Greetings and welcome to Day 2 of the LoTi Mentor Certification Institute. Provided below is today's agenda.
Certification Task #1 - Review
21st Century Learning
H.E.A.T.
LoTi Sniff Test
DETAILS for the 21st Century Questionnaire
Certification Task #2
Extreme Technology Makeover - WebQuest Edition
Certification Task #3
LoTi 3 Case Study - Elementary School
LoTi 3 Case Study - Middle School
LoTi 3 Case Study - High School
Complex Thinking Strategies - Hollywood version
H.E.A.T. Classroom Walkthroughs
Leave a comment about any questions from yesterday's program or today's agenda.
May the LoTi Be With You!
Chris
Wednesday, July 18, 2007
LoTi Mentor Certification Day 1 - Murray, KY - Reflection
Since most 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 yesterday's program.
A. Technology use coupled with effective instructional strategies can improve student achievement.
Marzano, Robert. J. What works in schools: translating research into action. ASCD: Alexandria, Virginia. 2002.
Center for Applied Research in Educational Technology (CARET). ISTE. http://caret.iste.org/
LoTi Connection. Learning Quest. Inc. http://www.loticonnection.com
The George Lucas Educational Foundation. http: www.edutopia.org
North Central Regional Educational Laboratory. http://www.ncrel.org/tech/
eMints National Center. http:///www.emints.org/evaluation/reports
B. Technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization.
Baker, E. L., Gearhart, M., & Herman, J. L. (1994). Evaluating the Apple classrooms of tomorrow. In E. L. Baker H. F. O'Neil, Jr. (Eds.), Technology assessment in education and training (pp. 173-197). Hillsdale, NJ: Erlbaum.
Dwyer, D. C., Ringstaff, C., & Sandholtz, J. (1990). The evolution of teachers' instructional beliefs and practices in high-access-to-technology classrooms. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993, September). Using technology to support education reform. Washington, DC: U.S. Department of Education.
C. Technology can enhance both what and how children learn when used in conjunction with: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts.
Roschelle, J.M. Pea, R.D., Hoadley, C.M., Gordin, D.N. and Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101
Papanastasiou, E., Zemblyas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? Journal of Science Education and Technology, 12 (3), 325-332.
Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi on your campus or in your 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 yesterday's program.
A. Technology use coupled with effective instructional strategies can improve student achievement.
Marzano, Robert. J. What works in schools: translating research into action. ASCD: Alexandria, Virginia. 2002.
Center for Applied Research in Educational Technology (CARET). ISTE. http://caret.iste.org/
LoTi Connection. Learning Quest. Inc. http://www.loticonnection.com
The George Lucas Educational Foundation. http: www.edutopia.org
North Central Regional Educational Laboratory. http://www.ncrel.org/tech/
eMints National Center. http:///www.emints.org/evaluation/reports
B. Technology increases the complexity of the tasks that students can perform successfully, raises student motivation, and leads to changes in classroom roles and organization.
Baker, E. L., Gearhart, M., & Herman, J. L. (1994). Evaluating the Apple classrooms of tomorrow. In E. L. Baker H. F. O'Neil, Jr. (Eds.), Technology assessment in education and training (pp. 173-197). Hillsdale, NJ: Erlbaum.
Dwyer, D. C., Ringstaff, C., & Sandholtz, J. (1990). The evolution of teachers' instructional beliefs and practices in high-access-to-technology classrooms. Paper presented at the annual meeting of the American Educational Research Association, Boston.
Means, B., Blando, J., Olson, K., Middleton, T., Morocco, C.C., Remz, A.R., & Zorfass, J. (1993, September). Using technology to support education reform. Washington, DC: U.S. Department of Education.
C. Technology can enhance both what and how children learn when used in conjunction with: (1) active engagement, (2) participation in groups, (3) frequent interaction and feedback, and (4) connections to real-world contexts.
Roschelle, J.M. Pea, R.D., Hoadley, C.M., Gordin, D.N. and Means, B.M. (2000). Changing how and what children learn in school with computer-based technologies. The Future of Children, 10:2, 76-101
Papanastasiou, E., Zemblyas, M., & Vrasidas, C. (2003). Can computer use hurt science achievement? Journal of Science Education and Technology, 12 (3), 325-332.
Also, think about LoTi as Levels of Teaching Innovation rather than Levels of Technology Implementation. It will prove most beneficial as you begin to implement LoTi on your campus or in your district.
I look forward to your comments.
Chris
LoTi Sniff Test
Is technology being used in the classroom? - Yes/No
Is technology being used by students as part of the learning experience? - Yes/No
Is there evidence of higher order thinking by students tied to the content? - Yes/No
Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No
Is the learning experience student-centered? Yes/No
Is there two-way collaboration with experts outside the classroom? - Yes/No
Do students have unlimited access to technology during the school day? - Yes/No
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
Tuesday, July 17, 2007
LoTi Mentor Certification Day 1 - Murray, KY - July 17th, 2007
Today, we will begin Day 1 of the LoTi Mentor Certification Institute at Murray State University. The agenda will consist of the following events:
LoTi Mentor Certification
Issues with Technology Use
Extreme Technology Makeover
Think about Bloom
LoTi Framework
LoTi Classroom Observations
Certification Task #1
Lesson Plan Analysis
Certification Task #3
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
Issues with Technology Use
Extreme Technology Makeover
Think about Bloom
LoTi Framework
LoTi Classroom Observations
Certification Task #1
Lesson Plan Analysis
Certification Task #3
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
Wednesday, June 20, 2007
Today's Agenda
Good Morning. Welcome to Levelland ISD's 21st Century Assessment Writer's Workshop. Today, we will brainstorm and draft performance assessments that truly inspire students to apply their content understanding to real world problem-solving that requires lots of H.E.A.T.
