tools make new instructional stories. Technology uses are adapted/provided but still optional for traditional curriculum goals. ■ Teacher and student roles remain the same ■ Learning/assessment practices are unchanged ■ Student experiences depend upon teacher directed assignments ■ Research is “go look up” and “tell me back” ■ Teachers view technology as interesting but optional and not necessary to achieve present curriculum goals
Staff Development Focus Participation and support while encouraged is still optional as well as unfocused. Staff development funding is inadequate – less than 30% of total technology budget supports staff development.
Staff Development Focus Essential skills and practices are articulated, expected, supported and measured for all teachers. Adequate funding of at least 30% of technology budget is in place.
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Technology Focus - Acquiring/Practicing Technology Skills “Just-in-case” technology skills are acquired for possible future needs ■ Literacy classes ■ Learning hardware and software ■ Students projects are technology focused rather than expecting standards to intentionally drive the use of technology for learning ■ Curriculum provides “topics” for technology uses Instructional Focus Technology-centered pedagogy ■ Teacher talk is “technology talk” rather than “learning talk.” Technology uses are organized for their own sake ■ Acquiring and assessing technical skills ■ Offered as separate and/or optional experiences/programs ■ Allowed when “real work” is completed or considered alternative/“reward” activities ■ Research done to learn tools and processes ■ Teachers view technology as something to learn or do
Staff Development Focus Designated “experts” tend to be self-initiating in learning on their own. Other interested staff mostly learn on their own time and own dime.
Notes
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