Do you have the HOTS for Technology?

1. Do you have the HOTS for Technology? Karen Amster Holly Cain Jedidiah Rex

2. HOTS EngagingClassroom Activity Lesson Plan N. E. T. S. Technology

3. NETS National Educational Technology Standards One of the goals of this instruction is that you gain the ability and desire to infuse your teaching with technology. This is not technology for the sake of technology, but to create the best, most efficient, and student-focused learning experience possible. This lesson aligns with NETS Standard IIIc which states “Teachers apply technology which develops students’ higher order skills and creativity” If you would like more information about NETS, you may visit the ISTE website by following the link below.  http://www.iste.org/inhouse/nets/cnets/teachers/t_stands.html

4. Cluster A HOTS (Higher Order Thinking Skills ) Objective: Use Bloom’s Taxonomy to identify activities which challenge students to use HOTS.

5. Bloom’s Taxonomy • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge Higher levels

6. Lower Level Bloom’s Knowledge :Recalling previously learned material Who, what, when, where, how, list, define, tell, identify, show Comprehension:Understanding and interpreting material Summarize, describe, interpret, paraphrase, give examples Application:Using the information and applying concepts and principles to new situations How would you use? demonstrate how

7. Higher Level Bloom’s Analysis : Breaking a concept down into its parts Compare / contrast, order, explain, arrange Synthesis: Doing something new and different with the information Create, develop, design, formulate, modify, plan Evaluation: Judging the information according to some set of criteria and stating why Appraise, critique, decide, evaluate, justify, support

8. Bloom’s Taxonomy • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge Higher levels

9. Additional Bloom’s Examples Use the story of “Goldilocks and the Three Bears” to move through the levels of Bloom’s Taxonomy. http://www.ops.org/reading/blooms_taxonomy.html Another Bloom’s Chart: http://www.teachers.ash.org.au/researchskills/dalton.htm#Synthesis Explanations and examples of Bloom’s Taxonomy http://education.calumet.purdue.edu/vockell/edpsybook/bloom/bloom's_taxonomy.htm

10. Click on the button next to the “hotter” learning activity - the one in which students are using the higher level of Bloom’s thinking. A: Students are divided into small groups. They are to locate Palestine on a map and research and discuss the unrest in the Middle East over the past fifty years. B: Students across the hall are working in small groups to try to come up with a plan to divide Palestine. The groups will share their solutions and then the class will judge which plan they feel would be acceptable to the most people in the Middle East.

11. Which activity is hotter? • In one class the students are asked to list the • types of pollution they have seen in the community. • B. In another class the students are attempting to solve the pollution problem in the pond beside the school. A. Students are asked to predict what Locke’s view of the Iraq War would likely be. B. A philosophy teacher asks students to explain Locke’s views on war.

12. Which activity is hotter? A. Restate the major arguments why plantation owners kept slaves. B. Take on the role of an Abolitionist and defend your position in a debate against a slave owner about reasons for and against slavery. A. A Military History class studied the tactics of Julius Caesar and Napoleon. The students are to predict which of these leaders would have been more successful against the South at Bull Run. B. Students are to list the strengths and weaknesses of both leaders.

13. Which activity is hotter? A. Mrs. Monarch’s group is studying bugs and insects. Mrs. Monarch has taught the class the characteristics of insects, and she is taking the students outside to observe bugs and take digital photographs. When the students return to the classroom, they use a Field’s guide to identify the bugs and write a description of each. Then, looking for common characteristics, they devise a scheme to group the bugs. They post their results to their class webpage. B. Mrs. Longhop’s group is going outside and taking pictures of anything that moves. They will come inside and draw all the creatures they saw in the environment on a large mural. Students will list the animals in their journals and classify them mammal, bird, insect, reptile, other.

14. Which activity is hotter? A. Students are to draw and label five plants and list requirements for their ideal growth. B. This class has studied about different habitats and ecosystems. Now they are studying botany. Students are to design their own plant that would be best adapted to live in a desert climate.

15. Practice Test – Cluster A Turn to the Cluster A Practice Test page in the workbook. When you have completed the exercise, click the mouse button to continue the training.

