Student Output =

H.E.A.T.
= Digital Learning

Higher-Order Thinking
The task requires students operating at the higher levels of Bloom’s Taxonomy (e.g., Analyzing, Evaluating, Creating).

6 Student learning/questioning at Evaluating/Creating levels

5 Student learning/questioning at Analyzing level

4 Student learning/questioning at Applying level

3 Student learning/questioning at Understanding level

2 Student learning/questioning at Remembering level
1 Students taking notes only; no questions asked

Engaged Learning
The task asks students to show their “know how” on something important and challenging, not just their knowledge.
6 Students collaborate to define the task, the process, and/or the solution; collaboration extends beyond
the classroom
5 Students collaborate to define the task, the process, and/or the solution
4 Students collaborate to solve a teacher-directed problem with possible options
3 Students solve a teacher-directed problem
2 Students collaborate to report what they have learned with possible options
1 Students report what they have learned only

Authentic Connections
The task reflects what people might actually do in the real world—real life issues, themes, and/or problems.
6 The learning experience involves students creating a product that has a ​real-world ​purpose beyond the
classroom that directly impacts ​the students
5 The learning experience provides opportunity for students to apply their content understanding to a real
world situation
4 The learning experience focuses on students exploring/discussing real-world content connections
3 The learning experience emphasizes real-world content connections made by the teacher
2 The learning experience represents a group of connected activities, but does not connect the content to
the real world
1 The content of the learning experience is missing or too vague to determine relevance

Technology Use
Digital and/or environmental resources are used in a seamless fashion to promote student learning.
6 Students use self-selected digital resources to accomplish learning outcomes beyond conventional
strategies
5 Students use self-selected digital and/or environmental resources to accomplish learning outcomes
4 Students use teacher-directed digital and/or environmental resources to accomplish learning outcomes
3 Teacher leads whole group learning with digital and/or environmental resources
2 Students’ use of digital and/or environmental resources appears to be an add-on or is not needed for
task completion
1 Digital and/or environmental resources are (1) not available, (2) not used, or (3) not directly connected to
the learning

MORE INFO: www.loticonnection.com • Fred Saunders • fred@loticonnection.com ©2016 LoTi

 H.E.A.T. FRAMEWORK
H E
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Technology Authentic
Use Connections

MORE INFO: www.loticonnection.com • Fred Saunders • fred@loticonnection.com ©2016 LoTi