Student Learning Made Simple with H.E.A.T.

In a era of unprecedented opportunities for personalized learning, teachers and leaders still cannot escape the pressure of meeting student achievement targets or improving professional practice through complex teacher and principal evaluation protocols. How can we effectively improve student learning and increase teacher innovation using simple measures based on universally-accepted best practices?

The answer is simple: H.E.A.T.

Applied to student learning, H.E.A.T. represents

• Higher order thinking, 
• Engaged learning, 
• Authentic connections, and 
• Technology use. 

Using the retired David Letterman’s Top 10 List concept, consider how H.E.A.T. data collected from 5-7 minute classroom walkthroughs can simplify all facets of the instructional curricula.

1. Use H.E.A.T. data to monitor daily levels of student learning
   Provides an easy way to gauge both teaching innovation and student learning aligned to popular teacher evaluation rubrics such as Danielson and Marzano
2. Use H.E.A.T. data to corroborate teacher self-assessment data
   Enables stakeholders to compare perceptions versus reality relating to student learning and teaching practices
3. Use H.E.A.T. data to set and monitor Student Achievement Goals
   Allows leaders to set realistic student achievement targets based on changes in the H.E.A.T. levels during the school year
4. Use H.E.A.T. data to develop differentiated professional development
   Lets stakeholders plan personalized learning for teachers based on the H.E.A.T. metrics
5. Use H.E.A.T. data to quantify continuous improvement in the classroom
   Offers statistical measures to determine areas of significant growth
6. Use H.E.A.T. data as topics for ongoing grade-level PLC meetings
   Engages all stakeholders in the process of continuous improvement
7. Use H.E.A.T. data to promote peer coaching across grade levels
   Provides simple metrics to discuss teaching and learning using a common vocabulary
8. Use H.E.A.T. data to provide informal feedback about teaching and student learning
   Lets teachers conduct their own self-reflection on their professional practice
9. Use H.E.A.T. data to interpret math and literary benchmark results
   Correlates the level of student learning (H.E.A.T.) and teaching innovation with formative achievement results on benchmark tests
10. Use H.E.A.T. data as a guide to developing lesson plans
    Gives teachers a simple rubric to use when planning lessons

H.E.A.T. is not a program or another thing to do. H.E.A.T. is simply a lens we use to discuss the level of student learning in terms of four simple indicators: Higher order thinking, Engaged learning, Authentic connections, and Technology use.

Higher Order Thinking Skills- Quescussion

Higher Order Thinking Skills- Quescussion

"Quescussion" is a strategy invented by Paul Bidwell in the University of Saskatchewan English Department. The Quescussion strategy represents a shift from making statements to starting to wonder and ask questions. The participants make points as in a normal discussion, but the use of statements is forbidden. Follow these instructions to try the Quescussion strategy:

• Provide a trigger (such as a poem, topic or theme). The trigger might be a problem to be solved, a provocative question or statement, some text or a key word, a video clip, a multimedia presentation, or a website to be analyzed or discussed.
• Have students participate in a discussion that only contains questions.
• Have participants yell “Statement” or make a sound if anyone makes a statement rather than asking a question). Note: This is monitored by the class.
• Do not raise your hand.
• Open-ended questions are preferred to closed questions. “What?”, “Why?” “How?” rather than “Is it true that...?”
• Try to ask questions about feeling as well as facts, try to ask simple knowledge questions as well as sophisticated questions.
• Humor is encouraged, sarcasm is discouraged.
• A question does not have to be directly related to the previous question.

Note: This strategy prompts students to reflect on a topic and then extend their thinking by generating follow-up questions. For example, Trigger = Hamlet. This is followed by discussion, “Who is Hamlet?”, and, “Why is Hamlet in the play?”

WEBSITE: The Center for Teaching & Learning Quote from Website: "Quescussion, as the name indicates, is a type of discussion that is conducted entirely in the form of questions (think Alex Trebek). The professor asks a question or makes a statement to the class (this question should be projected on the screen)."

VIDEO: Inquiry-Based Learning: Good Inquiry Questions This video highlights the fundamentals of an inquiry-based questioning strategy called Quescussion.

After exploring the strategy, consider and discuss the following questions using social media with #HEATFramework or posting your response by clicking on Reply below:

• What guidelines must you consider when using Quescussion with your students?
• How could you utilize Quescussion in your classroom? 
• What challenges would you face in utilizing Quescussion?
• Do you have other resources or ideas you would suggest for educators exploring ways of fostering student-generated questions?

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Higher Order Thinking Skills- Thesis Statements

Higher Order Thinking Skills- Thesis Statements

Follow these instructions to try the Thesis Statements strategy:

1. As part of the writing process, have students write down a thesis statement on the classroom interactive white board, white board, or chalkboard.
2. Next, have students take their interactive white board markers and generate two questions relating to the thesis statement. If no interactive white board exists, then use sticky notes. The questions can include any question type (e.g., clarifying, probing, hypothesizing), but must relate directly to the thesis statement.

