LoTi Mentor Certification Day 3 - Cy-Fair ISD, TX - Reflection

Dear Colleagues,

I wish to compliment each of you for your intensity level, dedication, and commitment to high level technology implementation during the LoTi Mentor Certification Institute for the Cy-Fair ISD Secondary Technology Liaisons. You folks were just absolutely awesome!

On our third day of certification, we focused on Certification Tasks #5 (Professional Development Sample involving Performance-Based Assessment and High-Octane Performance Tasks), #6 (EBAM and Castaway), and #9 (Next Steps Action Plan).

Certification Task #5
I was delighted with your ability to take specific content and design a LoTi 3 Culminating Performance Task based on real world applications during the Tic-Tac-Toe portion of the Performance-Based Assessment Activity. This activity forces individuals to make real world connections with their content.

During the High-Octane Performance Task presentation, I highlighted key attributes of a Performance Task:

* Assess student demonstration of critical content
* Incorporate several instructional activities that precede them
* Relate to students’ prior knowledge
* Represent an end-product

I also highlighted key attributes of a "High-Octane" Performance Task:

* Assess student demonstration of critical content
* Incorporate several instructional activities that precede them
* Relate to students’ prior knowledge
* Represent an end-product
* Allow for multiple pathways or solutions
* Require complex thinking strategies
* Have personal meaning or authenticity
* Apply learning to a new situation or context
* Are challenging

By the way, for Certification Task #5 we agreed on two submissions: a high school and middle school version of the LoTi Conference-In-A-Box program

Certification Task #6
After viewing The Castaway with Tom Hanks, we set out to create an EBAM based on Propaganda Strategies during World War 1. Unfortunately, we were unable to push it to a LoTi 4, but the process does point out that sometimes lessons or units are sometimes best served at a LoTi 3 or below depending on the (1) TEKS addressed, (2) readiness levels of students, and (3) TIME.

Certification Task #9
As I mentioned yesterday, Certification Task #9 should concentrate on you implementing higher LoTi levels in your classroom as well as what you can do to support higher levels of technology implementation within your department.

Thank you again for becoming an active participant in the LoTi Mentor Certification Program. As a reminder, your LMC submissions are due no later than November 1st, 2006. In the meantime, if there is any aspect of the program that you would like clarified, please let me know.

Sincerely,

Chris Moersch
chris@learning-quest.com

LoTi Mentor Certification Day 3 - Cy-Fair ISD - July 27th, 2006

Welcome to Day 3 of the LoTi Mentor Certification Institute!

Agenda:

LoTi Narratives
Complex Thinking Exercise: Oreo Cookies
LoTi Certification Process & Submission Date
Expectations for Secondary Technology Liaisons
Performance-based Assessment Exercise
Certification Task #5
Focus Strategies & EBAM
EBAM Challenge
Certification Task #6
LoTi LMC CD
LoTi Skill Sets
Mission Statement

Today, part of our agenda will include our elementary colleagues to the west via video-conferencing.

I look forward to your feedback.

Chris

LoTi Mentor Certification Day 2 - Cy-Fair ISD, TX - Reflection

Yesterday, we focused on several areas impacting instruction, assessment, and technology use in the classroom such as how to conduct an extreme technology makeover (remember the lesson plan on pioneers and westward expansion) as well as how to design individualized professional development plans for staff.

Besides the LoTi Sniff test, I also introduced another concept to help us think about LoTi and the eight stages comprising the LoTi Framework. I used a lava lamp as a metaphor to represent the different levels of LoTi in the classroom. What causes one lesson to be at a higher level than another relates directly to the amount of HEAT generated.

HEAT
- Higher order thinking
- Engaged learning
- Authentic learning experiences
- Technology tools

As a group, we also discussed issues impacting technology use in the classroom. Provided below are citations supporting higher levels of technology use in the classroom.

Technology use coupled with effective instructional strategies can improve student achievement.

