Welcome to Day 3 of the LoTi Mentor Certification Institute at Region 4. Provided below is today's agenda:

LoTi Narratives

Extreme Technology Makeover - Local Edition

LoTi Certification Tasks #3 & #4 - Review

LoTi Observer for Classroom Walk-throughs

Focus Strategies & EBAM

LoTi Certification Task #5

LoTi Certification Task #8

LoTi Mentor Submission Date

LoTi Mentor Resources

Mission Statement

Please leave me with a comment or two. I would very much like your feedback about Day 1 and Day 2.

Thanks,

Chris

## Wednesday, October 25, 2006

### LoTi Mentor Certification Day 2 - Houston, TX - Reflection

Today, we focused on several areas impacting instruction, assessment, and technology use in the classroom such as how to organize a staff development intervention for a particular grade level/content area (remember the professional development interventions addressing Measurement (deck construction) and Probability (car color and tickets) 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

Many of you have requested access to more resources for staff. Please visit the following sites.

IKEEPBOOKMARKS

http://ww2.ikeepbookmarks.com/lotischools

LoTi Lounge

http://www.lotillounge.com

Chris

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

Many of you have requested access to more resources for staff. Please visit the following sites.

IKEEPBOOKMARKS

http://ww2.ikeepbookmarks.com/lotischools

LoTi Lounge

http://www.lotillounge.com

Chris

### Sample Professional Development Intervention: Probability

Content Focus: Mathematics

Grade Level: Secondary

Major Concept(s): Probability, Number Sense

Targeted LoTi Level: LoTi 3

Targeted Goals and Objectives:

Goals:

I. To improve student achievement on the Math TAKS in the area of probability and number sense.

II. To elevate technology implementation in the Math Department.

Objectives:

A. Target Math instructors will successfully implement this professional development intervention in their classroom.

B. Target Math instructors will successfully implement technology at a LoTi 3 relating to probability and number sense.

Professional Development Agenda:

1. Greetings!

2. TAKS Discussion: Probability & Number Sense

3. "What are the odds?"

4. Math Scoring Guide

Required Materials:

* Graphing Calculator

* Internet Access

http://www.surveymonkey.com

Internet Resources:

National Library of Math Manipulatives

http://nlvm.usu.edu/en/nav/vlibrary.html

Interactivate

http://www.shodor.org/interactivate/

Illuminations

http://illuminations.nctm.org/

Brief summary of Professional Development Intervention:

This intervention will involve staff assigning a probability estimate for compound events by first:

1. Completing the survey

2. Entering the data into an Excel spreadsheet

3. Creating a histogram of their data

4. Assigning a probability estimate based on the color of vehicle you drive.

Participants will first complete the survey below. Afterwards, they will download the data into an Excel spreadsheet and display as a series of histograms. The final product will be a probability estimate for receiving a citation or a "close call" citation from a local law enforcement official while driving a particular color of car.

Click here to take survey

Grade Level: Secondary

Major Concept(s): Probability, Number Sense

Targeted LoTi Level: LoTi 3

Targeted Goals and Objectives:

Goals:

I. To improve student achievement on the Math TAKS in the area of probability and number sense.

II. To elevate technology implementation in the Math Department.

Objectives:

A. Target Math instructors will successfully implement this professional development intervention in their classroom.

B. Target Math instructors will successfully implement technology at a LoTi 3 relating to probability and number sense.

Professional Development Agenda:

1. Greetings!

2. TAKS Discussion: Probability & Number Sense

3. "What are the odds?"

4. Math Scoring Guide

Required Materials:

* Graphing Calculator

* Internet Access

http://www.surveymonkey.com

Internet Resources:

National Library of Math Manipulatives

http://nlvm.usu.edu/en/nav/vlibrary.html

Interactivate

http://www.shodor.org/interactivate/

Illuminations

http://illuminations.nctm.org/

Brief summary of Professional Development Intervention:

This intervention will involve staff assigning a probability estimate for compound events by first:

1. Completing the survey

2. Entering the data into an Excel spreadsheet

3. Creating a histogram of their data

4. Assigning a probability estimate based on the color of vehicle you drive.

Participants will first complete the survey below. Afterwards, they will download the data into an Excel spreadsheet and display as a series of histograms. The final product will be a probability estimate for receiving a citation or a "close call" citation from a local law enforcement official while driving a particular color of car.

