Good Morning and welcome to Day 3 of our LoTi Mentor Certification Institute. Provided below is today's agenda.
LoTi Narratives
Professional Development Intervention
Certification Task #4
LoTi Walkthroughs
Focus Strategies & EBAM
Certification Task #5
LoTi Project Schools
LoTi Mentor Submission Date/Process
LoTi Skill Sets
Certification Task #8
Mission Statement
Evaluation
Cool Links from Yesterday
270towin
Lemonade Stand
National Budget Simulation
Baby Name Wizard
Have a great day!
Chris
Thursday, May 31, 2007
LoTi Mentor Certification Institute Day 2 - Bedford, TX -Reflection
Today, we focused on several areas impacting instruction, assessment, and technology use in the classroom such as how to conduct professional development interventions (remember the High-Octane Culminating Task PD) as well as how to conduct Extreme Technology Makeovers (remember the two makeovers - And They Came To the Streets That Were Paved with Gold/Dance with a Molecule). During the High-Octane Culminating Task PD, I outlined the attributes of a culminating task and a high-octane culminating task. These attributes appear below:
Culminating Performance Task Characteristics:
* Assess student demonstration of critical content
* Incorporate several instructional activities that precede them
* Relate to students’ prior knowledge
* Represent an end-product
High-octane Performance Task Characteristics:
* 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
We also spent time creating Individualized Professional Development Plans for teachers based on their current DETAILS profile, LoTi, CIP, and PCU data.
I 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
Culminating Performance Task Characteristics:
* Assess student demonstration of critical content
* Incorporate several instructional activities that precede them
* Relate to students’ prior knowledge
* Represent an end-product
High-octane Performance Task Characteristics:
* 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
We also spent time creating Individualized Professional Development Plans for teachers based on their current DETAILS profile, LoTi, CIP, and PCU data.
I 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
Tuesday, May 29, 2007
LoTi Mentor Certification Institute Day 2 - Bedford, TX -May 30th, 2007
Welcome to Day 2 of the LMC Institute! Provided below is today's agenda. Please comment on today's agenda or any other topic that we discussed yesterday.
21st Century Learning
H.E.A.T.
Certification Task #2
Manatee LoTi Cards
LoTi Sniff Test - Review
Complex Thinking Strategies - Hollywood version
Professional Development Intervention - High-Octane Performance Tasks
Certification Task #4
Lesson Plan Analysis
Certification Task #3
EBAM
Certification Task #5
LoTi Project Schools
Cool Links:
Teacher Tube
Scorecard
Ohm Zone
Gaggle
Random.Org
PhET Simulations
Baby Name Wizard
Gliffy
May the LoTi Be With You Always!
Chris
21st Century Learning
H.E.A.T.
Certification Task #2
Manatee LoTi Cards
LoTi Sniff Test - Review
Complex Thinking Strategies - Hollywood version
Professional Development Intervention - High-Octane Performance Tasks
Certification Task #4
Lesson Plan Analysis
Certification Task #3
EBAM
Certification Task #5
LoTi Project Schools
Cool Links:
Teacher Tube
Scorecard
Ohm Zone
Gaggle
Random.Org
PhET Simulations
Baby Name Wizard
Gliffy
May the LoTi Be With You Always!
Chris
LoTi Mentor Certification Institute Day 1 - Bedford, TX - Reflection
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.
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 today'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 district.
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.
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 today'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 district.
I look forward to your comments.
