Webinar Title:
SMART Notebook Lesson Activity Toolkit: Using the Lesson Activity
Toolkit to Address Higher-Order Thinking Skills (Gr. 4-9) Webinar
with Candace Beaton
General Synopsis: This recorded webinar will highlight the Lesson Activity
Toolkit that is available to educators who use Notebook Software on their
SMART Board interactive whiteboards. Participants will be taken on a guided
tour of the toolkit and shown strategies for using the activities within the toolkit to
create engaging, interactive activities that address higher-order thinking skills.
The activities and examples in this webinar are specific to Grades 4 to 9 Learning
Outcomes; however, the activities modeled can be adapted for a range of grades
levels and subject areas.
This guide is intended for Professional Learning Communities, instructional
leaders or self-paced study to help guide instruction, conversations and
reflections on using the Lesson Activity Toolkit to address higher-order thinking
skills.
Note: Before viewing or using this webinar, you may find it useful to download
the accompanying Notebook File from:
http://erlcdpl.wikispaces.com/HOTs+with+SMART+Notebook
Time
0:00
12:30
17:18
22:23
25:40
35:17
36:26
47:10
52:29
54:03
1:00:57
Webinar Outline
Clip Information & Key Ideas
Introductions, Welcome and Using the Elluminate Live Tools
Describe Your Experience Using SMART Notebook Software
Considerations when planning using the LAT for Whole Class
Learning, Small-Group Learning and Individual Learning.
Tour of the LAT
The LAT >Activities Folder
Review The Hands-on Task: Create a resource using a LAT
activity.
Recording paused until 47:10 while participants created their own
LAT activity.
Feedback on using the LAT
Participant shares her LAT resource with the webinar group.
During this time, Elluminate Live experienced some technical
issues during application sharing. You may find it beneficial to
move the recording ahead to 1:07:53 when the webinar resumes.
Recording paused to allow time to sort out technical issues.
1:07:53
1:19:20
1:20:55
1:28: 10
1:36:44
Webinar Resumes
Addressing Higher-Order Thinking Skills
Language Arts LAT Timeline Example
LAT> Examples Folder
LAT> Pages Folder
Peer Teaching with the Toolkit
Closing Remarks from Webinar Moderator and Presenter
Note: The following chart gives a break down of the webinar and provides
suggestions on how you could use webinar as a training session or use the
accompanying Notebook file to facilitate your own training sessions. This guide
may also assist with self-paced study by referencing the accompanying
Notebook file pages.
Time
Code
Clip
0:00
Introductions,
Welcome and
Using the
Elluminate Live
Tools
Describe your
experience
with Notebook
Software.
12:30
Clip Information, Key Points &
Suggested Activities to complete
to use this Webinar for your own
PD Sessions.
Notebook p. 1 & 2
 Introduce yourself.
When facilitating a session, it is
important to gain an insight into how
confident participants are using
Notebook Software.
Notebook p. 3
 Ask participants to place an icon
or write with the SMART Board
pen in the area on the timeline
that best describes their
experience with SMART
Notebook Software.
Questions for Extended
Learning Opportunities
What have you found the
most beneficial about using
your SMART Board and
Notebook software in
lessons?
What do you want to learn
as a result of this PD
session?
Notebook p.4
 Ask participants to discuss or
place an icon the area that best
describes their use of the LAT:
Never, Occasionally, Extensively.
Notebook p.5
 Ask participants to identify or
name the grade(s) they teach.
Application Sharing during the Webinar: Candace Beaton shares her Notebook file named:
LessonActivityToolkitERLC. This is available to download from:
http://erlcdpl.wikispaces.com/HOTs+with+SMART+Notebook
17:18 Considerations Note: It is beneficial for participants
for using the
to have access to SMART Notebook
LAT
22:23
Tour of the
LAT
Software throughout this session.
You can also provide participants
with a copy of this Notebook file.
Notebook p.5
 Ask participants in which ways
they use the LAT: Whole Class
Learning, Small-Group Learning
and Individual Learning.
 Discuss ways of students using
Notebook Software: computer
lab, one-one programs, etc.
Notebook p.6
 What is the LAT?
 Click on the box to fade in the
definition.
 Highlight that all the activities
and templates are customizable.
What LAT activities have
you used with whole group,
small group or individual
learning opportunities?
Notebook p. 7
 Where is the LAT?
 Remind participants that you can
access the LAT from the Gallery
Tab.