Click here to take survey

### Sample Professional Development Intervention: Measurement

Content Focus: Mathematics

Grade Level: Secondary

Major Concept(s): Measurement, Number Sense

Targeted LoTi Level: LoTi 3

Targeted Goals and Objectives:

Goals:

I. To improve student achievement on the Math TAKS in the area of measurement and number sense.

II. To elevate technology implementation in the Math Department.

Objectives:

A. Target Math instructors will successfully implement this professional development intervention in their classroom.

B. Target Math instructors will successfully implement technology at a LoTi 3 relating to measurement and number sense.

Professional Development Agenda:

1. Greetings!

2. TAKS Discussion: Measurement & Number Sense

3. "Build A Deck"

4. Math Scoring Guide

Required Materials:

* Calculator

* Internet Access

Lowe's Deck Construction

Hotsprings Deck Construction

* Internet Resources:

National Library of Math Manipulatives

http://nlvm.usu.edu/en/nav/vlibrary.html

Interactivate

http://www.shodor.org/interactivate/

Illuminations

http://illuminations.nctm.org/

Brief summary of Professional Development Intervention:

This intervention will involve staff designing their ideal outdoor deck (including spa) and then:

1. Calculating the area of their proposed deck

2. Estimating the cost of the decking materials (surface area only)

3. Submitting a bid for completion (surface area only)

Participants will first access one of the above URL's to design a custom deck depending if they want a spa as part of the deck construction package. After designing their deck, participants will calculate the total surface area and then research the internet for the cost of the decking materials (surface area only). The final product will be a formal bid submitting to the workshop facilitator containing the cost of materials, deck dimensions, and construction fees.

NOTE: AFTER PARTICPANTS DESIGN THEIR DECK, HAVE THEM PRINT OUT THE PAGE DISPLAYING THEIR DECK WITH DIMENSIONS IMMEDIATELY; DO NOT ALLOW THEM TO FINISH THE ENTIRE PROCESS BECAUSE IT WILL ULTIMATELY REVEAL THE ACTUAL SQUARE FOOTAGE OF THEIR DESIGN!

Grade Level: Secondary

Major Concept(s): Measurement, Number Sense

Targeted LoTi Level: LoTi 3

Targeted Goals and Objectives:

Goals:

I. To improve student achievement on the Math TAKS in the area of measurement and number sense.

II. To elevate technology implementation in the Math Department.

Objectives:

A. Target Math instructors will successfully implement this professional development intervention in their classroom.

B. Target Math instructors will successfully implement technology at a LoTi 3 relating to measurement and number sense.

Professional Development Agenda:

1. Greetings!

2. TAKS Discussion: Measurement & Number Sense

3. "Build A Deck"

4. Math Scoring Guide

Required Materials:

* Calculator

* Internet Access

Lowe's Deck Construction

Hotsprings Deck Construction

* Internet Resources:

National Library of Math Manipulatives

http://nlvm.usu.edu/en/nav/vlibrary.html

Interactivate

http://www.shodor.org/interactivate/

Illuminations

http://illuminations.nctm.org/

Brief summary of Professional Development Intervention:

This intervention will involve staff designing their ideal outdoor deck (including spa) and then:

1. Calculating the area of their proposed deck

2. Estimating the cost of the decking materials (surface area only)

3. Submitting a bid for completion (surface area only)

Participants will first access one of the above URL's to design a custom deck depending if they want a spa as part of the deck construction package. After designing their deck, participants will calculate the total surface area and then research the internet for the cost of the decking materials (surface area only). The final product will be a formal bid submitting to the workshop facilitator containing the cost of materials, deck dimensions, and construction fees.

NOTE: AFTER PARTICPANTS DESIGN THEIR DECK, HAVE THEM PRINT OUT THE PAGE DISPLAYING THEIR DECK WITH DIMENSIONS IMMEDIATELY; DO NOT ALLOW THEM TO FINISH THE ENTIRE PROCESS BECAUSE IT WILL ULTIMATELY REVEAL THE ACTUAL SQUARE FOOTAGE OF THEIR DESIGN!