Chris
LoTi Sniff Test
LoTi Sniff Test
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
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
LoTi Mentor Certification Day 1 - Bedford, TX - May 29nd, 2007
Today, we will begin Day 1 of the LoTi Mentor Certification Institute at the Pat May Center in the H.E.B. ISD. The agenda will consist of the following events:
LoTi Mentor Certification
Instructional Technology Revisited
Extreme Technology Makeover Case Study
Bloom Workout
LoTi Observations***
Lesson Plan Analysis
Certification Task #1
Certification Task #3
LoTi 3 Case Study - Reaction Time
Online DETAILS for the 21st Century Survey
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated. By the way, check out some of the links below:
21st Century Resources:
LoTi Connection
Partnership for the 21st Century
Questioning Toolbox
LoTi Schools Bookmarks
Thinkfinity
WebQuest
LoTi Lounge
Chris
LoTi Mentor Certification
Instructional Technology Revisited
Extreme Technology Makeover Case Study
Bloom Workout
LoTi Observations***
Lesson Plan Analysis
Certification Task #1
Certification Task #3
LoTi 3 Case Study - Reaction Time
Online DETAILS for the 21st Century Survey
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated. By the way, check out some of the links below:
21st Century Resources:
LoTi Connection
Partnership for the 21st Century
Questioning Toolbox
LoTi Schools Bookmarks
Thinkfinity
WebQuest
LoTi Lounge
Chris
Friday, May 25, 2007
GRREC LoTi Presentation
Provided below are links to the various websites referenced during my presentation on the LoTi Project. If you would like any follow-up information on the topics discussed during the day including LoTi Project Schools, LoTi Profiler, LoTi Observer, or any LoTi-related training, please contact me at:
Office:
National Business Education Alliance
P.O. Box 2084
Carlsbad, CA 92018-2084
Email:
chris@learning-quest.com
Web:
http://www.drchrismoersch.com/
Voice:
858-245-3746
21st Century Skills (Partnership for the 21st Century, 2006)
* Information and Communication Skills
- Information and Media Literacy
- Communication Skills
* Thinking and Problem-Solving Skills
- Critical Thinking and Systems Thinking
- Problem-solving
- Creativity and Intellectual Curiosity
* Interpersonal and Self-Directional Skills
- Interpersonal and Collaborative Skills
- Self-direction
- Accountability and Adaptability
- Social Responsibility
21st Century Content (Partnership for the 21st Century, 2006)
* Global Awareness
* Financial, Economic, Business and Entrepreneurial Literacy
* Civic Literacy
* Health and Wellness Awareness
H.E.A.T.
* Higher order thinking
* Engaged learning
* Authentic assessments
* Technology integration
Research Findings:
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
Links:
Partnership for the 21st Century
LoTi Lounge (If you just want to peruse, log-in under lotiadmin and use the password, lotiadmin)
LoTi Connection
LoTi Project Schools
Chris Moersch
ikeepbookmarks
LoTi Research
CARET
The George Lucas Educational Foundation
North Central Regional Educational Laboratory
eMints National Center
Chris Moersch
Office:
National Business Education Alliance
P.O. Box 2084
Carlsbad, CA 92018-2084
Email:
chris@learning-quest.com
Web:
http://www.drchrismoersch.com/
Voice:
858-245-3746
21st Century Skills (Partnership for the 21st Century, 2006)
* Information and Communication Skills
- Information and Media Literacy
- Communication Skills
* Thinking and Problem-Solving Skills
- Critical Thinking and Systems Thinking
- Problem-solving
- Creativity and Intellectual Curiosity
* Interpersonal and Self-Directional Skills
- Interpersonal and Collaborative Skills
- Self-direction
- Accountability and Adaptability
- Social Responsibility
21st Century Content (Partnership for the 21st Century, 2006)
* Global Awareness
* Financial, Economic, Business and Entrepreneurial Literacy
* Civic Literacy
* Health and Wellness Awareness
H.E.A.T.
* Higher order thinking
* Engaged learning
* Authentic assessments
* Technology integration
Research Findings:
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
Links:
Partnership for the 21st Century
LoTi Lounge (If you just want to peruse, log-in under lotiadmin and use the password, lotiadmin)
LoTi Connection
LoTi Project Schools
Chris Moersch
ikeepbookmarks
LoTi Research
CARET
The George Lucas Educational Foundation
North Central Regional Educational Laboratory
eMints National Center
Chris Moersch
Monday, May 14, 2007
LoTi Administrator Institute Day 2 Recap - Douglas, WY - May 8th, 2007
Today, we spent the majority of time refining our skills with conducting LoTi Walkthroughs using H.E.A.T., creating Individualized Professional Development Plans for teachers, and beginning the steps for designing a Next Steps Action Plan for your campus.