For example, if the thesis statement stated, "The $700 billion bail-out of Wall Street by Congress and the President was an ill-conceived plan to solve the major economic crisis of 2008." then possible questions might be, "What if the government had no other choice?", "To what extent will this plan help the everyday citizen living on Main Street?", and "What accountability measures are in place to ensure that the $700 billion loan is repaid?"

WEBSITE: The Center for Teaching and Learning Quote from Website: "A thesis statement is a sentence (or sentences) that expresses the main ideas of your paper and answers the question or questions posed by your paper. It offers your readers a quick and easy to follow summary of what the paper will be discussing and what you as a writer are setting out to tell them."

After exploring the strategy, consider and discuss the following questions using social media with #HEATFramework or posting your response by clicking on Reply below:

• What guidelines must you consider when using Thesis Statements with your students?
• How could you utilize Thesis Statements in your classroom? 
• What challenges would you face in utilizing Thesis Statements?
• Do you have other resources or ideas you would suggest for educators exploring ways of fostering student-generated questions?

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Higher Order Thinking Skills- Questioning Toolkit

Higher Order Thinking Skills- Questioning Toolkit

Review information about using the Questioning Toolkit strategy at the link below, then follow the instructions to try the strategy:

Implementation Option #1: 

1. Have students select a type of question (e.g., hypothetical, inventive, probing, clarifying) for the class period, entire day, or entire week from the Questioning Tookit.
2. Next, have them generate questions orally for that question type relating to the content introduced in class.

Implementation Option #2:

1. Create a class folder for each of the types of questions in the Questioning Toolkit and display on the wall.
2. Anytime a student asks one of these question types, reward the student by having him/her write down the question and placing their question in the correct folder. This process will help students categorize their questions and build greater sensitivity and awareness that different types of questions do exist and have value.

WEBSITE: The Questioning Toolkit Quote from Website: "Portions of the Questioning Toolkit should be introduced as early as Kindergarten so that students can bring powerful questioning technologies and techniques with them as they arrive in high school."

WEBSITE: The Thinkers Toolbox This website includes strategies for sharing the Questioning Toolkit with students.

After exploring the strategy, consider and discuss the following questions using social media with #HEATFramework or posting your response by clicking on Reply below:

• What guidelines must you consider when using questioning strategies with your students?
• How could you utilize the Questioning Toolkit in your classroom? 
• What challenges would you face in utilizing the Questioning Toolkit?
• Do you have other resources or ideas you would suggest for educators exploring ways of fostering student-generated questions?

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Discussion Excerpt from the LoTi Classroom Course: Higher Order Thinking Skills

DISCUSSION: Higher Order Thinking & Cognitive Complexity

Most of the time when teachers are asked why they are teaching at the lower levels of Bloom’s Taxonomy, they suggest that students must understand the basics before they can tackle more complicated tasks at the higher cognitive levels. Unfortunately, many teachers never venture into the higher levels of student cognition. Enabling students to synthesize new information and/or revise their thinking about existing factual knowledge is a pivotal 21st Century Skill. 

In this activity, you will discuss with your colleagues the concept of cognitive complexity as it relates to integrating higher level thinking processes in your instructional setting. Consider the questions below.

• How can lessons be structured to help students move beyond basic content understanding?
• What critical thinking skills will our students need to succeed as life-long learners?
• As a teacher, how can I promote higher-level questioning from my students?
• How can Bloom's Taxonomy or Webb's Depth of Knowledge assist in elevating the level of student cognition  in the classroom?

You are expected to participate in this activity in one of two ways. You can either post your response to one or more of the above questions using social media with #HEATFramework or using the Moodle Discussion below. Either way, we encourage you to post ONE initial response and to reply to the post of at least ONE colleague. Since you have the option of posting within this Moodle course or by social media, this activity is set to mark as completed on your own.

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Moodle Discussion If you choose to participate in this discussion in Moodle instead of the social media sites, click on the Discuss This Topic Link below.

Note: Once you have participated in the Discussion either by replying below or posting in social media, you will be able to check this activity as completed on the home page of this course.

H- Higher Order Thinking Strategy- Staged Scenarios

H- Higher Order Thinking

Staged Scenarios

Staged scenarios are an effective way to generate student questions on a topic that would not occur naturally. Consider the principal and staff members who plan a stage scenario beginning with the principal sharing his staged concern with students about the unattractive state of the school grounds in anticipation of an important government official, celebrity, or star athlete visiting the school campus. His concern later serves as needed impetus for students to start landscaping projects that incorporate important science (e.g., percolation and compaction, plant growth, soil composition, scientific method) and math concepts (e.g., number sense, geometry, estimation). Click on one of the links below to explore more about staged scenarios in the classroom. Use the H.E.A.T. Lesson Plan Scoring Guide as a reference when choosing a strategy.

