Increasing Rigor with H.E.A.T.
Using H.E.A.T. as a Lens
INCREASING STUDENT RIGOR WITH H.E.A.T.
This free course introduces H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use) as a lens to go beyond the lesson plan to what is actually happening with students. Many times the activities that the teacher plans do not result in the expected output from students. H.E.A.T. provides a common language to discuss and measure student output in a way that is tied to evidence-based practices. The LoTi team hopes that these resources will inspire you to turn up the H.E.A.T. in your classroom, school, and/or district.
In a digitally-charged learning environment, the key is to turn up the H.E.A.T. on student learning. H.E.A.T. is an acronym that is synonymous with digital-age learning (i.e., 21st Century Skills) and represents Student Output in terms of student: Higher order thinking, Engaged learning, Authentic connections, and Technology use.
Assignment: Be Able to Explain the Basis of H.E.A.T.
Use the three links below to explore the basis of H.E.AT. before exploring each of the components.
H.E.A.T. Components
H- HIGHER ORDER THINKING
Higher order thinking represents the level of student cognition. Does the process or product of the learning experience align with the thinking level called for in the content standard and prompt student cognition at the higher levels?
- Creating: For students to be creating they must create something that did not exist before. Think “polyester.” A product at the creating level will inspire laughter, tears, or a “wow.”
- Evaluating: The evaluation level should go beyond which choice is best or worst and explore the “why” of the student’s choice.
- Analyzing: Students should go beyond an examination of the data and include a synopsis of what they learned from breaking down the data.
- Applying: Students contextualize integrated skills or knowledge to apply a new skill or piece of information to a new situation with potential consequences.
- Understanding: Students show what they know by describing, summarizing, and explaining isolated skills or information.
- Knowing: Students show what they know by “filling in the blank,” and by reciting, reporting, researching factual information that is reported back to the teacher in a format that strongly resembles their source of information.
Below are resources to help you review your understanding of Bloom's Taxonomy. As you review the resources, consider the following questions.
- How does your understanding of the higher levels of cognition influence your teaching strategies?
- How often are your students asking questions at the higher levels of cognition?
- What strategies have you used to facilitate more rigorous thinking from your students?
READING: This article is geared toward how different apps connect to Bloom's Taxonomy. While the list of apps may or may not be relevant for your classroom, the descriptions of the different Bloom's levels are helpful to understanding this first component of H.E.A.T.
EDUTOPIA- K-5 IPAD APPS ACCORDING TO BLOOM'S TAXONOMY
VIDEO: This video highlights a process called “Low-stakes writing” that is used across grade levels and content areas to help students build comfort with sharing and developing their thoughts through writing.
LOW STAKES WRITING- WRITING TO LEARN, NOT LEARNING TO WRITE
E- ENGAGED LEARNING
Engaged learning represents the degree to which students make decisions and connect to other learners during the learning process. Are they merely reporting back distilled information to the teacher or are they involved in identifying a problem and finding a solution that possesses both personal and social importance? Engaging the learner extends beyond simple compliant behavior, but moves the learner toward active involvement in the classroom. Engaged students generate their own essential questions relating to the content and exhibit the ability to make broad connections with the content.
Below are resources to help you to review your understanding of Engaged Learning. As you review the resources, consider the following questions.
- What is the difference between engaged behavior and compliant behavior from your students?
- What opportunities do you provide students to collaborate with one another to define the task, the process, and/or the solution in your lessons?
READING: CLARIFYING PRACTICE VERSUS PROBLEM
Quote from LoTi Guy Speaks Blog Post:"A teacher-directed problem possesses the following characteristics:
- invites multiple solutions
- possesses a real-world context
- requires higher order thinking (applying and above)
- elicits student's natural curiosity"
READING: EDUTOPIA: VOICE AND CHOICE: IT’S MORE THAN JUST "WHAT"
Quote from article: "Not only can voice and choice create more engagement in learning but giving students agency can also empower them to become self-directed learners. Voice and choice can allow students to explore their passions and feel honored for their ideas and opinions. We should all be providing more voice and choice, not creating walls to stifle these things."