As I mentioned throughout the Institute, our intent is to make technology relevant in schools and the key to this goal is positioning building administrators as change agents in the process. Research has shown that building administrators control the LoTi levels on their campues.
In the week's ahead, you will be discussing curriculum planning for the 2007-08 school year. It is our hope that LoTi and the instructional strategies embedded in the H.E.A.T. approach become a pivotal component of your instructional planning. Keep in mind that technology use coupled with effective instructional practices improves student achievement in the classroom.
If you have any questions, please let me know.
May the LoTi Be With You Always!
Chris
858/245-3746
As I mentioned throughout the Institute, our intent is to make technology relevant in schools and the key to this goal is positioning building administrators as change agents in the process. Research has shown that building administrators control the LoTi levels on their campues.
In the week's ahead, you will be discussing curriculum planning for the 2007-08 school year. It is our hope that LoTi and the instructional strategies embedded in the H.E.A.T. approach become a pivotal component of your instructional planning. Keep in mind that technology use coupled with effective instructional practices improves student achievement in the classroom.
If you have any questions, please let me know.
May the LoTi Be With You Always!
Chris
858/245-3746
Monday, May 7, 2007
LoTi Administrator Institute Day 2 - Douglas, WY - May 8th, 2007
Welcome to Day 2 of the LoTi Administrator Institute. To help facilitate our conversation today, I have created a LAI Wiki for your use.
Provided below is today's agenda:
• LoTi Alignment Grid
• Individualized Professional Development Plans
• LoTi Observer - Part 2 - Field Investigation
• H.E.A.T. Case Study
• Sample LoTi 3 Professional Development Intervention
• LoTi Implementation Cycle
• ABC Middle School: Case Study
• LoTi Project Schools
• Next Steps Action Plan - Your Turn
• Online Evaluation
I look forward to a great day!
Chris
Provided below is today's agenda:
• LoTi Alignment Grid
• Individualized Professional Development Plans
• LoTi Observer - Part 2 - Field Investigation
• H.E.A.T. Case Study
• Sample LoTi 3 Professional Development Intervention
• LoTi Implementation Cycle
• ABC Middle School: Case Study
• LoTi Project Schools
• Next Steps Action Plan - Your Turn
• Online Evaluation
I look forward to a great day!
Chris
Evening Assignment
Before settling in for the evening, I invite you to read my latest LoTiGuy Speaks... article for April, 2007. Specifically, I am interested in your feedback to the Article Resources where I compare LoTi to other national educational initiatives/movements including 21st Century Skills, Rigor/Relevance, Depth of Knowledge, and Marzano's Best Practices. If you are experiencing insomnia, try reading the archived editions of the LoTiGuy Speaks....
LoTiGuy Speaks...
May the LoTi Be With You Always!
Chris
LoTiGuy Speaks...
May the LoTi Be With You Always!
Chris
LoTi Administrator Institute Day 1 Recap - Douglas, WY - May 7th, 2007
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.
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 (transferring) 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 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 Wyoming Content and Performance 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.
By the way, some of you requested a list of the citations that I shared today relating to research relating to technology use in the classroom. The citations appear below.
• 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.
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 (transferring) 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 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 Wyoming Content and Performance 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.
By the way, some of you requested a list of the citations that I shared today relating to research relating to technology use in the classroom. The citations appear below.
• 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.
I look forward to your comments.
Chris
Afternoon Tasks
Thank you for your feedback to the H.E.A.T. concept. I believe that it will help your school raise the bar of expectations surrounding what constitutes effective instructional and assessment practices. Speaking of assessment, please complete the following as an "after-lunch" activity.
Review the following video clips and document the LoTi levels:
Early Explorers
Project-based Learning
Geometry in the Real World: Students as Architect - Go to Video Library
Proposal For Your Senior Trip
C.S.I. (Cool Shape Investigation)
Enter the LoTi Levels at the After Lunch LoTi Assessment Site below:
After Lunch LoTi Assessment Site
Have fun!
Chris
Review the following video clips and document the LoTi levels:
Early Explorers
Project-based Learning
Geometry in the Real World: Students as Architect - Go to Video Library
Proposal For Your Senior Trip
C.S.I. (Cool Shape Investigation)
Enter the LoTi Levels at the After Lunch LoTi Assessment Site below:
After Lunch LoTi Assessment Site
Have fun!
