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 at Woodford County Middle School. You folks were just absolutely awesome!
On our third day of certification, we focused on Certification Tasks #6 (EBAM and Apollo 13), and #8 (Next Steps Action Plan). To view sample EBAM units, please access the LoTi Lounge website and specifically the LoTi Resources section.
At the beginning of today's session, we reviewed the impact of LoTi Project School's on student achievement. A summary of data relating to student achievement in the Floresville ISD (Floresville, TX) appears below.
Floresville ISD: 2005-2006
TAKS Results:
From 2004-2005 to 2005-2006, the percentage of 9th-10th grade students successfully passing the Reading TAKS increased from 72% to 84%. The increase in 9th-10th grade Reading TAKS scores emerged as statistically significant when comparing 2004-2005 with 2005-2006 TAKS results. p value /= .001
Floresville ISD: 2005-2006
TAKS Results:
From 2004-2005 to 2005-2006, the percentage of 6th-8th grade students successfully passing the Math TAKS increased from 64% to 76%. The increase in 6th-8th grade Math TAKS scores emerged as statistically significant when comparing 2004-2005 with 2005-2006 TAKS results. p value /= .001
Floresville ISD: 2005-2006
TAKS Results:
From 2004-2005 to 2005-2006, the percentage of 6th-8th grade students successfully passing the Reading TAKS increased from 80% to 87%. The increase in 6th-8th grade Reading TAKS scores emerged as statistically significant when comparing 2004-2005 with 2005-2006 TAKS results. p value /= .001
During the afternoon portion of our program, I modeled a professional development intervention called Engaging Questions and EBAM as well as described how you can use both your LMC CD and Manual to create dynamic professional development interventions for teachers. I coined these interventions, LoTi Skill Sets.
LoTi Skill Sets - Extreme Tech Makeovers
• Evaluating Web Projects Handout
LMC Manual - Page 89
• Introduce Makeover Candidate (e.g., lesson plan, instruction unit, learning experience, Web project)
• Conduct Makeover
• Show Before/After
LoTi Skill Sets - Performance Tasks
• Evaluating Web Projects
LMC Manual - Page 145
LoTi Mentor CD - Session #8
• Supersizing Lesson Plans
LMC Manual - Page 102
• Designing “High-Octane” Performance Tasks
LoTi Mentor CD - Session #7
LoTi Mentor CD - Session #9
LoTi Skill Sets - LoTi Framework
• Classroom Technology Case Study
LoTi Mentor CD - Session #1
• LoTi Framework
LMC Manual - Page 55
LoTi Mentor CD - Session #2
• LoTi Observations
LoTi Mentor CD - Session #3
• LoTi Review - Manatee Cards, Teacher Narratives, WebQuests, Sample Lesson Plans, LoTi Mentor CD -
Session #4
LoTi Skill Sets - Thinking Skills
• Bloom Review - Discrepant Event (e.g., Spiderman)
LMC Manual - Page 40
• Bloom Workout Videos
LoTi Mentor CD - Session #3
• Complex Thinking Simulation
LMC Manual - Page 46
LoTi Mentor CD - Session #6
LoTi Skill Sets - Differentiated Instruction
• Roll the Dice PowerPoint Simulation
LMC Manual - Page 163
• Evaluating Web Projects - Differentiation
LMC Manual - Page 98
• High/Low Simulation
LMC Manual - Page 162
LoTi Skill Sets - Target Tech Units
• The Great American Apple Pie Simulation
LoTi Mentor CD - Session #10
• Apollo 13 Presentation
LoTi Mentor CD - Session #11
• Experiential-based Action Model Units
LMC Manual - Page 164
LoTi Mentor CD - Session #12
LoTi Skill Sets - Rubrics
• Clapping Simulation
LMC Manual - Page 139
• Good, Better, Best Simulation
LMC Manual - Page 142
• online Rubric Makers (e.g., RubiStar)
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 Apil 2nd 2007. 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
Thursday, February 15, 2007
Wednesday, February 14, 2007
LoTi Mentor Certification Day 3 - Versailles, KY - February 15th, 2007
Welcome to Day 3 of the LoTi Mentor Certification Institute at Woodford County Middle School. Provided below is today's agenda:
Cool Links
See My Design
National Library of Virtual Manipulatives
PhET Simulations
Reaction Time and Car Accidents
Possible or Not'
Professional Development Intervention - Elementary
Monster Exchange
LoTi Narratives
LoTi Walkthroughs
LoTi Lounge
Engaging Questions, Focus Strategies & EBAM
LoTi Certification Task #5
LoTi Certification Task #5
LoTi Mentor Submission Date
LoTi Mentor Submissions
LoTi Mentor Support
LoTi Skill Sets
LoTi Mentor Certification Task #8
LoTi Certification Task #8
Mission Statement
Please leave me with a comment or two. I would very much like your feedback about Day 2.
