Since the majority of the day was spent "LoTizing" video clips and related learning activities, I wanted to provide you with some additional suggestions when conducting classroom walkthroughs or reviewing student products.
1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.
2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.
3. Whenever possible, use pages 75/76 from your LoTi Mentor Certification manual to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
4. A 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 & 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 in your district.
I look forward to your comments.
Chris
Thursday, June 8, 2006
Wednesday, June 7, 2006
LoTi Mentor Certification Day 1 - Sheridan, WY - June 7th, 2006
Greetings from the LoTi Team! Today, we will begin Day 1 of the LoTi Mentor Certification Institute in Sheridan at the college. The agenda will consist of the following events:
I. Issues with Technology Use
II. Extreme Technology Makeover Case Study
III. Bloom Workout
IV. LoTi Observations***
V. Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/
VI. Evaluating Web Projects***
VII. Certification Task #3 - Homework
http://www.learning-quest.com/LoTi_Mentors/
VIII. LoTi 3 Case Study: Reaction Time vs Gender
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.
Chris
I. Issues with Technology Use
II. Extreme Technology Makeover Case Study
III. Bloom Workout
IV. LoTi Observations***
V. Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/
VI. Evaluating Web Projects***
VII. Certification Task #3 - Homework
http://www.learning-quest.com/LoTi_Mentors/
VIII. LoTi 3 Case Study: Reaction Time vs Gender
Let me know of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.
Chris
Monday, June 5, 2006
LoTi Mentor Certification Day 3 - Levelland, TX - Reflection
Dear Colleagues,
I wish to compliment each of you for your intensity level, dedication, and commitment to high level technology implementation during the three-day LoTi Mentor Certification Institute at Levelland High School. I am really excited about our prospects for LoTi in the District during the 2006-07 school year.
As you complete your certification tasks, please keep the following items on your dashboard:
1. Our expectation is for you to implement the LoTi concepts and strategies in YOUR classroom during the school year. We want to make sure that you feel comfortable with the techniques and websites modeled at the Institute.
2. The appropriate LoTi level should be commensurate with the TEKS being addressed and the desired level of student cognition.
3. We are rolling out the new LoTi Lounge (www.lotilounge.com) on July 1st and would welcome your thoughts and comments regarding the different resources available at this updated website.
4. Until we roll out the new LoTi Lounge, please access the ikeepbookmarks websites for accessing any of our LoTi resources. The website is as follows:
http://ww2.ikeepbookmarks.com/lotischools
You folks are simply awesome! Thank you for the opportunity to work with you. I am definitely looking forward to dining at a LoTi 5 restaurant in Levelland.
Please post your comments to this page when you have a chance.
Chris
chris@learning-quest.com
I wish to compliment each of you for your intensity level, dedication, and commitment to high level technology implementation during the three-day LoTi Mentor Certification Institute at Levelland High School. I am really excited about our prospects for LoTi in the District during the 2006-07 school year.
As you complete your certification tasks, please keep the following items on your dashboard:
1. Our expectation is for you to implement the LoTi concepts and strategies in YOUR classroom during the school year. We want to make sure that you feel comfortable with the techniques and websites modeled at the Institute.
2. The appropriate LoTi level should be commensurate with the TEKS being addressed and the desired level of student cognition.
3. We are rolling out the new LoTi Lounge (www.lotilounge.com) on July 1st and would welcome your thoughts and comments regarding the different resources available at this updated website.
4. Until we roll out the new LoTi Lounge, please access the ikeepbookmarks websites for accessing any of our LoTi resources. The website is as follows:
http://ww2.ikeepbookmarks.com/lotischools
You folks are simply awesome! Thank you for the opportunity to work with you. I am definitely looking forward to dining at a LoTi 5 restaurant in Levelland.
Please post your comments to this page when you have a chance.
Chris
chris@learning-quest.com
Wednesday, May 31, 2006
LoTi Mentor Certification Day 3 - Levelland, TX: June 1st, 2006
Welcome to Day 3 of the LoTi Mentor Certification Institute. Provided below is today's agenda:
I. Manatee Cards
II. LoTi Implementation Cycle
http://www.fisd.us
III. Lab Work: Completion of Certification Tasks #1-3
IV.Certification Task #4:
http://www.learning-quest.com/LoTi_Mentors
V.Professional Development Case Study
VI. Certification Task #5
http://www.learning-quest.com/LoTi_Mentors
VII.EBAM & Focus Strategies
VIII.Certification Task #6
IX.LoTi Mentor CD
X.LCM Submission Date: TBA
I look forward to working with you today!
Clayton
I. Manatee Cards
II. LoTi Implementation Cycle
http://www.fisd.us
III. Lab Work: Completion of Certification Tasks #1-3
IV.Certification Task #4:
http://www.learning-quest.com/LoTi_Mentors
V.Professional Development Case Study
VI. Certification Task #5
http://www.learning-quest.com/LoTi_Mentors
VII.EBAM & Focus Strategies
VIII.Certification Task #6
IX.LoTi Mentor CD
X.LCM Submission Date: TBA
I look forward to working with you today!