* Marzano, Robert. J. What works in schools: translating research into action. ASCD: Alexandria, Virginia. 2002.
* Center for Applied Research in Educational Technology (CARET). ISTE. http://caret.iste.org/
* LoTi Connection. Learning Quest. Inc. http://www.loticonnection.com
* The George Lucas Educational Foundation. http: www.edutopia.org
* North Central Regional Educational Laboratory. http://www.ncrel.org/tech/
* eMints National Center. http:///www.emints.org/evaluation/reports

Technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization.

* Baker, E. L., Gearhart, M., & Herman, J. L. (1994). Evaluating the Apple classrooms of tomorrow. In E. L. Baker H. F. O'Neil, Jr. (Eds.), Technology assessment in education and training (pp. 173-197). Hillsdale, NJ: Erlbaum.
* Dwyer, D. C., Ringstaff, C., & Sandholtz, J. (1990). The evolution of teachers' instructional beliefs and practices in high-access-to-technology classrooms. Paper presented at the annual meeting of the American Educational Research Association, Boston.
* Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993, September). Using technology to support education reform. Washington, DC: U.S. Department of Education.

Technology can enhance both what and how children learn when used in conjunction with: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts.

* Roschelle, J.M. Pea, R.D., Hoadley, C.M., Gordin, D.N. and Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101
* Papanastasiou, E., Zemblyas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? Journal of Science Education and Technology, 12 (3), 325-332.

We look forward to your comments.

Chris and Sharon

LoTi Mentor Certification Day 1 - Cy-Fair ISD, TX -Reflection

Since the majority of the day was spent "LoTizing" video clips and related learning activities, I wanted to provide you with some additional suggestions when conducting classroom walkthroughs or reviewing student products.

1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.

2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.

3. Whenever possible, use pages 75/76 from your LoTi Mentor Certification manual to help approximate the LoTi of any lesson plan, web-project, or instructional unit.

4. A convenient and easy way to approximate the LoTi of a lesson plan, video clip, or web project is to conduct a LoTi "sniff" test. This sniff test involves the following progression:

What was the...
* Thinking Skill Level (Bloom's Taxonomy)? If above Comprehension, then POTENTIALLY LoTi 3 or above
* Instructional Focus (Teacher- or Student-Centered)? If Student-Centered, then POTENTIALLY LoTi 4A or above

Were there...
* Applied Learning Opportunities? If YES, then POTENTIALLY LoTi 4A or above
* Real World Connections?: If YES, then POTENTIALY LoTi 4A or above
* Collaborations Beyond the Classroom? If YES, then POTENTIALLY LoTi 5 or above
* Unlimited Uses of Technology? If YES, then POTENTIALLY LoTi 6

5. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.

6. The appropriate or target LoTi should always be commensurate with the TEKS being addresssed and at the desired level of student cognition.

Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi in your school building.

I look forward to your comments.

Chris

LoTi Mentor Certification Day 2 - Cy-Fair ISD, TX - July 26th, 2006

Dear Colleagues,

Welcome to Day 2 of the LoTi Mentor Certification Institute. Provided below is today's agenda.

I. Issues with Technology Use
II. Manatee Cards
III. Certification Task #1 - Review
http://www.learning-quest.com/LoTi_Mentors/
IV. LoTi Certification Process
http://www.learning-quest.com/LoTi_Mentors/
V. Complex Thinking Exercise: Oreo Cookies
VI. Mini Technology Makeovers
VII. Certification Task #3
http://www.learning-quest.com/LoTi_Mentors/
VIII.Individual Professional Development Plans
IX. LoTi Certification Task #2
http://www.learning-quest.com/LoTi_Mentors/
X. LoTi DETAILS for the 21st Century Results: CY-FAIR

I look forward to your comments.

Chris

LoTi Mentor Certification Day 1 - Cy-Fair ISD, TX - July 25th, 2006

LoTi Mentor Certification Day 1

Greetings from the LoTi Team! Today, we begin Day 1 of the LoTi Mentor Certification Institute for the Secondary Technology Liaisons in the Cypress-Fairbanks ISD. The agenda will consist of the following events:

I. Extreme Technology Makeover Case Study
II. Bloom Workout
III. LoTi Observations***
IV. LoTi 3 Case Study: Reaction Time
V. Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/

Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.

Chris