 Mention to participants that we
are using LAT 2.0 and that if
participants are using LAT 1.0
they may want to update to 2.0.
 Point out that today’s session will
focus on the Activities Folder,
Examples Folder and the Tools
Folder.
25:40
The LAT
>Activities
Folder
Notebook p. 8
 Introduce task: Explore and
Create as outlined on p.8
 This section steps you through
two activities from the LAT and
how to customize them. Then
participants are asked to create a
resource based on one of the
activities.
Example 1: Anagram
Live demonstration of how to set up
the Anagram Activity.
 Open a blank Notebook page
and pull out the Anagram
Activity.
 Point out the ? and Edit button.
Mention that the ? gives
instructions on how to use the
activity and the Edit button allows
you to add your own content.
 Demonstrate how use set up the
What are some other uses of
the anagram activity? How
can you incorporate this into
individual or small group
learning activities?

Anagram Activity.
Model how to insert an image
into the clue box. Point out that
you need to wait until the image
box turns yellow. Then it will
accept your image.
Example 2: Sentence Arrange
Live demonstration of how to set up
the Sentence Arrange Activity.
 On a new Notebook file page, go
back to the LAT and bring out the
Sentence Arrange Activity
(Activities>Sentence Arrange).
 Model how to use this activity.
35:17
36:26
47:10
What are some other uses of
the sentence arrange
activity? How can you
incorporate this into
individual or small group
learning activities?
Review the
Task
Notebook p. 8
For those who are familiar
 Ask participants if there are any
with the LAT, think of a new
questions about using the LAT.
and creative way to use one
 Give participants 10 minutes to
of the LAT activities.
create a LAT resource that they
can share with the group.
 You have 10 minutes to create a
resource using the LAT.
Recording paused until 47:10 while participants created their own LAT activity.
Feedback on
Evaluate your LAT activity in
 Point out that by using the LAT
using the LAT
you can quickly and easily create terms of student
engagement and
interactive and engaging
appropriateness of learning
activities to use with your class.
outcome.
Participant Question: How do you
get ride of an image placed in an
image box in the LAT?
Images in images boxes in the LAT
cannot be deleted, but they can be
replaced by dragging a new image
over top of the current one.

52:29
Participant
shares LAT
resource
54:03
During this time, Elluminate Live experienced some technical issues during
application sharing. You may find it beneficial to move the recording ahead to
1:07:53 when the webinar resumes.
Recording paused
1:00:57
–
1:07:53
1:07:53
Where does
your activity
fall in
Ask participants to share the LAT
resource they created with the
whole group or with the person
beside them.
Notebook p.9
 Display page 9 and have
participants identify where on
How do you intend to use
this LAT activity in classwhole group, small group or
individual activity?
What HOTS does your LAT
activity address?
Bloom’s
Taxonomy?

1:10:09
Thinking
outside the
box
Bloom’s Taxonomy their LAT
resource fits?
Often the LAT Addresses
Understanding and Remembering.
Notebook p. 10
 Considerations: Thinking outside
the box
Notebook p. 11
 Curriculum Link 2.4: Create
Original Text. Grade 7,8,9
 We need to try to address the
HOTS.
Language Arts LAT Timeline
Example
Notebook p. 12
 Language Arts Timeline Example:
Individual use of Notebook
Software.
 Note: This example is a screen
shot and is not the actual
interactive timeline.
 The example demonstrates the
use of timeline to create a writing
outline with Topic sentence,
supporting evidence 1, 2, 3 and
conclusion.
 Voting Tool used on the side for
peer editing.
Notebook p. 13
 Instructions on how to use this in
class including use of peer editing.
Notebook p. 14
 Ask participants if they have any
other ways to use the Timeline
activity.
1:11:28
Participant Question: Where is the
vote tool?
In the LAT>Tools Folder>Voting Tool
1:19:20
LAT>
Examples
Folder
Notebook p.15 and 16
 Point out where the Examples
folder is in the LAT and explain
that there is one example of every
activity in the LAT.
 These examples are provided to
give you an idea of how to use the
LAT activities in class.
 Ask participants how many have
looked at the Examples Folder.
 Give participants 5 minutes to view
some of the examples in this
folder.
How can we address higher
order thinking skills using the
LAT and Notebook
software?
What are other ways to use
the Timeline activity in any
subject area to address
HOTS?
Give feedback on some of
the LAT examples in the
Examples Folder: Which
ones could they use in
class? Which ones need to
be improved upon? What
other ways can we use
these activities?