Higher-Order Thinking- The task requires students operating at the higher levels of Bloom’s Taxonomy (e.g., Analyzing, Evaluating, Creating).

Level 6- Student learning/questioning at Evaluating/ Creating levels
Level 5- Student learning/questioning at Analyzing level

VIDEO 1: Edutopia- Teaching Students to Work Together This video shows a middle school staged scenario involving a Simulated Hurricane. VIDEO 1: Teaching the Declaration of Independence as Break Up Letter This video shows a high school staged scenario involving a “Break-Up” Letter.

WIKI: Transformation and Technology: A New Way of Learning – Classroom Scenarios This website has a breakdown of suggested staged scenarios from K-2, 3-5, 6-8, and 9-12 with accompanying lesson plans.

After exploring the videos or the wiki, consider and discuss the following questions via social media with #HEATFramework or by posting your response by clicking on Comment below:

• What guidelines must you consider when creating a staged scenario to use with your students?
• How could you utilize a staged scenario in your classroom?
• What challenges would you face in utilizing staged scenarios?
• Do you have other resources or ideas you would suggest for educators exploring staged scenarios?

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CLICK ON THE Comment Link below or post to Social Media to participate in this activity

 

If you are interested in reviewing our free course, Increasing Student Rigor with H.E.A.T., contact us at  info@loticonnection.com. 

H.E.A.T. Framework Strategies- Teaching Students to Ask Better Questions

H.E.A.T. Framework Strategies

The H.E.A.T Framework provides a context to assess student learning experiences at the operational curriculum level and offers a practical set of descriptors for classroom walkthroughs, peer coaching/mentoring interventions, and lesson plan evaluations. By turning up the H.E.A.T., students are given the chance to apply or transfer critical content to contextual situations that involve high levels of engagement, critical thinking, and increased relevance. The result is improved student academic achievement as well as improved teaching and learning.

Since collaboration allows us to work together toward the achievement of the common goal of improving teaching and learning, the LoTi team encourages everyone to participate in our social media discussions with new ideas using the Online LoTi Classroom, Facebook, Twitter, and the LoTi Guy Speaks Blog. We welcome your participation in the discussions by completing one or more of the posted strategies. If possible, implement the strategies in your classroom. If you do not have a classroom, find a classroom that you can work with or try implementing one of the strategies in a professional learning session or meeting that you attend. Use #HEATFramework to connect your post to the overall discussion. Let's build a list of H.E.A.T. Strategies that makes classroom planning more effective.

H- Higher Order Thinking Strategy

Teaching Students to Ask Better Questions

Since it is critical that students increase their capacity for higher level thinking and questioning while still learning the content, teachers need to explore multiple strategies in their classroom. Let's explore sample strategies aimed at promoting higher level thinking and questioning in the classroom. Use the H.E.A.T. Lesson Plan Scoring Guide as a reference when choosing a strategy.

Higher-Order Thinking- The task requires students operating at the higher levels of Bloom’s Taxonomy (e.g., Analyzing, Evaluating, Creating).

Level 6- Student learning/questioning at Evaluating/ Creating levels
Level 5- Student learning/questioning at Analyzing level

VIDEO 1: How Might We…? Quote from Website: "A properly framed How Might We doesn’t suggest a particular solution, but gives you the perfect frame for innovative thinking."   VIDEO 2: Teaching Channel- Tips To Have Students Ask Better Questions This website shows classroom modeling of question strategies.

After exploring the videos, consider and discuss the following questions via social media with #HEATFramework or by posting your response by clicking on Comment below:

• What guidelines must you consider when creating question starters with your students?
• How could you utilize question starters in your classroom? 
• What challenges would you face in utilizing question starters?
• Do you have other resources or ideas you would suggest for educators exploring ways of fostering student-generated questions?

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CLICK ON THE Comment Link below or post to Social Media to participate in this activity

If you are interested in reviewing our free course, Increasing Student Rigor with H.E.A.T., contact us at  info@loticonnection.com.

Building Effective Plans for Digital Teaching and Learning

How do you develop an effective plan for digital learning that yields a sustainable impact on teacher innovation, college and career readiness, academic progress, and student engagement in the classroom? Try Integrating the results from the LoTi Digital Age Survey with the Six Sigma improvement process. The results might surprise you.

The fundamental objective of the Six Sigma methodology is the implementation of a measurement-based strategy that focuses on process improvement (e.g., define, measure, plan, implement, analyze, improve). Since most school districts use some form of self-assessment as a means of data gathering, applying a modified version of the Six Sigma to the planning process can ensure that Digital Teaching and Learning plans include targeted, measureable outcomes that strive to eliminate wasteful digital practices and concentrate on instructional methodologies and strategies that elevate the level of digital learning in districts over the long term.

