Dr. Oz and the majority of health experts recommend walking at least 30 minutes a day to maintain good health and exercise. Classroom walk-throughs are quickly growing into an effective and practical method for administrators to get a pulse on classroom instruction. Administrators are under more stress than ever to meet demands of federal mandates and state requirements. Walk-throughs might just be a practical and effective strategy by combining mind, body and school into a healthy experience personally and professionally.
The benefits of effective classroom walk-throughs are numerous for both teachers and students. According to Downey in The Three-Minute Classroom Walk-Through, research shows enhanced teacher satisfaction, self-efficacy, and attitude and improved classroom instruction, student discipline, and school effectiveness. The overall perception of principal even improves through the walk-through process! These are all results that we would find valuable in our schools. These results will happen over time so in the meantime we can review some immediate benefits.
The more frequently you walk-through...
the more valid your data.
the more you know what is going on in your school.
the more instructional strategies you will gain and share.
the more teachers and students will see you as a visible leader.
the more consistency you will have established.
the more answers you can provide parents.
the more information you can provide to supervisors.
the more feedback you can provide to teachers.
the more instructional conversations will result.
the more ideas you will have for professional development.
the more needs you will have identified.
the more stress-free you will feel.
the more exercise you will get each day.
the more time you will save.
the more energized you will feel as a leader.
If experts recommend 30 minutes of walking per day and the average classroom walk-through takes 2-3 minutes, you can ideally observe 10 teachers in that time frame. Use a little creativity and break that 30 minutes into 10 minute chunks and make it work for your schedule. Get all administrators involved and you can easily see all teachers at least once per week. Very soon you will start seeing these results and ultimately improving your mind, body and your school!
Tuesday, November 17, 2009
Thursday, November 5, 2009
GaETC Conference: 2009
Greetings!
If you were able to attend either one of my sessions, Teach 2.0: Challenging the Interactive Generation or Classroom Walkthroughs with H.E.A.T. using iPod Touch/iPhone, I referenced several websites. These websites appear below. I look forward to your feedback.
Teach 2.0: Challenging the Interactive Generation
* Teach 2.0: Challenging the Interactive Generation PowerPoint pdf
* Buy One, Get One Free online H.E.A.T. courses flyer
* LoTi Administrator Institute in Atlanta, GA flyer
* Teach 2.0: Challenging the Interactive Generation PowerPoint pdf
* Buy One, Get One Free online H.E.A.T. courses flyer
* LoTi Administrator Institute in Atlanta, GA flyer
Big Idea #1
Big Idea #2
Big Idea #3
- Username: lotiguest
- Password: lotiguest
Big Idea #4
Classroom Walkthroughs with H.E.A.T. using iPod Touch/iPhone
Classroom Walkthroughs with H.E.A.T. using iPodTouch/iPhone pdf
Classroom Walkthroughs with H.E.A.T. using iPodTouch/iPhone pdf
- Username: lotiguest
- Password: lotiguest
Wednesday, October 28, 2009
The New LoTi Digital-Age Survey
Some of my colleagues have shared their concerns about the potential "drop" in scores on the new LoTi Digital-Age Questionnaire. I expect the LoTi "scores" to drop somewhat in schools throughout the country; this is not a surprise based on the following events:
1. The LoTi Digital-Age Questionnaire was recently aligned to the new NETS (National Educational Technology Standards) for Teachers that were released in July, 2008. These standards set expectations for digital age learning at a significantly higher level than the previous 2002 NETS-T. Unfortunately, the bar has been raised dramatically. Our job is to ensure that the LoTi Survey align with the latest national standards.
2. The results of our latest validation study suggested that the survey response rubric change from teacher's perceptions about their implementation of technology to their actual use. For example, in prior years, the statement, "My students use the classroom digital tools and resources to engage in relevant, challenging, self-directed learning experiences that address the content standards," would have been ranked by the teacher as either "Very True of Me, Somewhat True of Me, Somewhat Not True of Me, and Not True of Me" depending on personal perception.
