Wednesday, December 9, 2009

LoTi Administrator Orientation

Provided below is the agenda for our LoTi Administrator Orientation "snapshot."

Let's first explore digital-age learning by viewing the short video clips below.

Now, rank the videos from Lowest (1) to Highest (4) in terms of representing digital-age teaching and learning.

Discussion: If you have access to a laptop, add a comment at the bottom of this blog post now about the specific "look-fors" that separated your highest rated video from your lowest rated video.

What is H.E.A.T.?

• Discussion: Conduct a H.E.A.T. analysis of the Hermit Crabs video. Was it bringing the H.E.A.T. to student learning in terms of Higher order thinking, Engaged learning, Authentic connections, and Technology use. Discuss with your colleagues how you would have scored this video based on the H.E.A.T. rubric.

What is LoTi?

• Discussion: Conduct a LoTi Sniff Test of the Food Chains and Biology videos. What was the LoTi Level of each video? Discuss with your colleagues how you scored each video based on the LoTi Sniff Test.

• Discussion: How does LoTi relate to H.E.A.T.? If you have access to a laptop, add a comment at the bottom of this blog post now about the relationship between LoTi and H.E.A.T.

What is the LoTi Continuous Improvement Cycle?
• Assess
• Plan
• Implement
- Sample H.E.A.T. Strategy-Web 2.0 Tools
• Sustain
- Classroom Walkthroughs with H.E.A.T (User ID: lotiguest/Password: lotiguest)

• Discussion: As an administrator conducting classroom walkthroughs, what criteria or "look-fors" do you currently use to gauge acceptable instructional practices? How do these criteria compare with the H.E.A.T. look-fors?

Professional Development Opportunities:
LoTi Administrator Institute (Spring, 2010)
Online LoTi/H.E.A.T. Classes (User ID: lotiguest/Password: lotiguest)



  1. Some of the "look fors" that I tend to think add weight to experiences are real world innovation and application. The complexity and relevance behind the Biology research transcends the tool selection.

  2. I think what separated the 1 from the 4 for me was the real world experience and the rigor inherent in the biology lesson. The food chain lesson was engaging and fun but I'm not sure it was as rigorous (even at the elementary level) for the kids.

  3. Transformative uses - (Biology) of technology - was looking for real (not classroom) investigations and applications of learning and data use, students working in teams and posing questions, discussing results, examining data, etc.

    Adaptive uses - (Food Chain) of technology - using tech tools to further student learning, not using tech tools to recreate that which can be done without tech.

    Was not looking for a classroom of the 1950's. (Elements)

  4. The main "look for" for me is to make sure that technology is integrated as a critical component of student learning as opposed to a device which is built in to simply support learning.

  5. One of the "look for" that stands out for me is the ability of the students to grasp the concepts and content and take personal ownership of their work through the different technology tools. Both the classroom Biology and Food chains exemplify these.

  6. The look-fors are instant results and real world applications of technology.