VIDEO: INQUIRY-BASED LEARNING: FROM TEACHER-GUIDED TO STUDENT-DRIVEN
Quote from supporting article: "We’re really looking at students being creative problem solvers," explains Odean. "For example, if students are reading a common text together, or posing questions about how they’re relating to the text, or how they think it might impact the world, there may not be one answer for that. As we start to pose those questions, we’re hoping that students start to pose those questions for themselves in a way that they can create an inquiry. Teachers are guiding with higher-level questions to really get students thinking and learning how to question themselves."
A- AUTHENTIC CONNECTIONS
Authentic connections represent activities people might actually do in the real world through real-life issues, themes, and/or problems.
- Do students have opportunities to make connections between isolated skills or concepts and the context of the bigger picture?
- The degree of authenticity may fluctuate depending on the age and background of the learner. All authentic assessments possess the following attributes: (1) allow for multiple solutions, (2) relate to student’s prior knowledge, (3) have personal meaning, (4) are challenging, and (5) employ complex thinking processes.
Below are resources to help you to review your understanding of Authentic Connections. As you review the resources, consider the following questions:
- Do your lessons reflect what students experience in their real life?
- Are there opportunities for students to connect the content they are learning to activities beyond the classroom?
READING: KEEPING IT REAL: AUTHENTIC CONNECTIONS FOR STUDENTS IN THE CLASSROOM
Quote from LoTi Guy Speaks Blog: "One of the easiest ways to infuse greater authenticity into student learning experiences is by integrating one of more 21st Century Themes into the learning experience. These themes include: Global Awareness, Economic Literacy, Health and Wellness Awareness, and Civic Awareness."READING: ASCD BOOKS- INCREASING STUDENT LEARNING THROUGH MULTIMEDIA PROJECTS
Quote from Chapter 3 Making a Real-World Connection- "This chapter details 10 ways to make real-world connections throughout the learning process.- Connecting through student interests
- Connecting through student experiences
- Connecting through significant issues
- Connecting through interaction
- Connecting to the future" (more...)
VIDEO: STEAM + PROJECT-BASED LEARNING: REAL SOLUTIONS FROM DRIVING QUESTIONS
- Interested in what's happening in the world
- Engaged in their own learning
- Taking ownership of their education and how they'll apply it later in life
- Collaborating naturally to solve problems -- both the problems presented by their teachers and the issues they face every day."
T- TECHNOLOGY USE
Technology Use represents the level in which digital tools and/or environmental resources are used to bolster the level of student cognition. Does the use of these tools increase student engagement, and/or pave the way for greater relevance or authenticity relating to the learning experience?
- If the answer is “Yes” to this question, then the use of various learning technologies ranging from online media tools to online graphing programs is appropriate and highly desired.
- If the answer is “No”, then the use of technology becomes nothing more than an add-on and is not needed for task completion.
Below are resources to help you review your understanding of Technology Use. As you review the resources consider the following questions:
- Do students use self-selected digital resources to accomplish learning outcomes beyond conventional strategies?
- Are there opportunities for students to use technology tools to anchor their learning in your lessons?
READING: TECHNOLOGY TOOLS FOR 21ST CENTURY LEARNING
Quote from LoTi Guy Speaks Blog Post- "Teachers have a unique responsibility to balance the students’ desire to use technology tools with the need to keep students safe online while consistently moving ahead with their curriculum objectives."
VIDEO: EDUTOPIA- AN INTRODUCTION TO TECHNOLOGY INTEGRATION
Quote from video introduction: "Integrating technology with classroom practice can be a great way to strengthen engagement by linking students to a global audience, turning them into creators of digital media, and helping them practice collaboration skills that will prepare them for the future." Read a short introductory article.