LoTi Review
21st Century Skills/Content
H.E.A.T. Case Study
Performance-based Assessment
LISD 21st Century Assessments
21st Century Resources:
LoTi Connection
Partnership for the 21st Century
Questioning Toolbox
LoTi Schools Bookmarks
Thinkfinity
WebQuest
LoTi Lounge
Kathy Schrock's Guide for Educators
LoTi Review
21st Century Skills/Content
H.E.A.T. Case Study
Performance-based Assessment
LISD 21st Century Assessments
21st Century Resources:
LoTi Connection
Partnership for the 21st Century
Questioning Toolbox
LoTi Schools Bookmarks
Thinkfinity
WebQuest
LoTi Lounge
Kathy Schrock's Guide for Educators
Tuesday, June 5, 2007
LoTi MATRIX Administrator Workshop - Reflection
Thank you again for attending the LoTi MATRIX Administrator Workshop at the Cherry Hill Public Library. Today, we focused on strategies for ensuring the sustainability of the MATRIX grant during the 2008-09 school year. During the workshop, we discussed 21st Century learning opportunities, reviewed the LoTi and CIP Frameworks, conducted H.E.A.T. Observation Walk-throughs, and developed a draft Next Steps Action Plan that addressed student achievement in mathematics.
During the morning session, I introduced the 5'C's of instructional leadership which included:
* Cultivation
* Creativity
* Commitment
* Courage
* Communication
Implementing the 5'C's in conjuction with H.E.A.T. (Higher order thinking, Engaged learning, Authentic assessments, and effective Technology use will raise ASK and GEPA scores as well as elevate the Level of Teaching Innovation in the classroom.
Provided below are links to additional resource websites and sample "action steps" that can aid your campus in addressing AYP priorities for mathematics and raising the Level of Teaching Innovation in the classroom.
Workshop-generated Strategies
* Integrate 21st Century performance tasks every 6 weeks in 6th=8th grade math curriculum
* Develop cross-curricular PBL for each grade level
* Involve special teachers (music, art, health) with cross-curricular PBL projects
* Model LoTi 3 and 4 lessons for staff
* Seek out a "community-support" person to enhance cross-curricular PBL projects
* Require MATRIX participants to mentor at least one non-MATRIX teacher in the "tech-infused" PBL process
* Institute H.E.A.T. Forums to highlight cross-curricular project results
* Conduct H.E.A.T. walkthroughs once a month
* Critique lesson plans based on H.E.A.T.
* Allow teachers to self-assess themselves based on the H.E.A.T. rubric
* Evaluate GEPA results to guide curriculum mapping
* Have teachers design lesson plans based on H.E.A.T.
* Distribute the updated H.E.A.T. Walkthrough form and distribute to staff
* Have staff discuss how rigor impacts assessment and evaluation
* Elevate expectations based on H.E.A.T.
* Have students complete an observation of the classroom based on H.E.A.T.
Links:
LoTi
CIP
LoTi Project Schools
Partnership for the 21st Century
During the morning session, I introduced the 5'C's of instructional leadership which included:
* Cultivation
* Creativity
* Commitment
* Courage
* Communication
Implementing the 5'C's in conjuction with H.E.A.T. (Higher order thinking, Engaged learning, Authentic assessments, and effective Technology use will raise ASK and GEPA scores as well as elevate the Level of Teaching Innovation in the classroom.
Provided below are links to additional resource websites and sample "action steps" that can aid your campus in addressing AYP priorities for mathematics and raising the Level of Teaching Innovation in the classroom.
Workshop-generated Strategies
* Integrate 21st Century performance tasks every 6 weeks in 6th=8th grade math curriculum
* Develop cross-curricular PBL for each grade level
* Involve special teachers (music, art, health) with cross-curricular PBL projects
* Model LoTi 3 and 4 lessons for staff
* Seek out a "community-support" person to enhance cross-curricular PBL projects
* Require MATRIX participants to mentor at least one non-MATRIX teacher in the "tech-infused" PBL process
* Institute H.E.A.T. Forums to highlight cross-curricular project results
* Conduct H.E.A.T. walkthroughs once a month
* Critique lesson plans based on H.E.A.T.
* Allow teachers to self-assess themselves based on the H.E.A.T. rubric
* Evaluate GEPA results to guide curriculum mapping
* Have teachers design lesson plans based on H.E.A.T.
* Distribute the updated H.E.A.T. Walkthrough form and distribute to staff
* Have staff discuss how rigor impacts assessment and evaluation
* Elevate expectations based on H.E.A.T.
* Have students complete an observation of the classroom based on H.E.A.T.
Links:
LoTi
CIP
LoTi Project Schools
Partnership for the 21st Century
Today's Agenda
Welcome to the New Jersey MATRIX Administrator's Workshop. Provided below is today's agenda.
Morning Session:
• 21st Century Skills/Content
• 5 C's of Leadership
• LoTi Review
• CIP Review
• H.E.A.T
Afternoon Session:
• LoTi Project Implementation Cycle
• ABC Middle School Case Study
• Next Steps Action Plan
•Evaluation
Let me know if you have any questions or concerns with today's program.
Chris
Morning Session:
• 21st Century Skills/Content
• 5 C's of Leadership
• LoTi Review
• CIP Review
• H.E.A.T
Afternoon Session:
• LoTi Project Implementation Cycle
• ABC Middle School Case Study
• Next Steps Action Plan
•Evaluation
Let me know if you have any questions or concerns with today's program.
Chris
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