16. Practice Test AnswersVerbs to describe 3 highest Bloom’s Levels

17. Before you can successfully teach a lesson and implement technology…… Lesson Plan you’ll need to develop this……

18. Popcorn Nutrition Lesson Plan Content Area: Mathematics, Health, Science Grades: 3-5 Content Standards: Science: Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. Math: Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem. Create tables to record, organize and analyze data Learners: Third graders in a socio-economically and ethnically diverse heterogeneous class. Students enjoy hands-on projects and group work. One student has diminished hearing. Objectives: Students will compare nutritional levels of snack foods. Students will work in pairs and correctly calculate differences in nutritional value and decide which foods represent the best nutritional value. Procedure: Share with students the nutrition information contained on the nutrition panel on the packages of several common foods – potato chips, pretzels, goldfish, twinkies. Students will fill in a provided chart with information from packaging, comparing foods and identifying those that are lowest in calories per serving and sugar per serving . Assessment: Students will be assessed on the completeness and accuracy of their responses recorded on the nutritional chart. A score of at least 8 correct responses is expected.

19. Popcorn Nutrition Lesson Plan Content Area: Mathematics, Health, Science Grades: 3-5 Content Standards: Science: Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. Math: Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem. Create tables to record, organize and analyze data Learners: Third graders in a socio-economically and ethnically diverse heterogeneous class. Students enjoy hands-on projects and group work. One student has diminished hearing. Objectives: Students will compare nutritional levels of snack foods. Students will work in pairs and correctly calculate differences in nutritional value and decide which foods represent the best nutritional value. Procedure: Share with students the nutrition information contained on the nutrition panel on the packages of several common foods – potato chips, pretzels, goldfish, twinkies. Students will fill in a provided chart with information from packaging comparing foods and identifying those that are lowest in calories per serving and sugar per serving . Core issue: theme or topic of lesson plan Nutrition – mathematics, health, science

20. Popcorn Nutrition Lesson Plan Content Area: Mathematics, Health, Science Grades: 3-5 Content Standards: Science: Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. Math: Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem. Create tables to record, organize and analyze data Learners: Third graders in a socio-economically and ethnically diverse heterogeneous class. Students enjoy hands-on projects and group work. One student has diminished hearing. Objectives: Students will compare nutritional levels of snack foods. Students will work in pairs and correctly calculate differences in nutritional value and decide which foods represent the best nutritional value. Procedure: Share with students the nutrition information contained on the nutrition panel on the packages of several common foods – potato chips, pretzels, goldfish, twinkies. Students will fill in a provided chart with information from packaging comparing foods and identifying those that are lowest in calories per serving and sugar per serving . Content standards Define the knowledge, concepts, and skills that students should acquire in a particular subject area at each grade level.

21. Popcorn Nutrition Lesson Plan Content Area: Mathematics, Health, Science Grades: 3-5 Content Standards: Science: Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. Math: Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem. Create tables to record, organize and analyze data Learners: Third graders in a socio-economically and ethnically diverse heterogeneous class. Students enjoy hands-on projects and group work. One student has diminished hearing. Objectives: Students will compare nutritional levels of snack foods. Students will work in pairs and correctly calculate differences in nutritional value and decide which foods represent the best nutritional value. Procedure: Share with students the nutrition information contained on the nutrition panel on the packages of several common foods – potato chips, pretzels, goldfish, twinkies. Students will fill in a provided chart with information from packaging, comparing foods and identifying those that are lowest in calories per serving and sugar per serving . Assessment: Students will be assessed on the completeness and accuracy of their responses recorded on the nutritional chart. A score of at least 8 correct responses is expected. Objectives Describe what your students are expected to learn as a result of your instruction. Assessment Measures learning outcomes

22. Popcorn Nutrition Lesson Plan Content Area: Mathematics, Health, Science Grades: 3-5 Content Standards: Science: Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. Math: Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem. Create tables to record, organize and analyze data Learners: Third grades in a socio-economically and ethnically diverse heterogeneous class. Students enjoy hands-on projects and group work. One student has diminished hearing. Objectives: Students will compare nutritional levels of snack foods. Students will work in pairs and correctly calculate differences in nutritional value and decide which foods represent the best nutritional value. Procedure: Share with students the nutrition information contained on the nutrition panel on the packages of several common foods – potato chips, pretzels, goldfish, twinkies. Students will fill in a provided chart with information from packaging comparing foods and identifying those that are lowest in calories per serving and sugar per serving . Method of Instruction