Chris
H.E.A.T.
Earlier this morning, I introduced the concept of H.E.A.T. (Higher order thinking, Engaged learning, Authentic Assessments, and Technology use). Please conduct a S.W.O.T. analysis of the potential for H.E.A.T. to impact instruction and assessment practices on your campus.
S - Strengths:
W - Weaknesses:
O - Opportunities:
T - Threats (Consequences):
Click on the Comment link to enter your analysis. Also sign-off with your first name.
Thanks!
S - Strengths:
W - Weaknesses:
O - Opportunities:
T - Threats (Consequences):
Click on the Comment link to enter your analysis. Also sign-off with your first name.
Thanks!
Good Morning!
LoTi Administrator Institute Day 1 - Douglas, WY - May 7th, 2007
Today, we will begin Day 1 of the LoTi Administrator Institute in Douglas, WY. The agenda will consist of the following events:
21st Century Skills
Learning Technologies Revisited - H.E.A.T.
Current Research - Student Achievement
Extreme Technology Makeover
Thinking Skills
LoTi Framework & Sniff Test
Clinical Observations
DETAILS for the 21st Century Survey
LoTi Observer Walkthrough
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated. By the way, check out some of the links below:
21st Century Resources:
LoTi Connection
Partnership for the 21st Century
Questioning Toolbox
LoTi Schools Bookmarks
Thinkfinity
WebQuest
LoTi Lounge
IKeepbookmarks
Chris
Today, we will begin Day 1 of the LoTi Administrator Institute in Douglas, WY. The agenda will consist of the following events:
21st Century Skills
Learning Technologies Revisited - H.E.A.T.
Current Research - Student Achievement
Extreme Technology Makeover
Thinking Skills
LoTi Framework & Sniff Test
Clinical Observations
DETAILS for the 21st Century Survey
LoTi Observer Walkthrough
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated. By the way, check out some of the links below:
21st Century Resources:
LoTi Connection
Partnership for the 21st Century
Questioning Toolbox
LoTi Schools Bookmarks
Thinkfinity
WebQuest
LoTi Lounge
IKeepbookmarks
Chris
Wednesday, May 2, 2007
Podcasting To-The-Max
Several of you requested information on podcasting. The procedures for podcasting in either a Mac or Windows environment appear below. Let me know if you have any questions.
Mac Computers:
Option #1:Garageband
* When the main screen comes up, pick "new podcast episode"
* Name your podcast
* Click on the track based on your gender
* Click Record to record and Stop to stop
* Once the track exists, you can highlight sections and delete if you need to edit
Option #2: Skype
Skype is available for 29.95 per year at www.skype.com
* Once you download and install Skype, you'll have the ability to make phone calls to any cell or land line phone from your computer
* It works best with a headset so that your voice doesn't feedback through your speakers when you're talking
* You can also download an add-on application for Skype called "Call Recorder for Skype." It is available at:
http://www.ecamm.com/mac/callrecorder/
This add-on, priced at $14.95, will enable you to record calls on Skype and save them to your computer as mpeg-4 files.
Windows Computers:
Option #1: Skype
Skype is available for 29.95 per year at www.skype.com
* Once you download and install Skype, you'll have the ability to make phone calls to any cell or land line phone from your computer
* It works best with a headset so that your voice doesn't feedback through your speakers when you're talking
* You can also download an add-on application for Skype called "Call Recorder for Skype." It is available at:
http://www.ecamm.com/mac/callrecorder/
This add-on, priced at $14.95, will enable you to record calls on Skype and save them to your computer as mpeg-4 files.
Option #2: PrettyMay Call Center for Skype
* This program called "PrettyMay Call Center for Skype" does the same thing for PC's at $24.95. The application is available at: http://www.prettymay.net/
Other Possibilities: Audacity
* There is a free program called Audacity that works pretty well
* Audacity has a red record button. You might have to choose mp3 as a file type.