The LoTi Digital Age Survey is a research-based, empirically-validated self-assessment that integrates several popular metrics including LoTi (Levels of Teaching Innovation), H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use), SAM-R (Substitution, Augmentation, Modification, Redefinition), and ISTE Standards for Teachers and Leaders to provide individual teachers with an individualized dashboard to track their progress related to digital teaching and learning. The survey also aggregates data from a series of customizable pre-survey questions to pinpoint specific gaps in a school district’s approach to digital learning. For example, what impact might a school district initiative such as peer coaching have on the level of digital learning in the classroom? (See Figure 1.)

Figure 1

In this instance, the table shows a moderate negative correlation between peer coaching feedback and the level of digital learning (-0.51). What implications might this finding have for the development of a digital learning plan? One suggestion might be the inclusion of specific professional learning into the digital learning plan that focuses on a Train-the-Facilitator model emphasizing digital learning best practices.

Using data thoughtfully to drive change is not a new concept. What is novel is looking at data differently in unexpected areas of digital learning (e.g., school climate, peer coaching, shared vision) that can ensure that digital learning dollars achieve their strongest level of impact for all school stakeholders.

TPACK to LoTi: Moving from Theory to Practice

After reading an article from the Journal of Research on Technology in Education entitled, Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers, by Schmidt, Baran, Thompson, Mishra, Koehler, and Shin (2009), I discovered similarities between the Technological Pedagogical Content Knowledge (TPACK) Framework and the Levels of Teaching Innovation (LoTi) Framework. Both research-based frameworks serve as a lens to explain technology integration —TPACK from a theoretical perspective and LoTi from a more quantifiable perspective.

TPACK represents the integration of Technology Knowledge advanced by Schmidt et al. (2009) to the Pedagogical Content Knowledge paradigm conceptualized by Shulman (1986). The original LoTi Framework is also a byproduct of two other conceptual frameworks: Current Instructional Practices (Pedagogy) and Personal Computer Use (Technology) that attempt to define technology integration as the ongoing interplay between Pedagogy and Technology.

Recently, a colleague of mine asked me to explain how TPACK related to LoTi or vice versa. From my perspective, the LoTi Framework puts into practice the TPACK Model by generating and reporting individual and aggregate teacher results at specific levels consistent with the TPACK components either through classroom walkthroughs or an online self-assessment. In other words, teachers can use the LoTi Framework to track their growth with the TPACK components as they progressively move to higher LoTi levels.

Looking at the big picture, both frameworks, TPACK and LoTi, have their place in educational research—TPACK with advancing our understanding of the complex interactions among content, pedagogy, and technology; LoTi with identifying variables (e.g., digital infrastructures, school climate) that directly impact the level of technology integration in the classroom.

ESL Support Pillars

To what extent are we positioning ESL (English as a Second Language) students to become college and career ready? According to the Alliance for Effective Schools, “About 63 percent of the 46.8 million job openings created by 2018 will require workers with at least some college education....”

Traditional approaches to pedagogy often leave the ESL student population underserved in preparation of post-secondary pursuits. Why? ESL programs sometimes focus more on language acquisition at the expense of providing rigorous and challenging learning experiences. The result is clearly seen in achievement gaps across the country. English Language Learner (ELL) sub-group populations frequently score lower than non-ELL populations in English language-intensive subjects such as reading, writing, and science, and to a lesser extent in math where language has less impact on test item computation.

The solution? Providing greater development and support for targeted areas impacting ESL teaching and learning. We use the term, ESL Support Pillars, to represent three key areas: Student Achievement, Student H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use) and Teacher Innovation. Keeping a pulse on these three interdependent components with the same level of concern for language acquisition can help close the achievement gap.

2016 ISTE Conference Addendum

Two weeks ago, I was fortunate enough and humbled to present to an overflowing crowd at the ISTE 2016 Conference in Denver. My ISTE session topic entitled, Finding the Missing Links to Effective Technology Use in Schools, highlighted the current status of digital learning nationally as well as a regression analysis involving 24 campus’ student achievement gains compared with their Level of Teaching Innovation (LoTi) in the classroom.

During my session, I also shared the results of our Spring 2016 pilot of the 20th Anniversary Edition of the LoTi Digital Age Survey. Based on a sample of approximately 1,400 classroom teachers in Kentucky, Pennsylvania, Georgia, and Maryland, we found moderate correlations between LoTi and frequency of technology use for both students (r = 0.56) and teachers (r = 0.43) along with a moderate correlation between LoTi and teacher’s perceptions about their communication and feedback cycle with building administrators (r = 0.47). We even found one strong correlation between LoTi and teacher’s perceptions about their shared vision for digital learning (r = 0.62).