In the New LoTi Digital-Age Questionnaire, that same survey statement is ranked by the teacher based on frequency of implementation, not personal perception using the scale, "Never, At least once a year, At least once a semester, At least once a month, A few times a month, A least once a week, A few times a week, and At least once a day."
These changes to the survey would account for any dip in the LoTi Levels. Please keep in mind that assessments sometimes change from year to year to reflect changing standards. One example of this phenomenon is standardized tests. Many states change both the types of questions as well as the "cut scores" for standardized tests to reflect updated standards as well as expectations.
May the LoTi Be With You Always!
1. The LoTi Digital-Age Questionnaire was recently aligned to the new NETS (National Educational Technology Standards) for Teachers that were released in July, 2008. These standards set expectations for digital age learning at a significantly higher level than the previous 2002 NETS-T. Unfortunately, the bar has been raised dramatically. Our job is to ensure that the LoTi Survey align with the latest national standards.
2. The results of our latest validation study suggested that the survey response rubric change from teacher's perceptions about their implementation of technology to their actual use. For example, in prior years, the statement, "My students use the classroom digital tools and resources to engage in relevant, challenging, self-directed learning experiences that address the content standards," would have been ranked by the teacher as either "Very True of Me, Somewhat True of Me, Somewhat Not True of Me, and Not True of Me" depending on personal perception.
In the New LoTi Digital-Age Questionnaire, that same survey statement is ranked by the teacher based on frequency of implementation, not personal perception using the scale, "Never, At least once a year, At least once a semester, At least once a month, A few times a month, A least once a week, A few times a week, and At least once a day."
These changes to the survey would account for any dip in the LoTi Levels. Please keep in mind that assessments sometimes change from year to year to reflect changing standards. One example of this phenomenon is standardized tests. Many states change both the types of questions as well as the "cut scores" for standardized tests to reflect updated standards as well as expectations.
May the LoTi Be With You Always!
Chris
MassCUE & M.A.S.S. 2009 Technology Conference
Greetings!
Thank you for attending our session entitled, Using H.E.A.T. to encourage Academic Excellence. Provided below are links to resources discussed during the session.
MassCUE H.E.A.T. Presentation
MassCUE H.E.A.T. Presentation
Big Idea #1
Big Idea #2
Big Idea #3
Big Idea #4
Big Idea #5
Big Idea #6
• Plan - Next Steps Action Plan
Big Idea #7
H.E.A.T. Strategies:
• Lesson Plan Reviews
• Rubrics
• Online Learning (Click the "Login as a Guest" button.)
What Chris Moersch's Team Does:
• Offer online courses aligned to LoTi and H.E.A.T. (Click the "Login as a Guest" button.)
• Facilitate professional development for school administrators
• Conduct LoTi Mentor Institutes regionally and online
• Model the Classroom Walkthroughs with H.E.A.T. process
• Monitor LoTi Digital-Age Schools Nationally
What Chris Moersch's Team Does:
• Offer online courses aligned to LoTi and H.E.A.T. (Click the "Login as a Guest" button.)
• Facilitate professional development for school administrators
• Conduct LoTi Mentor Institutes regionally and online
• Model the Classroom Walkthroughs with H.E.A.T. process
• Monitor LoTi Digital-Age Schools Nationally
Thursday, October 15, 2009
Mohonk Technology Retreat
Good afternoon!
Thank you for attending the Mohonk Technology Retreat. As you participate in my session entitled, Teach 2.0: Challenging the Interactive Generation, I wanted to provide links to specific resources and/or exemplars that illustrate the "big ideas" discussed today.
Big Idea #1:
Big Idea #2:
Big Idea #3:
Big Idea #4:
Today's Interactive Generation:
Teach 2.0:
Teach 2.0 Continuous Improvement Plan:
• Plan - Next Steps Action Plan
Research-based Support:
H.E.A.T. Strategies:
• Lesson Plan Reviews
• Rubrics
• Online Learning (Click the "Login as a Guest" button.)
What Chris Moersch's Team Does:
• Offer online courses aligned to LoTi and H.E.A.T. (Click the "Login as a Guest" button.)