Mac Computers:
Option #1:Garageband
* When the main screen comes up, pick "new podcast episode"
* Name your podcast
* Click on the track based on your gender
* Click Record to record and Stop to stop
* Once the track exists, you can highlight sections and delete if you need to edit
Option #2: Skype
Skype is available for 29.95 per year at www.skype.com
* Once you download and install Skype, you'll have the ability to make phone calls to any cell or land line phone from your computer
* It works best with a headset so that your voice doesn't feedback through your speakers when you're talking
* You can also download an add-on application for Skype called "Call Recorder for Skype." It is available at:
http://www.ecamm.com/mac/callrecorder/
This add-on, priced at $14.95, will enable you to record calls on Skype and save them to your computer as mpeg-4 files.
Windows Computers:
Option #1: Skype
Skype is available for 29.95 per year at www.skype.com
* Once you download and install Skype, you'll have the ability to make phone calls to any cell or land line phone from your computer
* It works best with a headset so that your voice doesn't feedback through your speakers when you're talking
* You can also download an add-on application for Skype called "Call Recorder for Skype." It is available at:
http://www.ecamm.com/mac/callrecorder/
This add-on, priced at $14.95, will enable you to record calls on Skype and save them to your computer as mpeg-4 files.
Option #2: PrettyMay Call Center for Skype
* This program called "PrettyMay Call Center for Skype" does the same thing for PC's at $24.95. The application is available at: http://www.prettymay.net/
Other Possibilities: Audacity
* There is a free program called Audacity that works pretty well
* Audacity has a red record button. You might have to choose mp3 as a file type.
21st Century Skills & Content
As you fine-tune your LoTi 4+ instructional units, think about the amount of H.E.A.T. they are generating as well as how well they align with 21st Century Skills & Content. Acccording to the Partnership for the 21st Century, 21st Century Skills & Content include the following:
21st Century Skills:
Information and Communication Skills
* Information and Media Literacy
* Communication Skills
Thinking and Problem-Solving Skills
* Critical Thinking and Systems Thinking
* Problem-solving
* Creativity and Intellectual Curiosity
Interpersonal and Self-Directional Skills
* Interpersonal and Collaborative Skills
* Self-direction
* Accountability and Adaptability
* Social Responsibility
21st Century Content:
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health and Wellness Awareness
Provided below is the link to the Partnership for the 21st Century website:
Partnership for the 21st Century
21st Century Skills:
Information and Communication Skills
* Information and Media Literacy
* Communication Skills
Thinking and Problem-Solving Skills
* Critical Thinking and Systems Thinking
* Problem-solving
* Creativity and Intellectual Curiosity
Interpersonal and Self-Directional Skills
* Interpersonal and Collaborative Skills
* Self-direction
* Accountability and Adaptability
* Social Responsibility
21st Century Content:
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health and Wellness Awareness
Provided below is the link to the Partnership for the 21st Century website:
Partnership for the 21st Century
May 1st, 2007 Recap
During our session today, we had the opportunity to explore the LoTi (Levels of Teaching Innovation) Framework, conduct virtual walk-throughs of classrooms using the LoTi Sniff Test, and begin the process of designing an interdisciplinary LoTi 4+ instructional unit for each grade level. These units have tremendous promise to turn up the H.E.A.T. in the classroom and improve student achievement. We also explored a couple of Teaching Innovation Tools (EBAM model and Focus Strategies) as well as Technology Tools (Survey Monkey, Gaggle, and ePals).
The 6th grade interdisciplinary unit focused on a "possible" chasm in the knowledge base of parents relating to the Ancient Egyptians. In this investigation, students will determine the extent of this "gap" and based on their data analysis from an online survey, determine a course of action to address parental ignorance about Ancient Egypt (e.g., Egyptian Night).
The 7th grade interdisciplinary unit addressed the concepts of "conflict" and "point-of-view." It was suggested that students investigate the point-of-view of various regions of the country relating to some aspect of the Civil War. In this scenario, students would be listening to podcasts from selected regions and determining which point-of-view belongs to a specific region of the country (above or below the Mason-Dixon line). The culminating event (i.e., task) would be determining possible gaps in the textbook version of the Civil War compared to provincial accounts and reporting any discrepancies to the publisher for future textbook revisions.