One area where I fell short due to time constraints was actually discussing concrete steps that schools can take to elevate the LoTi based on the aggregate data collected on their campuses. For example, what if a strong positive correlation exists between the use of the Flipped Classroom blended learning model and LoTi at a particular school? Possible interventions might range from peer coaching that promotes rigorous and challenging performance assessments to in-class modeling of grade level appropriate S.T.E.A.M. activities.

Conversely, what if a strong negative correlation exists between the frequency of administrator feedback and LoTi? Think about it for a minute. If a building leadership team is constantly emphasizing to staff members the importance of preparing students for high-stakes testing, there is the distinct possibility that teacher/leader conversations will have little to do with digital learning aside from the use of mobile apps and laptops for low-level skill development and review. How could this trend be reversed? By implementing any one of the following interventions: research sharing with administrators showcasing the connection between achievement and LoTi levels, modeling LoTi 3+ lessons emphasizing higher levels of cognitive complexity tied to the content embedded in state assessments, and/or using Digital Age Best Practices as the cornerstone for informal classroom walkthrough conversations.

Analyzing data in isolation has little value to stakeholders. Finding moderate to strong correlations among campus variables (e.g., school climate, digital infrastructure) that directly or indirectly impact digital learning (i.e., LoTi) and assigning practical interventions to promote their positive impact on student achievement and digital learning is the key to continuous improvement and student success.

Digital Age Professional Development

As a professional development provider, one of our biggest challenges is finding the time to free up teachers to participate in focused PD. Offering professional learning during the school year is difficult due to already packed agendas on district-approved professional development days. Trying to offer training after-school is of little or no value since the audience comprised of teachers and leaders who, by the way, have already worked a full day are mentally, emotionally, and/or physically exhausted. 

Dr. Mary Moen’s 2015 Dissertation from the University of Rhode Island entitled, Teachers’ Self-directed Informal Learning for Technology Integration in 1:1 Device High Schools, offers some needed insight on what might be the wave of the future for professional learning. Dr. Moen’s findings indicated that teachers are frequently engaged in informal learning activities such as searching the Internet, routinely asking their colleagues for assistance, or just practicing on their own relating to technology integration practices. These findings corroborate early returns from the Spring 2016 LoTi Digital Age Survey Results which on some campuses found a strong correlation between the Level of Teaching Innovation (i.e., digital learning) and the use of specific websites as the primary “go to” provider for ideas, inspiration, and advice related to digital learning.

As we look ahead to maximizing the benefits of professional learning in the digital age, new models need to be conceptualized and put into practice. Formal online learning courses have their place, but in the day-to-day grind of the teaching profession, solutions and strategies need to be at one’s fingertips for immediate implementation including the necessary support structures. Dr. Moen’s research sheds light on a topic that has confounded educators for years—making professional development meaningful, practical, and sustainable.

Quantifying Success at the End of the Year

As schools close down for the summer, a bit of reflection is generally in order relating to campus goals. At our LoTi Digital Age School campuses in New Jersey, Pennsylvania, and Arizona, each school created a Next Steps Action Plan at the beginning of the school year that targeted three primary indicators: Student Achievement, Student H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use) and Teacher Innovation (LoTi).

Though student achievement results will not be released until later in the summer, a close inspection of the student H.E.A.T. and LoTi data at the end of the year will tell us how well we prepared students to showcase what they know and are able to do. Since the underlying thread to both the LoTi and H.E.A.T. frameworks are a set of evidence-based practices referred to as Digital Age Best Practices, we possess great confidence that the resulting achievement data will correlate to the amount of growth that occurred during the school year in both the level of teaching innovation (LoTi) as well as the amount of student H.E.A.T.

Our action research has shown that the best way to prepare students for intensive, multi-dimensional state assessments (e.g., PARCC, Smarter Balanced, PSSA, STAAR) is providing challenging and thoughtful instruction on a daily basis that mirrors the rigor found on many state assessments. As an ex-college football jock, let me offer a fundamental football cliché as a question… Does the physicality of our daily operational curriculum mirror the physicality of the state assessment in terms of cognitive complexity and real-world connections?

If yes, we can exude the same confidence of “…the bird that sings when the dawn is still dark.” In other words, we did our best to address the pertinent content standards that students will need as they matriculate to the next grade level. If not, then perhaps, we need to brainstorm additional strategies that can help promote increased daily student engagement in the classroom. As we all know, providing high caliber instruction on a daily basis is difficult, challenging, and time-consuming. The key is incrementally improving our own level of performance as teachers and leaders which frequently leads to significant student achievement gains.

An All-Too-Common Theme in Schools

As part of the ongoing action research I oversee for LoTi Connection and the National Business Education Alliance, I regularly review doctoral dissertation projects using the LoTi Framework. This week I reviewed a 2016 doctoral dissertation by Elcie Douce from St. John’s University entitled, "The effect of foreign language teachers' level of technology integration on students' development of higher-order thinking skills." This dissertation used the LoTi Framework for data collection purposes to generate insights into technology’s potential for elevating student cognition.