23. Popcorn Nutrition Lesson Plan Content Area: Mathematics, Health, Science Grades: 3-5 Content Standards: Science: Nutrition is essential to health. Students should understand how the body uses food and how various foods contribute to health. Recommendations for good nutrition include eating a variety of foods, eating less sugar, and eating less fat. Math: Analyze and solve multi-step problems involving addition, subtraction, multiplication and division using an organized approach, and verify and interpret results with respect to the original problem. Create tables to record, organize and analyze data Learners: Third graders in a socio-economically and ethnically diverse heterogeneous class. Students enjoy hands-on projects and group work. One student has diminished hearing. Objectives: Students will compare nutritional levels of snack foods. Students will work in pairs and correctly calculate differences in nutritional value and decide which foods represent the best nutritional value. Procedure: Share with students the nutrition information contained on the nutrition panel on the packages of several common foods – potato chips, pretzels, goldfish, twinkies. Students will fill in a provided chart with information from packaging comparing foods and identifying those that are lowest in calories per serving and sugar per serving . Learner characteristics: meet the needs of all the students.

24. Practice Test – Cluster B It is now time to complete the next part of your practice test. After you complete the next part of the practice test you may visit the next pages to check your work.

25. Create a New Amendment Lesson Plan Subjects: Language Arts, Social Studies - Government, Ed. Technology Grade Levels: 10th grade Learners: These students are above-average readers with good discussion skills, who enjoy working in groups. They have developed skills in using productivity software. Standards: BENCHMARK » Analyze the evolution of the Constitution through post-Reconstruction amendments and Supreme Court decisions. INDICATOR-Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court decisions including: Plessy v. Ferguson; Brown v. Board of Education; Regents of the University of CA v. Bakke INDICATOR - Explain why the 19th and 26th Amendments were enacted and how they affected individuals and groups. Objectives: Students will gain a greater understanding of the amendments to the Constitution, demonstrate critical thinking & creative thinking skills, as they develop a new amendment • Core Issue – Government, Amendments to the Constitution. • Core issue is the theme or topic of lesson. b. Content Standards define the knowledge, concepts, and skills that students should acquire in a particular subject area at each grade level.

26. Lesson Plan – Creating a New Amendment continued,,, Procedure: Review and discuss with students the important points of the amendments to the Constitution. Discuss the guidelines for adding a new amendment to the Constitution.   Tell students to imagine that they have been appointed to committees to create a new amendment. Have students brainstorm ideas for the new the amendment. Write their ideas on the board.   Divide the class into small groups. Have each group choose one of the ideas. Students work together to create a proposal for their idea and present it to the class. have students create their proposals as PowerPoint presentations. Assessment: After listening to the presentations, have each student write down the one amendment he or she thinks should be added to the Constitution with support. Tally the choices and note the top choice on the board. c. Method of instruction: Whole group and small group

27. Create a New Amendment Lesson Plan Subjects: Language Arts, Social Studies - Government, Ed. Technology Grade Levels: 10th grade Learners: These students are above-average readers with good discussion skills, who enjoy working in groups. They have developed skills in using productivity software. Standards: BENCHMARK » Analyze the evolution of the Constitution through post-Reconstruction amendments and Supreme Court decisions. INDICATOR-Examine the U.S. Constitution as a living document by analyzing its evolution through amendments and Supreme Court decisions including: Plessy v. Ferguson; Brown v. Board of Education; Regents of the University of CA v. Bakke INDICATOR - Explain why the 19th and 26th Amendments were enacted and how they affected individuals and groups. Objectives: Students will gain a greater understanding of the amendments to the Constitution, demonstrate critical thinking & creative thinking skills, as they develop a new amendment • d. Learner Characteristics: • Above-average readers • Good discussion skills • Good computer skills • Enjoy working in groups • Plan to meet the needs of all the students.

28. Choosing Media & Technology

29. This or That?

30. Objectives for Cluster C The objectives for this section are that you will be able to: • Create technology infused instruction. • Choose technology that is beneficial to learning, interesting and engaging for students.

31. This is a list of technology that you have used in class and may have experienced elsewhere. • MS Word • MS PowerPoint • Windows Movie Maker • Internet • Cell Phone • Computer • Video Games • Digital Camera • Scanner After reviewing this list turn to the technology list in your packet and add any additional technology with which you are familiar. Keep this list handy as you will refer back to it.

32. Compatible? Beneficial? Effective? Assistive?

33. Compatible Compatibility means that the technology or technologies that you choose are a natural fit for your lesson. Employing MS Word to write a paper is an example of compatibility.

34. Beneficial A technology is beneficial if it does not hinder the teaching or learning of the lesson content. The technology should be transparent allowing the student to focus on the lesson content. A beneficial technology also enhances the lesson, adding new dimensions to the lesson.