Clayton
LoTi Mentor Certification Days 1 & 2 - Levelland, TX - Reflection
I believe we covered a lot of territory during the second day of the LoTi Mentor Institute. We started the day with our Bloom Workout (remember Chris in Levelland), proceeded with the LoTi Sniff Test and Certification Task #1, participated in a LoTi 3 Case study entitled Monster Exchange, worked on Certification Task #3, and ended the session with an overview of the DETAILS for the 21st Century Survey as well as the creation of an individualized professional development plan for Suzy Creamcheese. Since the majority of the day was spent "LoTizing" video clips, I wanted to provide you with some additional suggestions when reviewing student products.
1.Having students apply what they have learned to a new authentic situation involves more than just depositing the information into a webpage, blog, wiki, or multimedia presentation; it requires students applying the pertinent concepts or skills to a situation that directly impacts the learner, his/her immediate surroundings, and/or the larger community. If this is not the case, then you most likely have either a LoTi 2 or 3 learning experience.
2. The easiest way to discriminate between LoTi 2 and 3 is the presence of (1) Higher Order Thinking Skills (Bloom's Taxonomy) or (2) one or more Complex Thinking Strategies. If a learning experience is teacher-directed and engages students exclusively at the Knowledge/Comprehension levels, then it is almost assuredly a LoTi 2 lesson. Conversely, if a learning experience is teacher-directed and engages students at the Application, Analysis, Synthesis, and/or Evaluation level or enables students to exercise one or more complex thinking strategies (i.e., Problem-solving, Creative Problem-solving, Decision-making, Investigation, Experimental Inquiry, Reasoning, Personal Reflection), then it is almost assuredly a LoTi 3 lesson.
3. Whenever possible, use pages 75/76 from your LoTi Mentor Certification manual to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
4. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.
5. The appropriate or target LoTi should always be commensurate with the TEKS being addresssed and at the desired level of student cognition.
As a reminder, you are encouraged to complete Task #2 and the DETAILS for the 21st Century Assessment by Thursday morning.
I look forward to your comments. By the way, you are in great hands with Mr. Clayton Kilduff, a Certified LoTi National Trainer and an outstanding Fine Arts Teacher from the Floresville ISD.
Have a fun day!
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. Whenever possible, use pages 75/76 from your LoTi Mentor Certification manual to help approximate the LoTi of any lesson plan, web-project, or instructional unit.
4. A truly differentiated classroom has LoTi 0-4 occurring on a daily basis.
5. The appropriate or target LoTi should always be commensurate with the TEKS being addresssed and at the desired level of student cognition.
As a reminder, you are encouraged to complete Task #2 and the DETAILS for the 21st Century Assessment by Thursday morning.
I look forward to your comments. By the way, you are in great hands with Mr. Clayton Kilduff, a Certified LoTi National Trainer and an outstanding Fine Arts Teacher from the Floresville ISD.
Have a fun day!
Chris
LoTi Mentor Certification Day 2 - Levelland, TX - May 31st, 2006
Congratulations on signing up for another day with the LoTi Mentor Certification Institute! Today, we begin Day 2 of the LoTi Mentor Certification Institute at Levelland High School. The agenda will consist of the following events:
I. Learning Theory Survey
II. Bloom Workout
III. LoTi Sniff Test
IV. Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/
V. LoTi Observer Demonstration
VI. Certification Task #3
http://www.learning-quest.com/LoTi_Mentors/
VII. LoTi 3 Case Study - Monster Exchange
VIII.DETAILS for the 21st Century Survey - Homework
IX. Individualized Professional Development Plan
X.Certification Task #2 - Homework
http://www.learning-quest.com/LoTi_Mentors
Let me know in advance of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.
Chris
I. Learning Theory Survey
II. Bloom Workout
III. LoTi Sniff Test
IV. Certification Task #1
http://www.learning-quest.com/LoTi_Mentors/
V. LoTi Observer Demonstration
VI. Certification Task #3
http://www.learning-quest.com/LoTi_Mentors/
VII. LoTi 3 Case Study - Monster Exchange
VIII.DETAILS for the 21st Century Survey - Homework
IX. Individualized Professional Development Plan
X.Certification Task #2 - Homework
http://www.learning-quest.com/LoTi_Mentors
Let me know in advance of any concerns or questions you have with the agenda or the institute itself. Your comments are greatly appreciated.
Chris
Tuesday, April 4, 2006
Yesterday, we spent the afternoon discussing the specific look-fors for the DETAILS for the 21st Century. DETAILS (Determining Educational Technology and Instructional Learning Skillsets) consists of five empiriically-validated constructs or categories for professional development. Each participant who completes the DETAILS Questionnaire (alias LoTi Questionnaire) receives a personalized DETAILS profile summarizing their professional development needs in the following categories:
1. Student-centered Instruction
2. Complex Student Projects
3. Technology Proficiencies
4. Dependence on Additional Resources or Assistance
5. Challenges of Classroom Technology Use
The two categories that were the most abstract and subject to numerous interpretations included Student-centered Instruction and Complex Student Projects. Provided below is a clarification of both these constructs.