• Facilitate professional development for school administrators
• Conduct LoTi Mentor Institutes regionally and online
• Model the Classroom Walkthroughs with H.E.A.T. process
• Monitor LoTi Digital-Age Schools Nationally
What Chris Moersch's Team Does:
• Offer online courses aligned to LoTi and H.E.A.T. (Click the "Login as a Guest" button.)
• Facilitate professional development for school administrators
• Conduct LoTi Mentor Institutes regionally and online
• Model the Classroom Walkthroughs with H.E.A.T. process
• Monitor LoTi Digital-Age Schools Nationally
Wednesday, October 14, 2009
Blended Learning Environments
Good Morning!
May the LoTi Be With You!
Chris
Today, I wanted to share some thoughts on designing blended learning courseware for K-12 classrooms at a LoTi 4 and higher using either a one-to-one or virtual one-to-one learning environment. Remember that as you increase the LoTi level of the learning experience, the potential to generate more student H.E.A.T. similarly increases.
Where to get started?
Step 1:
Know thy LoTi/H.E.A.T. levels! Understanding the LoTi/H.E.A.T. model can help you process the targeted LoTi level for a learning experience based on the content and the level of desired student cognition.
Step 2:
Know thy LoTi/H.E.A.T. levels! Understanding the LoTi/H.E.A.T. model can help you process the targeted LoTi level for a learning experience based on the content and the level of desired student cognition.
Step 2:
The next step in planning a blended learning environment at a LoTi 4 and higher is finding authentic connections to the content. This step can be accomplished using a professional development intervention called Tic-Tac-Toe. This activity enables the instructional designer to process connections between the content and the real world. A companion activity to Tic-Tac-Toe is a quick review of 21st Century Skills/Themes.
Step 3:
The next step is selecting an instructional model that can be easily adjusted to any content area or grade level. An easy-to-use model that works extremely well in a blended environment is the 5E Model. If you are unfamiliar with this model, check out the links below:
• The 5E's
Step 4:
Step 4 involves becoming proficient with some fundamental tools used to promote a collaborative learning environment. I have identified these tools below. Take a few minutes to consider their efficacy and utility to your blended learning environment. You are also invited to conduct a S.W.O.T. analysis of any one of these web-based tools.
Higher-order Thinking Tools/Strategies:
• Bloom's Taxonomy
• Questioning Toolkit
• Webspiration
• Bubbl
Engagement Tools/Strategies:
• Survey Monkey
• Questioning Toolkit
• Webspiration
• Bubbl
Engagement Tools/Strategies:
• Survey Monkey
• Gaggle
• ePals
Authenticity Tools/Strategies:
• 21st Century Learning Revisited
• Google Earth
• Scorecard
Technology Use Tools:
• National Library of Virtual Manipulatives
• Interactivate
• Illuminations
• Dabble Board
• Gliffy
• Blogger
• Wikispaces
• Garageband
• Audacity
Authenticity Tools/Strategies:
• 21st Century Learning Revisited
• Google Earth
• Scorecard
Technology Use Tools:
• National Library of Virtual Manipulatives
• Interactivate
• Illuminations
• Dabble Board
• Gliffy
• Blogger
• Wikispaces
• Garageband
• Audacity
Project Websites:
Step 5:
Next, you will need to decide the type of collaborative learning environment for your blended instructional module. Your campus may already have a learning management system available such as Blackboard, Moodle, or FirstClass or you can create your own using an online social network such as NING. Probably the easiest way to get started is by using a simple blog or wiki if no other options exist.
Step 6:
The last step is to begin creating your blended learning environment. The ratio of face-to-face versus online needs to be based on your students' background with the content as well as experience within a blended environment. Please take a minute to review the samples below.
(Enter lotiguest as your user name and password)
• Life Science: Simulation - (Click on Guest Entrance)
May the LoTi Be With You!