35. Effective To be effective, a technology must be free from bugs or glitches that otherwise make the use of that technology difficult. A technology must also be accessible to the students, not difficult to learn.

36. Assistive Assistive technologies are those that allow a student to participate in a lesson to the fullest capacity. An example of an assistive technology might be text reader software for a visually impaired student. This Assistive Computer is specially equipped with large-print keyboard, touch-screen, scanner, trackball and software to help the disabled and the blind.

37. FYI For further information regarding assistive technology you may visit the following links: Catalog of a variety of technological assistive products: http://www.lssproducts.com/category/assistive_technology Classroom Technology Demonstration: http://www.youtube.com/watch?v=8GK8Idf4bBI Icommunicator - assistive tech for deaf: http://www.youtube.com/watch?v=DmDVEvJYQV4

38. Practice Test – Cluster C It is now time to complete the next part of your practice test. Please turn to question #3 in your packet and then proceed to the next slide.

39. Question 3 List two technologies (For this question the technologies will be wordprocessing software and web-page creation software. Please refer to the “Birthstone Project” lesson plan in your packet.) you would use in the learning experience of this lesson and then answer the following questions giving supporting reasons: a. How is this technology compatible with the lesson goals? b. How does this technology match to student skills and time constraints? c. How do you know this technology is beneficial to the student’s learning of the lesson? d. How could this technology be adapted to be accessible to all students in this learning population? • After completing question #3 in your packet, proceed to the next slides • for answers and explanations for each part of the question.

40. 3a. a. How is this technology compatible with the lesson goals? Answer: The technologies implemented in this lesson support curriculum as well as NETS standards. The use of word-processing software such as MS Word fits well in the context of an English/Language Arts lesson by requiring the students to develop cover pages, table of contents and bibliographies. The use of Hyperstudio allows the students to tie together all the various items they created into one multimedia presentation. It was the culminating experience for the project.

41. 3b. b. How does this technology match to student skills and time constraints? Answer: As it is planned, the technology is an effective match to the student skills and the time constraints set within the lesson plan. There isn’t a timeline stated within the lesson plan, and so one may assume that the students were given ample time to complete their projects. It is apparent from the “Comments,” that the technology was very accessible to the students and a good match to their current technological skill level.

42. 3c. c. How do you know this technology is beneficial to the student’s learning of the lesson? Answer: The technology allows the student to focus on the lesson content without being obtrusive. The technology promotes rehearsal of the content material which will encourage long-term memory of the material. As the students create their projects they must continually practice the Language arts skills within the lesson, as well as the study skills (pacing) to complete the project within a given time frame.

43. 3d. d. How could this technology be adapted to be accessible to all students in this learning population? Answer: Making sure that there are adapted hardware such as oversized keyboards and track-ball mice available for students that would need them would make this technology more accessible.

44. You have finished with Cluster C and are now ready to start Cluster D Don’t stop now, you’re almost there!

45. HOTS - Evaluation - Synthesis - Analysis EngagingClassroom Activity Lesson Plan N. E. T. S. - Compatible ? - Beneficial ? - Effective ? - Assistive ? Technology

46. Cluster D – Mental Challenge Now that you have this great understanding of Higher Order Thinking Skills, lesson planning, and a personalized technology list; how are you going to put them all to use in fully designing an effective instructional activity?

47. Review of Clusters A, B, C • Cluster A covered the different levels of Bloom’s Taxonomy. Do you remember the 3 highest levels? • Cluster B covered the basics of a lesson plan. Do you remember the basic components? • Cluster C covered the basics of choosing effective and beneficial technology. Do you remember your list of technology?

48. Objective for Cluster D • Given lesson plan information, learners will design components of a full activity which uses technology to foster student learning on the higher levels of Bloom’s Taxonomy.

49. Overview of Components This will include : • Teacher’s Actions- what the teacher will be doing during the instruction period • Students’ Actions- what the students will be doing during the instruction period • Culminating Activity- what the student will do to demonstrate newly acquired knowledge

50. Teacher’s Actions, Bloom’s • Example: 9th Grade Mathematics Lesson: Famous Mathematicians In History The teacher will introduce the concept of the history of mathematics and famous mathematicians. He/she will then use a SmartBoard to show websites with information about famous mathematicians. He/she will ask students to imagine what would happen if different mathematicians from across time could email or text message each other. Other duties include: assigning names/partners, allowing time for research and preparation/presentation, and grading of end results. Level of Bloom’s Taxonomy: Synthesis