Student-centered Instruction
instruction that is student or learner-centered emphasizes students generating their own questions aligned to a central theme, defining their own tasks, setting their own instructional goals, and/or self-assessing their own learning progress. Specific "look-fors" associated with student-centered instruction include:
* Students generate the essential questions
* Student dialogue is purposeful and relates to the topic under consideration
* Teacher serves as a facilitator for learning
* Teacher focuses on helping students clarify their own understanding of what they want or desire to learn
* Students engaged in finding answers to their questions
* Students develop their own pathway to find answers, clarify personal misconceptions, or seek solutions
* Culminating product is viewed as relevant and engaging to students
Complex Student Projects
Complex student projects refers to student learning experiences that embed one or more complex thinking strategies in the process by which students complete a final product. Complex thinking skill strategies include problem solving, creative problem solving, decision-making, reasoning, investigation, experimental inquiry, and reflective thinking. These strategies are more specifically defined as follows:
Problem Solving:
Identify the goal and obstacle
Identify/research alternative ways to solve the problem
Select an alternative based on the evaluation criteria
Try out the alternative
Evaluate results
Creative Problem Solving:
Identify the goal and obstacle
Brainstorm alternative ways to solve the problem (invent new ideas or extend known patterns to new situations)
Choose an alternative (using insight from previous activity)
Try out the alternative
Evaluate results
Decision-making:
Prioritize outcomes desired
Identify alternative actions
Make decision (choose alternative action based on established criteria)
Carry out decision
Evaluate decision
Reasoning:
Inductive Inference - predict a likely conclusion by using important unstated facts or observations
Deductive Inference - predict a likely conclusion by using important principles
Investigation:
Identify the type of investigation (e.g., concept; past event - "how/why", hypothetical event - "what if")
Identify previous knowledge
Determine confusions/contradictions
Research new information
Provide and justify clarifications
Experimental Inquiry:
Observe/measure phenomenon (collect data)
Analyze data
Draw conclusions/develop hypothesis
Text conclusions/hypothesis
Summarize/evaluate outcome in terms of original conclusions or hypothesis
Reflective Thinking:
Identify thinking strategies
Assess strengths and weaknesses of strategies applied in various situations
Select strategies most likely to be helpful in accomplishing purpose
Assess results/appropriateness of strategy selected
I would appreciate your feedback to either the clarified DETAILS constructs or your impressions as to what we accomplished during our afternoon workshop yesterday.
1. Student-centered Instruction
2. Complex Student Projects
3. Technology Proficiencies
4. Dependence on Additional Resources or Assistance
5. Challenges of Classroom Technology Use
The two categories that were the most abstract and subject to numerous interpretations included Student-centered Instruction and Complex Student Projects. Provided below is a clarification of both these constructs.
Student-centered Instruction
instruction that is student or learner-centered emphasizes students generating their own questions aligned to a central theme, defining their own tasks, setting their own instructional goals, and/or self-assessing their own learning progress. Specific "look-fors" associated with student-centered instruction include:
* Students generate the essential questions
* Student dialogue is purposeful and relates to the topic under consideration
* Teacher serves as a facilitator for learning
* Teacher focuses on helping students clarify their own understanding of what they want or desire to learn
* Students engaged in finding answers to their questions
* Students develop their own pathway to find answers, clarify personal misconceptions, or seek solutions
* Culminating product is viewed as relevant and engaging to students
Complex Student Projects
Complex student projects refers to student learning experiences that embed one or more complex thinking strategies in the process by which students complete a final product. Complex thinking skill strategies include problem solving, creative problem solving, decision-making, reasoning, investigation, experimental inquiry, and reflective thinking. These strategies are more specifically defined as follows:
Problem Solving:
Identify the goal and obstacle
Identify/research alternative ways to solve the problem
Select an alternative based on the evaluation criteria
Try out the alternative
Evaluate results
Creative Problem Solving:
Identify the goal and obstacle
Brainstorm alternative ways to solve the problem (invent new ideas or extend known patterns to new situations)
Choose an alternative (using insight from previous activity)
Try out the alternative
Evaluate results
Decision-making:
Prioritize outcomes desired
Identify alternative actions
Make decision (choose alternative action based on established criteria)
Carry out decision
Evaluate decision
Reasoning:
Inductive Inference - predict a likely conclusion by using important unstated facts or observations
Deductive Inference - predict a likely conclusion by using important principles
Investigation:
Identify the type of investigation (e.g., concept; past event - "how/why", hypothetical event - "what if")
Identify previous knowledge
Determine confusions/contradictions
Research new information
Provide and justify clarifications
Experimental Inquiry:
Observe/measure phenomenon (collect data)
Analyze data
Draw conclusions/develop hypothesis
Text conclusions/hypothesis
Summarize/evaluate outcome in terms of original conclusions or hypothesis
Reflective Thinking:
Identify thinking strategies
Assess strengths and weaknesses of strategies applied in various situations
Select strategies most likely to be helpful in accomplishing purpose
Assess results/appropriateness of strategy selected
I would appreciate your feedback to either the clarified DETAILS constructs or your impressions as to what we accomplished during our afternoon workshop yesterday.
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