The H.E.A.T. rubric was created to help gauge the level of student output in the learning process. Whereas LoTi (Level of Teaching Innovation) represents teacher input (i.e., how a teacher plans, executes, and evaluates a learning experience), H.E.A.T. represents the net effect of the output as measured by Higher order thinking, Engaged learning, Authentic connections, and Technology use. Each of the categories comprising H.E.A.T. constitute separate and unique dimensions of digital-age learning. This post helps to demonstrate the unique characteristics of all four categories.
Higher order thinking refers to a student's level of cognitive processing (e.g., analyzing, synthesizing) within the learning experience; Engaged learning refers to the purposefulness of the learning experience. Authentic connections represent the level of real world application while Technology use illustrates the seamless integration of digital assets. To illustrate this difference, I have included three sample activities involving the novel, Of Mice and Men. Each sample has the same student level of cognitive processing, but varying levels of student engagement, authenticity, and technology use in the learning process.
Sample 1 - Literature: Of Mice and Men
Task: At the end of the story, George kills his only friend and companion and all of his dreams die with him. Do you think that George was right in his actions? Think carefully about the events in the story and then put together evidence for your decision using Inspiration.
Higher-order Thinking:
Student learning/questioning at analysis level
Student learning/questioning at synthesis/evaluation levels
Engaged Learning:
Students report what they have learned only
Authenticity:
The learning experience represents a group of connected activities, but provides no real world application
Technology Use:
Technology use is directly connected to task completion involving one or more applications
Sample 2 - Literature: Of Mice and Men
Task: You and your partner are the co-casting directors for the movie adaptation of the novel, Of Mice and Men. The studio executives have invested heavily in this movie production and it is critical that your team select the "best" actors to assume the role of George and Lenny. Submit a proposal to the studio as to the two actors your team would recommend for the upcoming movie and provide justification for your selection. You are also advised to include your team's rubric that outlines the criteria used in your decision-making process.
Student learning/questioning at analysis level
Student learning/questioning at synthesis/evaluation levels
Engaged Learning:
Students given options to solve a problem; collaborate with others
Authenticity:
The learning experience provides limited real world relevance, but does not apply the learning to a real world situation
Technology Use:
Technology use is directly connected to task completion involving one or more applications
Sample 3 - Literature: Of Mice and Men
Task: One of the main themes in Of Mice and Men focuses on violence. The number of reported cases of acts of violence in the United States has risen by 10% from 2007 to 2008. Are reported acts of violence in your community higher or lower than the national average? How aware is your community about these acts of violence? Is there a particular profile for an individual susceptible to acts of violence? Did either main character from Of Mice and Men fit this profile? Your task is to conduct an information search about acts of violence in your community and then take action (if any action is needed) relating to this topic for your community. In other words, you decide what action is needed in your community, justify your decision, and then take action!
Higher-order Thinking:
Student learning/questioning at analysis level
Student learning/questioning at synthesis/evaluation levels
Engaged Learning:
Students help define the task, the process, and the solution; collaboration extends beyond the classroom
Authenticity:
The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students
Technology Use:
Technology use is directly connected and needed for task completion and students determine which application(s) would best address their needs
The above examples illustrate the symbiotic relationship among each of the four constructs comprising the H.E.A.T. rubric. They also show that the level of one construct does not necessarily dictate the level of another (e.g., Higher order thinking and Engaged learning).