The findings revealed that (1) foreign language teachers' current technology integration level is not fostering students' Higher Order Thinking Skills (HOTS) development and (2) foreign language teachers' perceptions of their current level of technology integration are higher than their actual levels. Unfortunately, the former finding reinforces a familiar theme that somehow the use of technology (i.e., digital resources) in and of itself holds the keys to higher levels of cognitive complexity in the classroom—a theme, by the way, that continues to perpetuate a LoTi Level 2 mindset whereby learning focuses on lower levels of cognitive processing while digital resources are used by students for extension activities, enrichment exercises, information gathering assignments, or presentations.

The latter finding is something that frequently happens whenever one is first introduced to the LoTi and/or H.E.A.T. metrics. Many teachers experience a sudden realization that the key to digital learning is not about the technology, but about dynamic ways of engaging students with personalized learning experiences that prompt them to solve problems and find authentic solutions. Dr. Douce’s results represent a wake-up call for all of us to rethink how we organize our professional development offerings so that they focus in on the learner and ways of engaging students using the available digital resources and not vice versa.

A Shift in Momentum for 21st Century Skills

In 2016, you will be hard pressed to find a major educational organization, think-tank, publisher, or blogger who hasn’t embraced twenty-first century skills. For years, the Partnership for 21st Century Learning (P21) was the lone advocate for articulating the key look-fors associated with this concept. Today, the popularity of the movement has even transcended traditional mainstream organizations such as the National Council of Teachers of English (NCTE) who define twenty-first century readers and writers who are able to:

• Gain proficiency with tools of technology
• Develop relationships with others and confront and solve problems collaboratively and cross-culturally
• Design and share information for global communities to meet a variety of purposes
• Manage, analyze, and synthesize multiple streams of simultaneous information
• Create, critique, analyze, and evaluate multimedia texts
• Attend to the ethical responsibilities required by these complex environments

Why all the commotion about twenty-first century skills? By gaining the necessary momentum, twenty-first century skills is no longer a novelty, but a legitimate movement. The good new is that it has created new student expectations for mainstream curriculum and instruction (e.g., Common Core State Standards) that before were relegated to the educational technology side of the hallway. Students are now expected to solve complex problems, make real-world connections, use digital resources, and collaborate with one-another. In other words, less teacher-talk and more student talk. Decision makers at the federal, state, and local levels have now aggressively taken action about twenty-first century teaching and learning that includes college and career readiness. Need I remind anyone of the acronym for PARCC—Partnership for Assessment of Readiness for College and Careers?

National LoTi Levels have always hovered around a LoTi 2 (Exploration), which essentially is low level digital learning (i.e., didactic instruction using technology). However, current multiple measures for testing accountability including PARCC, the Smarter Balanced Assessment Consortium, Keystones (PA), and STAAR (TX), to name a few, have created new expectations for learning that require students to be operating at the higher cognitive levels while solving multi-step problems—the hallmark of a LoTi 3 (Infusion).

May the movement continue!

Making Minor Adjustments Turns Up the H.E.A.T.

The other day I was listening to an audio seminar from renowned life coach, Tony Robbins, about achieving goals whether they be personal or professional. Mr. Robbins used his golfing experience and, specifically, his deep frustration with not hitting the golf ball consistently as an example of why people often cannot achieve "success." As he turned to his golfing coach one day, Robbins was amazed that what was recommended was not a complete overhaul of his golf swing, but a few minor adjustments involving less than a fraction of an inch. Applied to achieving success, Robbins commented, "When it seems impossible, when it seems like nothing is going to work, you’re usually just a few millimeters away from making it happen."

How can we apply Tony Robbins’ message to elevating the level of teaching innovation in the classroom? Using the H.E.A.T. acronym representing Higher order thinking, Engaged learning, Authentic connections, and Technology use, let’s apply a couple of millimeter-like adjustments to a middle school learning experience.

MATH STANDARD: 
Common Core State Standards - Math 8.F.B.4 
Construct a function to model a linear relationship between two quantities.

BEFORE:
The original lesson plan featured students completing a table of x and y values based on the equation y = mx + b, identifying the slope and y-intercept, and plotting the data points on grid paper. A quick H.E.A.T. assessment would have documented this Grade 8 learning experience as follows based on the H.E.A.T. Framework:

• H (Higher order thinking):
  • 4 — Student learning/questioning at Applying level (Blooms Taxonomy)
  • 4 — Students justify learning at the Strategic Thinking level (Webb's DoK) 
• E (Engaged learning): 
  • 1 — Students report what they have learned 
• A (Authentic connections): 
  • 2 — The learning experience represents a group of connected activities, but does not connect the content to the real world 
• T (Technology use): 
  • 1 — Digital and/or environmental resources are (1) not available, (2) not used, or (3) not directly connected to the learning 