The 8th grade interdisciplinary unit focused on the use of linear equations to analyze data from student proposed evacuation routes at school. The Social Studies connection is citizenship.
It is my hope that you will continue to work on these potential LoTi 4+ units and submit them to us for review. The submission steps include:
1. Registering at the LoTi Lounge (the directions for registering are located at the following URL:
http://www.loticonnection.com/newjerseyStart.html
2. Selecting Access My Projects from the Main Menu.
3. Clicking on My EBAM Units Summary.
4. Clicking on Add New.
5. Completing EBAM Template with your grade level interdisciplinary unit.
6. Clicking on Submit for Review when done.
If you have any questions about this procedure, please email me at chris@learning-quest.com.
The 6th grade interdisciplinary unit focused on a "possible" chasm in the knowledge base of parents relating to the Ancient Egyptians. In this investigation, students will determine the extent of this "gap" and based on their data analysis from an online survey, determine a course of action to address parental ignorance about Ancient Egypt (e.g., Egyptian Night).
The 7th grade interdisciplinary unit addressed the concepts of "conflict" and "point-of-view." It was suggested that students investigate the point-of-view of various regions of the country relating to some aspect of the Civil War. In this scenario, students would be listening to podcasts from selected regions and determining which point-of-view belongs to a specific region of the country (above or below the Mason-Dixon line). The culminating event (i.e., task) would be determining possible gaps in the textbook version of the Civil War compared to provincial accounts and reporting any discrepancies to the publisher for future textbook revisions.
The 8th grade interdisciplinary unit focused on the use of linear equations to analyze data from student proposed evacuation routes at school. The Social Studies connection is citizenship.
It is my hope that you will continue to work on these potential LoTi 4+ units and submit them to us for review. The submission steps include:
1. Registering at the LoTi Lounge (the directions for registering are located at the following URL:
http://www.loticonnection.com/newjerseyStart.html
2. Selecting Access My Projects from the Main Menu.
3. Clicking on My EBAM Units Summary.
4. Clicking on Add New.
5. Completing EBAM Template with your grade level interdisciplinary unit.
6. Clicking on Submit for Review when done.
If you have any questions about this procedure, please email me at chris@learning-quest.com.
Greetings!
As you explore the connections between teaching and learning and effective technology use, I wanted to provide you with specific links to support your journey into the Land of LoTi 4+.
LoTi Tools:
Gaggle
ePals
Gliffy
Graphing Tools
Rubric Building Tools
Survey Tools
Graphic Organizer Tools
Web-based Projects
Google Earth
270toWin
LoTi Resources:
Questioning Toolbox
Random Numbers
Creative Action
LoTi Schools Bookmarks
National Library of Math Manipulatives
Interactivate
Illuminations
Scorecard
Thinkfinity
WebQuest
LoTi Lounge
PHeT Simulations
Blogger
Wikispaces
LoTi Tools:
Gaggle
ePals
Gliffy
Graphing Tools
Rubric Building Tools
Survey Tools
Graphic Organizer Tools
Web-based Projects
Google Earth
270toWin
LoTi Resources:
Questioning Toolbox
Random Numbers
Creative Action
LoTi Schools Bookmarks
National Library of Math Manipulatives
Interactivate
Illuminations
Scorecard
Thinkfinity
WebQuest
LoTi Lounge
PHeT Simulations
Blogger
Wikispaces
Tuesday, May 1, 2007
MATRIX Math Strategy-of-the-Year
We are looking for the few, the proud, the Math Strategy-of-the-Year. It could be you! The winner will receive a check for $100 and a big "Thank You." This is how it works. In the Comment link below, add a summary of your math strategy that you feel generates the most amount of H.E.A.T. Remember that H.E.A.T. represents Higher order thinking, Engaged learning, Authenticity, and effective Technology use. The deadline for submissions is this Friday, May 5th, 2007 by 11:59 PM PST. You must include your name and the name of your school district in New Jersey.
Good Luck!
Extreme Math Makeover Surgeons
Good Luck!
Extreme Math Makeover Surgeons
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