1:20:55
LAT> Pages
Notebook p.17 and 18
 Point out where to locate the
Pages Folder.
 Ask participants if they have used
these Pages before?
 You may want to bring out an
example page to show what they
look like.
 The LAT Pages Folder is different
from the Activities Folder because
these Pages do not have Flash in
them.
Example Page: Target
Notebook p. 19
 How can we use this page?
Notebook p. 20
 What is the HOTS? Evaluate
Notebook p. 21
 How was it created?
 LAT>Pages>Target Page.
 Edit the title by double clicking on
it with the selector tool.
 Then drag the number of labels
you will need from the infinitely
cloned label. (If you want to
change the text on the infinite
cloner label, you will need to rightclick on it and de-select the infinite
cloner. Then complete the
following steps.
 To change the text on the labels,
first click on the drop-down menu
and grouping> ungroup. Then you
can double click and type your
label. Once it is typed you need to
regroup your text and label by
selecting both the text box and the
label box at the same time. Then
click on the object drop down
menu and select Grouping>Group.
1:25:22
Example Page: Ranking
Notebook p. 22
 Discuss ways in which this could
be used in class: whole group,
small group and individual activity.
Notebook p. 23
 Ask: What is the HOTS? Evaluate
Notebook p. 24
 Ask: How was this page created?
 LAT>Pages>Ranking
 Double click on label to edit text.
Option: Give participants 10 minutes
What are some advantages
of using the Title Pages?
Collaborative feature with
lesson notes to tell others
how to use your lesson.
What are some other uses of
the Target page?
Think about a topic/objective
you are teaching. Could you
use the target page?
What is the HOTS?
What are some other uses of
the Ranking page?
Think about a topic/objective
you are teaching. Could you
use the ranking page?
What is the HOTS?
1:28:10
Peer
Teaching with
the Toolkit
to create a page using one of the
Pages from the LAT Page Folder. Ask
Participants to share the page with a
colleague or the group.
Notebook p.25
 Ask participants what the benefits
of using peer teaching are.
Example: Category Sort:
Notebook p.26
 Create character profile for each
character in Cowboys Don’t Cry.
 Discuss use of the category sort
(text) to create character profiles.
1:32:53
Peer
Teaching with
the Toolkit
Notebook p. 27
 What is the HOTS? Creating when
student creates it.
 Point out that you may want to
share the taxonomy with students
and challenge them to make a
resource that is higher up the
taxonomy.

Notebook p.28
Example: Rock Cycle
 Curriculum link to Rock Cycle
Notebook p.29
 Display p 29 and review the task
given to students: Research the
Rock Cycle using an activity in the
LAT.
Sentence Arrange Example
Notebook p. 30
 Show this example using
Sentence Arrange to identify steps
in the rock cycle.
 Note: This is a screen shot of the
sentence arrange activity not the
interactive LAT activity.
Notebook p.31
 Ask participants: What’s the
HOTS?
1:33:50
Peer
Teaching with
the Toolkit
Notebook p. 32 & 33
 Can you think of an activity in the
LAT that would allow students to
demonstrate an understanding of
the characteristics of Rocks and
What peer teaching projects
have you used in their
classrooms?
How could this be used as
an individual, small group or
whole class activity?
What are some other uses of
the category sort activity?
What are some LAT
activities students could use
to research the rock cycle?
What are the HOTS?
What classroom
considerations do we need
to take into account when
asking students to create
LAT activities?
How can we build in success
for students who are less
able? How can we extend
those who are more able?
How could you use this in
class for a different topic
area?
Minerals?
1:36:44
1:39:00
Closing
Remarks from
Webinar
Moderator and
Presenter
Notebook 34:
 Point out that there are many other
tools are in the LAT such as click
and reveals, interactive dice,
dominoes, random group
generator, etc.
 Give participants 10 minutes to
explore the Tools Folder and ask
them to identify some tools and
ways they could use them in class.
What prior knowledge of
notebook software do
students need before they
can complete something like
this?
Notebook p. 35
 For further support or resources,
see: www.teachingsmart.ca or
contact
[email protected]
 Take questions and comments.
Reflect on today’s learning.
Identify one change they will
implement as a result of this
PD session.
End of Recording
Note: There is also a Notebook file names Images available from:
http://erlcdpl.wikispaces.com/HOTs+with+SMART+Notebook. This Notebook files contains links
to copy-right free image websites for you to use on your SMART Board or in your Notebook files.