“What level of cognitive complexity are students operating at,” asks Dr. Chris Moersch, “when using technology in the classroom?” Technology, asserts Dr. Moersch, needs to be used to think and reason.
“It doesn’t matter how much money you throw at it (spending on technology) if you’re using it at a low level,” says Dr. Desiree Marks-Arias. “What is the potential for using technology at its highest level?”
H.E.A.T., developed by Dr. Chris Moerch, is a student learning framework about using technology to develop higher-order questioning and learner engagement through real-world connections. H.E.A.T. stands for Higher-order thinking, Engaged learning, Authentic connections, and Technology use. LOTI and HEAT are related frameworks; see how they align.
H.E.A.T provides a context to assess student learning experiences at the operational curriculum level. By turning up the H.E.A.T., students are given the chance to apply or transfer critical content to contextual situations that involve high levels of engagement, critical thinking, and increased relevance.
1. Evidence of content and language proficiency objectives including language structure and function.
2. Support for social and academic language is present through learner interactions, social contexts, visual representation of text, vocabulary, sentence structure, and questioning.
3. Non-linguistic representation is available through graphic organizers, thinking maps, pictures, and visuals.
4. Collaboration is integrated at all levels of instruction.
5. Opportunities are available for students to develop oral language, speaking, listening, reading, and writing skills commensurate with individual proficiency.
6. Instructional design and support for language proficiency is differentiated and includes learning strategies appropriate to language learners strategies.
(ELPS#3: Non-linguistic representation is available through graphic organizers, thinking maps, pictures, and visuals.)
(ELPS #5: Opportunities are available for students to develop oral language, speaking, listening, reading, and writing skills commensurate with individual proficiency.).
Students can take advantage of a concept introduced by Stephen Krashen (1996) known as "Narrow listening." When practicing narrow listening, students:
"Narrow viewing," a related technique, adds visual context by making a video, not just aural, recording. Visual context is a powerful aid to comprehension and thus acquisition (Source: Stephen Krashen)
Mapping digital representations of learning can be one significant way to make thinking visible. Some ways to accomplish that include:
The benefits of creating these types of items in your classroom is that they allow for a combination of audio/video and text in an engaging way. What are some of the ways student-created ebooks are used in your classroom?
If you are not familiar with flipped learning (#flippedlearning Twitter chat is nice to get caught up), here is how I describe it to others:
In a typical flipped classroom, students listen to pre-recorded video lectures before class and perform other learning activities in class. In this flipped structure, students are exposed to material before class via videos and readings, and they attain deeper knowledge in class via activities. Why would you want to go to the trouble of doing flipped learning? Because the research says it works. I like to point folks to 10 Published Findings and Studies that offer qualitative and quantitative results in support of flipped learning, as well as Sophia Learning’s Flipped Classroom online course (free!). And keep in mind that flipped learning can work with students of any age.
Greater than fifty percent of learners are non-linguistic. This involves students generating a representation of new information that does NOT rely on language. Robert Marzano says “the average effect [of using non-linguistic representation] includes a seventeen percentile point gain in student achievement.” Wow.
For language learners, consider that “when students make concept maps, idea webs, dramatizations, and other types of nonlinguistic representation, they are actively creating a model of their thinking.” Building virtual worlds in Minecraft: Education Edition can “encourage exploration and experimentation by allowing learners to manipulate their learning experience and visualize results. When students then explain their models, they are putting their thinking into words” (Source).
Here are some research-based benefits of audio over text reading:
One incredible Office 365 tool is the Immersive Reader. It offers various features such as:
These tools can help English Language Learners as they learn to break down words and phrases and improve their English literacy. Enhanced reading can also lead to enhanced writing, as my own story can attest.
Step 1 – Create Content
The tools for creating content have never been easier to use. Consider the following:
If you haven’t used Book Creator, it is an excellent, collaborative ($) ePub creation tool boasting over 15 million ebooks. It works on Chromebooks, iOS, Android, and Windows devices. Book Creator allows you to create a simple ePub without media or an enhanced ePub with video, audio, and more embedded. Read their blog for TONS of ideas.
This versatility means you can create content on an iPad/iOS device and share it with a wide variety of audiences. You can also share it to cloud storage (e.g. Dropbox, iCloud, Google Drive, or iCloud). It also supports the creation of digital comic books, something your students will love. That’s amazing!
Step 2 – Publish Content
If your district doesn’t have its own online space where staff and students can publish video, audio, and images, you can take advantage of Google Apps for Education with its unlimited storage, Microsoft for Education‘s OneDrive with one terabyte of space to house content, or YouTube. There really isn’t any reason why you can’t share content with a global audience.
Step 3 – Share, Share, Share
Once content is shared online, consider creating a district (or classroom) clearinghouse for awesome content in a Google Site, Microsoft’s OneNote, or a web-based sharing platform. This can be organized by grade level, reading level, etc.