AFTER: 
The revised lesson plan featured students generating data from a computer simulation for an international 100-meter sprint race and then finding the slope based on the subsequent mathematical pattern (y = mx + b). To culminate the lesson, students participate in a class debate/discussion about the possibility of what the actual world record will be for the 100 meter sprint in 40 years based on the established mathematical pattern. The revised plan, with small adjustments for the same math content standard, would document higher levels of H.E.A.T. on a H.E.A.T. assessment:

• H (Higher order thinking): 
  • 6 — Student learning/questioning at Evaluating/Creating levels (Blooms Taxonomy)
  • 5 — Students arrange learning at the Extended Thinking level (Webb's DoK) 
• E (Engaged learning):
  • 4 — Students collaborate to solve a teacher-directed problem with possible options
• A (Authentic connections):
  • 5 — The learning experience provides opportunity for students to apply their content understanding to a real world situation.
• T (Technology use):
  • 4 — Students use teacher-directed digital and/or environmental resources to accomplish learning outcomes
 

Sometimes, making the slightest adjustments can help students make connections that would have never occurred otherwise.

Achieving the Target Level on Your Teacher Evaluation System: It’s as Easy as a LoTi 3!

Executing a lesson at a LoTi 3 based on the LoTi Framework easily translates to either an Effective, Proficient, or Satisfactory rating on most teacher evaluation instruments used on the planet these days. Briefly, a LoTi 3 involves students engaged in higher levels of cognitive complexity (e.g., problem-solving, decision-making, inductive reasoning) relating to teacher-directed problems using the available digital and/or environmental resources This level seems to be a reasonable target for most teachers when the content they teach already lends itself to real world connections and rich uses of technology. But what about those days when the classic review lesson is used to help prepare students for an upcoming assessment—particularly at the high school level and specifically, in an Algebra 1 or Algebra 2 classroom?

This week I participated in a lesson modeling episode with colleagues at Camden’s Academy Charter High School in Camden, New Jersey, where the targeted concepts included rearranging formulas to highlight a quantity of interest, using the same reasoning as in solving equations, solving systems of linear equations focusing on pairs of linear equations in two variables, and comparing properties of two functions each represented in a different way (e.g., algebraically, graphically, numerically in tables, or by verbal descriptions). Hardly fodder for showcasing real world connections and student engagement!

Yet, integrating the protocol used on the Food Network’s Chopped series provided opportunity for students to apply the math content to a self-selected real world connection (e.g., representing one of the mystery ingredients) at a self-selected level of rigor (e.g., another mystery ingredient, if you are familiar with the Chopped format) while collaborating in small groups to find a solution—all the makings for a LoTi 3!

Often times, students lose themselves in memorizing isolated formulas while struggling with math fluency that cripples their progress and reduces any confidence or interest they might have in solving an open-ended or extended response math problem.

As we asked students at the end of the class period to complete an exit ticket, I proceeded to complete my own. My own "Aha!" moment was that most of these students struggle with the math because it is offered as a conglomeration of isolated, emotionally-void numbers and symbols. When do we allow kids to mix concepts like imagination, fun, and risk-taking into their everyday math learning? Achieving a proficient level on most teacher evaluation metrics means that we have provided opportunities for rich engagement, higher order thinking, and networked collaboration—all of which cannot be achieved unless we give students latitude to discuss, explore, and apply their math (or any other content) in a safe, playful, and high-energy-charged learning environment. This is the hallmark of a LoTi 3 as well as an achievable target for elevating the professional practice of all educators.

An Argument for Differentiated Instruction

Last week, while conducting H.E.A.T. walkthroughs in intermediate grade classrooms, I pondered how often we as educators actually adjust/tier/differentiate our instruction based on the readiness level or interests of our students. Though I witnessed both whole group and small group (i.e., centers/stations) instruction during these classroom visitations, the delivering of content as well as the small group learning activities were essentially the same for all students.

Whenever I observe whole group instruction, I inherently question the assumptions we often make indirectly about the learners such as:

• There is no significant difference academically among the students.
• All learners possess the same interests, modality strengths, and dominate multiple intelligence.
• The content delivery (using either whole group or small group instruction) targets each student’s intellectual wheelhouse.

Given the limited time available for instructional planning during the school week, it would be surprising if more than 5% of current practitioners even considered any of the above assumptions. In affluent zip codes, this may not matter; but in neighborhoods where students have fewer opportunities for enrichment, the quality of instruction does matter. Personalizing learning through differentiation can be the key factor that turns a struggling student into a successful, empowered lifelong learner.

Consider a Common Core Math Lesson where students are solving multi-step, real-life, mathematical problems posed with positive and negative rational numbers using strategically chosen tools. Traditionally, the teacher might have students participate in a game-like activity that requires them to review simplifying expressions using the distributive property and combining like terms. Now consider how students might respond to this same math standard, but this time, they have to locate a current article from the internet that contains numbers (e.g., article about fashion, sports, politics, business) and create an algebraic story problem based on the contents of the article, whether real or fictitious.