Chris
Monday, September 14, 2009
LoTi Digital-Age Schools: Research Findings
During the past three years, rigorous efforts have been made at LoTi Digital-Age Schools to document student academic growth resulting from their school's participation in a multi-year school improvement process. Each campus that transitions into a LoTi Digital-Age School targets three measurable indicators of success: (1) Level of Technology Implementation (LoTi), (2) Current Instructional Practices (CIP), and (3) Student Academic Growth (measured by standardized tests).
Annual Pre/Post assessments are used to measure the first two indicators (i.e., LoTi/CIP) using in-class observations, student artifacts, lesson plans, and teacher/student interviews; annual standardized test score results are employed to measure student academic growth from one year to the next.
Each LoTi Digital-Age School also follows a tightly-coupled implementation model involving three stages of implementation: (1) Building Capacity, (2) Implementing Change, and (3) Sustaining Independence. Though one would expect elevated levels of LoTi, CIP, and Student Growth to occur at the conclusion of the final stage, Sustaining Independence, test score data has revealed statistically-significant increases in targeted content areas/grade levels after the first stage (i.e., Building Capacity).
In the Atlantic City School District in Atlantic City, New Jersey, statistically-significant results were realized in the targeted grades levels, 5th-8th grade, in the area of mathematics after the first year of the LoTi Digital-Age School implementation based on the NJ ASK (Assessment of Skills and Knowledge); statistically-significant increases in math achievement scores were similarly noted over the two subsequent years of implementation. In the Cypress-Fairbanks Independent School District outside Houston, Texas, statistically significant results were realized in all LoTi Digital-Age Schools at the middle school level based on the TAKS (Texas Assessment of Knowledge and Skills).
The type of statistical analysis used to determine statistically significant academic gains in student achievement at these digital-age campuses involved a z-test for proportions. A z-test for proportions was used to compare percentage changes in the students meeting the standards from one year to the next due to the fairly large sample sizes across grades.
The fact that test scores based on standardized measures have climbed at targeted campuses employing a school improvement model is not all that newsworthy; what is worth consideration is that these campuses are utilizing the tenets of digital-age learning (e.g., higher order thinking processes, real-world connections, differentiated instruction, technology integration) as their pathway to achieving two critical objectives: improving student academic achievement and preparing students for their successful matriculation into a digital world.
May the LoTi Be With You Always!
Chris Moersch
Annual Pre/Post assessments are used to measure the first two indicators (i.e., LoTi/CIP) using in-class observations, student artifacts, lesson plans, and teacher/student interviews; annual standardized test score results are employed to measure student academic growth from one year to the next.
Each LoTi Digital-Age School also follows a tightly-coupled implementation model involving three stages of implementation: (1) Building Capacity, (2) Implementing Change, and (3) Sustaining Independence. Though one would expect elevated levels of LoTi, CIP, and Student Growth to occur at the conclusion of the final stage, Sustaining Independence, test score data has revealed statistically-significant increases in targeted content areas/grade levels after the first stage (i.e., Building Capacity).
In the Atlantic City School District in Atlantic City, New Jersey, statistically-significant results were realized in the targeted grades levels, 5th-8th grade, in the area of mathematics after the first year of the LoTi Digital-Age School implementation based on the NJ ASK (Assessment of Skills and Knowledge); statistically-significant increases in math achievement scores were similarly noted over the two subsequent years of implementation. In the Cypress-Fairbanks Independent School District outside Houston, Texas, statistically significant results were realized in all LoTi Digital-Age Schools at the middle school level based on the TAKS (Texas Assessment of Knowledge and Skills).
The type of statistical analysis used to determine statistically significant academic gains in student achievement at these digital-age campuses involved a z-test for proportions. A z-test for proportions was used to compare percentage changes in the students meeting the standards from one year to the next due to the fairly large sample sizes across grades.
The fact that test scores based on standardized measures have climbed at targeted campuses employing a school improvement model is not all that newsworthy; what is worth consideration is that these campuses are utilizing the tenets of digital-age learning (e.g., higher order thinking processes, real-world connections, differentiated instruction, technology integration) as their pathway to achieving two critical objectives: improving student academic achievement and preparing students for their successful matriculation into a digital world.
May the LoTi Be With You Always!
Chris Moersch
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