### LoTi Mentor Certification Day 2 - Houston, TX - October 25th, 2006

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

LoTi Certification Task #4

http://www.learning-quest.com/LoTi_Mentors/task4.htm

LoTi Certification Process

http://www.learning-quest.com/LoTi_Mentors/

Manatee LoTi Review

LoTi Certification Task #1 - Review

http://www.learning-quest.com/LoTi_Mentors/task1.htm

LoTi Certification Task #2 - Review

http://www.learning-quest.com/LoTi_Mentors/task2a.htm

Bloom Workout - "Spiderman"

Complex Thinking Exercise: Hollywood Edition

LoTi Certification Task #3 - Homework

http://www.learning-quest.com/LoTi_Mentors/task3.htm

LoTi Certification Task #4 - Homework

http://www.learning-quest.com/LoTi_Mentors/task4.htm

I would really appreciate your feedback via this blog.

Thanks,

Chris

LoTi Certification Task #4

http://www.learning-quest.com/LoTi_Mentors/task4.htm

LoTi Certification Process

http://www.learning-quest.com/LoTi_Mentors/

Manatee LoTi Review

LoTi Certification Task #1 - Review

http://www.learning-quest.com/LoTi_Mentors/task1.htm

LoTi Certification Task #2 - Review

http://www.learning-quest.com/LoTi_Mentors/task2a.htm

Bloom Workout - "Spiderman"

Complex Thinking Exercise: Hollywood Edition

LoTi Certification Task #3 - Homework

http://www.learning-quest.com/LoTi_Mentors/task3.htm

LoTi Certification Task #4 - Homework

http://www.learning-quest.com/LoTi_Mentors/task4.htm

I would really appreciate your feedback via this blog.

Thanks,

Chris

### LoTi Mentor Certification Day 1 - Houston, 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. Reaching consensus about the "learner-centeredness" of a classroom experience is sometimes difficult. The easiest way to achieve some type of consensus is to first divide the learning experience into three components: Content, Process, and Product. If you detect that a minimum of two out of three of these components is "learner-centered" then we call the entire experience a learner-centered activity. Conversely, if you detect that a minimum of two out of three of the components is "teacher-centered" then we call the entire experience a teacher-centered activity.

3. Whenever possible, use the modified version of the LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.

• Is technology being used by students as part of the learning experience? - Yes/No

• Is there evidence of higher order thinking by students tied to the content? - Yes/No

• Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No

• Is the learning experience student-centered? Yes/No

• Is there two-way collaboration with experts outside the classroom? - Yes/No

• Do students have unlimited access to technology during the school day? - Yes/No

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

5. The appropriate or target LoTi should always be commensurate with the content standards 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 on your campus or in your region.

By the way, some of you requested a list of the citations that I shared yesterday relating to each of the "Issues with Technology Use." The citations appear below.

1. 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

2. 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.

3. 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.

I look forward to your comments.

Chris

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. Reaching consensus about the "learner-centeredness" of a classroom experience is sometimes difficult. The easiest way to achieve some type of consensus is to first divide the learning experience into three components: Content, Process, and Product. If you detect that a minimum of two out of three of these components is "learner-centered" then we call the entire experience a learner-centered activity. Conversely, if you detect that a minimum of two out of three of the components is "teacher-centered" then we call the entire experience a teacher-centered activity.

3. Whenever possible, use the modified version of the LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.

• Is technology being used by students as part of the learning experience? - Yes/No

• Is there evidence of higher order thinking by students tied to the content? - Yes/No

• Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No

• Is the learning experience student-centered? Yes/No

• Is there two-way collaboration with experts outside the classroom? - Yes/No

• Do students have unlimited access to technology during the school day? - Yes/No

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

5. The appropriate or target LoTi should always be commensurate with the content standards 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 on your campus or in your region.

By the way, some of you requested a list of the citations that I shared yesterday relating to each of the "Issues with Technology Use." The citations appear below.

1. 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

2. 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.

3. 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.

I look forward to your comments.

Chris

### LoTi Mentor Certification Day 1 - Houston, TX - October 24th, 2006

Greetings from the LoTi Team! Today, we will begin Day 1 of the LoTi Mentor Certification Institute at Region IV in Houston, TX. The agenda will consist of the following events:

I. Instructional Technology Revisited

II. Extreme Technology Makeover Case Study

III.LoTi Observations***

IV.Certification Task #1

http://www.learning-quest.com/LoTi_Mentors/

V. Online DETAILS for the 21st Century Survey

http://www.lotilounge.com

VI.Certification Task #2

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

I. Instructional Technology Revisited

II. Extreme Technology Makeover Case Study

III.LoTi Observations***

IV.Certification Task #1

http://www.learning-quest.com/LoTi_Mentors/

V. Online DETAILS for the 21st Century Survey

http://www.lotilounge.com

VI.Certification Task #2

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

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