Thanks,
Chris
Cool Links
See My Design
National Library of Virtual Manipulatives
PhET Simulations
Reaction Time and Car Accidents
Possible or Not'
Professional Development Intervention - Elementary
Monster Exchange
LoTi Narratives
LoTi Walkthroughs
LoTi Lounge
Engaging Questions, Focus Strategies & EBAM
LoTi Certification Task #5
LoTi Certification Task #5
LoTi Mentor Submission Date
LoTi Mentor Submissions
LoTi Mentor Support
LoTi Skill Sets
LoTi Mentor Certification Task #8
LoTi Certification Task #8
Mission Statement
Please leave me with a comment or two. I would very much like your feedback about Day 2.
Thanks,
Chris
LoTi Mentor Certification Day 2 - Versailles, KY - Reflections
Today, we focused on several areas impacting instruction, assessment, and technology use in the classroom such as how to conduct a professional development intervention (remember the High-Octane Culminating Task PD) as well as how to conduct a makeover of a lesson plan by first assessing its critical attibutes (e.g., Validity/Reliability, Authenticity, Challenge, Critical Content, Differentiation, Technology Use).
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
- Authenticity
- Technology tools
Keep in mind that the H.E.A.T. acronym represents four of the dimensions from the larger scoring guide that we used today to evaluate a lesson plan. The reasons for addressing only four dimensions are threefold: (1) KISS principle, (2) reduce the amount of staff anxiety-already too many competing priorities going on in the classroom, and (3) hit the critical elements first.
May the LoTi Be With You Always!
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
- Authenticity
- Technology tools
Keep in mind that the H.E.A.T. acronym represents four of the dimensions from the larger scoring guide that we used today to evaluate a lesson plan. The reasons for addressing only four dimensions are threefold: (1) KISS principle, (2) reduce the amount of staff anxiety-already too many competing priorities going on in the classroom, and (3) hit the critical elements first.
May the LoTi Be With You Always!
Chris
LoTi Mentor Certification Day 2 - Versailles, KY - February 14th, 2007
HAPPY VALENTINE'S DAY! and welcome to Day 2 of the LMC Institute! Provided below is today's agenda. Let me know if you have any questions or comments.
LoTi Sniff Test - Review
WebQuest Analysis
And They Came to The Streets That Were Paved With Gold
Certification Task #3
Certification Task #3
LoTi 3 Case Study - Reaction Time
Time to Think
Hitting a 90 MPH Fastball
Manatee LoTi Review
Complex Thinking Strategies - Hollywood version
Mini-Makeover Case Study - Secondary Math
Kentucky Basketball
Next Steps Action Plan Case Study
ABC Middle School Case Study
Certification Task #8
Certification Task #8
Mini-Makeover Case Study - Secondary Social Studies
270ToWin
Professional Development Intervention Case Study
Certification Task #4
Certification Task #4
LoTi Project Schools
LoTi Project Schools
May the LoTi Be With You Always!
Chris
LoTi Sniff Test - Review
WebQuest Analysis
And They Came to The Streets That Were Paved With Gold
Certification Task #3
Certification Task #3
LoTi 3 Case Study - Reaction Time
Time to Think
Hitting a 90 MPH Fastball
Manatee LoTi Review
Complex Thinking Strategies - Hollywood version
Mini-Makeover Case Study - Secondary Math
Kentucky Basketball
Next Steps Action Plan Case Study
ABC Middle School Case Study
Certification Task #8
Certification Task #8
Mini-Makeover Case Study - Secondary Social Studies
270ToWin
Professional Development Intervention Case Study
Certification Task #4
Certification Task #4
LoTi Project Schools
LoTi Project Schools
May the LoTi Be With You Always!
Chris
LoTi Mentor Certification Day 1 - Versailles, KY - Reflections
Since part 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 LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
Is technology being used in the classroom? - Yes/No
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.
6. As a reference, I have included the citations from "Issues with Technology Use" from yesterday's program.
A. 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
B. 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.
C. 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.
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.
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 LoTi "Sniff" Test to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
Is technology being used in the classroom? - Yes/No
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.
6. As a reference, I have included the citations from "Issues with Technology Use" from yesterday's program.
A. 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
B. 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.
C. 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.
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.
I look forward to your comments.
Chris
LoTi Mentor Certification Day 1 - Versailles, KY - February 13th, 2007
For your reference, I have included below our agenda from Day 1 of the LoTi Mentor Certification Institute at Woodford County Middle School in Versailles, Kentucky.
Instructional Technology Revisited
Extreme Technology Makeover Case Study
Bloom Workout
LoTi Observations***
Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/
Online DETAILS for the 21st Century Survey
http://www.lotilounge.com
Certification Task #2
http://www.learning-quest.com/LoTi_Mentors/
I hope you enjoyed the day!
Chris Moersch
Instructional Technology Revisited
Extreme Technology Makeover Case Study
Bloom Workout
LoTi Observations***
Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/
Online DETAILS for the 21st Century Survey
http://www.lotilounge.com
Certification Task #2
http://www.learning-quest.com/LoTi_Mentors/
I hope you enjoyed the day!
Chris Moersch
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