What if students had to determine the heat loss of one of the hot water tanks at their middle school and make a recommendation to either maintain the current water tank or replace it with a more energy-efficient model by first converting the “word” directions for determining heat loss into an algebraic equation? After creating the equation, students would have to choose three possible replacement brands from any website and compare their heat loss rating to the one on their campus using the heat loss equation.

All three examples required students to simplify expressions using the distributive property and/or combining like terms, but at different levels of cognition and related to different interests. By using the student’s individual and/or collective interests and readiness levels to drive engagement, students can better understand how content is connected to their own life experience.

Research has validated many of the practices associated with differentiation, among which are promoting student engagement, responding to learning styles, and teaching to a student's zone of proximal development (e.g., the distance between what a learner can demonstrate without assistance and what the learner can do with assistance). Addressing any one of these attributes of differentiation on a consistent basis can yield positive benefits in terms of achievement, self-esteem, and motivation. Sometimes, it’s the little things that we do that can make a big difference; and differentiated instruction may be one of those things.

Factors Impacting Effective Technology Use: Small Group Instruction

After spending years conducting classroom walkthroughs, I believe I have witnessed most forms of small group instruction. I've seen everything from self-directed centers at the Pre-K-2 levels (and even on a few high school campuses) to a small cadre of middle school students engaged in an anchor activity quantifying results from an online survey about campus bullying. Research has shown that properly structured and well-managed small group configurations can generate powerful results in terms of student learning, retention, and overall college success.

As a former classroom teacher, I remember the first time I organized stations for my 9th grade students. Aside from the initial struggle, my high schools students encountered working collaboratively, conducting peer evaluations, and self-monitoring their own behavior. I did notice how natural it was for them to exchange ideas, develop their own voice, and tackle complex problems beyond what they were willing to do on their own.

As a technology consultant, I also recall one instance where we spent the entire summer working with teams of middle school teachers on Project-Based Learning (PBL) and the use of the 5E Model prior to the arrival of their grant-funded mobile devices. Similar to adding oil to a hot frying pan, as soon as the digital tools arrived in early December, the aggregate LoTi Level increased from a LoTi 1 to a LoTi 3/4 almost overnight.

Later this month, we at LoTi will be releasing nationwide the LoTi Digital Age Survey 20th Anniversary Edition that explores the connection between variables such as small group learning (e.g., learning stations/centers, cooperative grouping, and/or individualized instruction) and the Level of Teaching Innovation (LoTi). My hunch is that results will show a strong correlation given the elements embedded at the higher LoTi Levels (e.g., collaborative problem-solving, student generated questions, real world connections, rich uses of technology) and the fundamental structure of small group learning.

This blog post is the final entry in a series of fourteen online entries highlighting factors that impact the effective use of technology in today's classrooms. This series focuses on each of the research variables used to conduct comparative analyses as part of the LoTi Digital Age Survey 20th Anniversary Edition.

Getting It Right! — Arthur Elementary School

This past Saturday, I had the opportunity to spend a day working with the staff at Arthur Elementary School in the Oklahoma City School District as part of the U.S. Department of Education’s ConnectED initiative—a program that has provided 1:1 access for every student and staff member on campus. In the past, I have wondered how schools such as Arthur Elementary School are selected. What attributes made them one of only 114 schools nationwide, as well as the only campus in Oklahoma, to receive the iPads?

After facilitating the day-long session, which included staff members analyzing lesson plans, completing inter-rater reliability exercises, conducting self-assessments, and creating new learning experiences based on the H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use) instructional model, my question had been answered.

The professional manner in which individual staff members and grade level teams converse with one another—along with their collective vision and willingness to reach group-generated goals relating to 21st Century learning—was truly remarkable. Current survey results showed the majority of the AES staff at a LoTi 2 (Exploration), which makes sense given the quick turn-around for receiving the iPads and initial PD. Yet, a year from now, my bet is that the majority of staff will be on the cusp of a LoTi 4 (Integration).

The faculty's unified approach could even be seen as you walked the halls of the school, where each classroom door was adorned with its own H.E.A.T.-themed design. The doors serve as a daily reminder for students, parents, and staff of the school's vision for using digital resources to promote high levels of student engagement, collaborative learning, and authentic problem-solving.

It is rare to witness first-hand a group of dedicated teachers, along with their principal and District Tech guru, that are so much in sync. Hats off to the Arthur Elementary School staff, their principal, Rhonda Schroeder, and the District Executive Director of Information Technology, Eric Hileman. I so much look forward to their continued work with elevating teaching innovation and closing the achievement gap. Way to go Arthur Elementary School!  #lotiguy #connectED