LoTi / H.E.A.T . Lori Whitman LTC2E, Director KIDS / SSOS Consultant Loves Park, IL

1. LoTi / H.E.A.T. Lori Whitman LTC2E, Director KIDS / SSOS Consultant Loves Park, IL

2. Loticonnection.com • A series of frameworks that looks at teaching practices, student engagement, technology use, and evidence of Bloom’s Taxonomy in the classroom. • Developed by Dr. Chris Moersch • Free and fee • Offers tools to apply the Frameworks: Profiler and Observer

3. Levels of Teaching Innovation • Higher order thinking • Engaged learning • Authentic connections • Technology use

4. LoTi: Levels of Technology Integration LoTi: Levels of Teaching Innovation Students Teachers LoTi Framework Levels of Technology Integration • H.E.A.T. Framework • Higher order thinking skills • Engaged Learning • Authentic Connections • Technology Use CIP Framework Current Instructional Practices PCU Framework Personal Computer Use

5. Student Framework • H.E.A.T. • 4 components • 6 levels in each component • Levels range from 1 at the lowest • to 6 at the highest

6. Teacher Frameworks • LoTi – Levels of Technology Integration • 8 levels ranging from 0-6, including • a split level 4. • 1st paragraph may be confusing – focus on 2nd paragraph. • CIP – Current Instructional Practices • 8 levels ranging from 0-7 • PCU – Personal Computer Use • 8 levels ranging from 0-7

7. Let’s Apply the Frameworks!

8. Observation Tools • Rating sheet • H.E.A.T. Framework • LoTi Sniff Test • CIP Sniff Test • Applying Bloom’s Taxonomy

9. Observation Notes • In this environment, we don’t have background information on the teacher or the lesson. • In your environment, pre- and post-observation conversations may be helpful, along with your personal knowledge of the teacher.

10. Observation Notes • No right or wrong answers • The answer is not what’s important; it’s the discussion that matters. • This is about developing consistent definitions and processes. The more colleagues discuss their observations with each other, the more consistent will be their observations. You are creating a common language. • LoTi organization will offer their ideas on some of the levels, but in most cases you can make a strong argument on either side – a level above or below - of their recommendation.

11. 3rd Grade: Food Chains

13. Higher order thinking • Students taking notes only; no questions asked • Student learning/questioning at remembering level • Student learning/questioning at understanding level • Student learning/questioning at applying level • Student learning/questioning at analyzing level • Student learning/questioning at evaluating/creating levels • Student learning/questioning at understanding level

14. Engaged learning • Students report what they have learned only • Students report what they have learned only; collaborate with others • Students given limited options to solve a teacher-directed problem • Students given limited options to solve a teacher directed problem; collaborate with others • Students collaborate to define the task, the process, and/or the solution • Students collaborate to define the task, the process, and/or the solution; collaboration extends beyond the classroom • Students report what they have learned only; collaborate with others

15. Authentic connections • The learning experience is missing or too vague to determine relevance • The learning experience represents a group of connected activities, but provides no real world application • The learning experience provides limited real world relevance. • The learning experience provides extensive real world relevance • The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation • The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students • The learning experience provides limited real world relevance.

16. Technology Use • No technology use is evident • Technology use is used only by the teacher • Technology use appears to be an add-on and is not needed or task completion • Technology use is somewhat connected to task completion • Technology use is directly connected to task completion with shared or limited resources • Technology use is directly connected to task completion with one-to-one or unlimited resources • Technology use is directly connected to task completion with shared or limited resources

17. What is the LoTi Level?

18. LoTi Sniff Test • Is technology being used in the classroom? - Yes/No (If Yes, then minimum LoTi 1) • Is technology being used by students as part of the learning experience? - Yes/No (If Yes, then minimum LoTi 2) • Is there evidence of higher order thinking by students tied to the content? - Yes/No (If Yes, then minimum LoTi 3) • Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No (If Yes, then minimum LoTi 4A) • Is the learning experience student-centered? Yes/No (If Yes, then minimum LoTi 4B) • Is there two-way collaboration with experts outside the classroom? - Yes/No (If Yes, then minimum LoTi 5) • Do students have unlimited access to technology during the school day? - Yes/No(If Yes, then minimum LoTi 6) Is technology being used by students as part of the learning experience? - Yes/No (If Yes, then minimum LoTi 2)

19. LoTi Framework • Level 0 - Nonuse • Level 1 - Awareness • Level 2 - Exploration • Level 3 - Infusion • Level 4a - Integration: Mechanical • Level 4b - Integration: Routine • Level 5 - Expansion • Level 6 - Refinement

20. What is the CIP Level?

21. CIP Framework • Level 0 • Level 1 • Level 2 • Level 3 • Level 4 • Level 5 • Level 6 • Level 7

22. Secondary: Marketing

24. Higher order thinking • Students taking notes only; no questions asked • Student learning/questioning at remembering level • Student learning/questioning at understanding level • Student learning/questioning at applying level • Student learning/questioning at analyzing level • Student learning/questioning at evaluating/creating levels

25. Engaged learning • Students report what they have learned only • Students report what they have learned only; collaborate with others • Students given limited options to solve a teacher-directed problem • Students given limited options to solve a teacher directed problem; collaborate with others • Students collaborate to define the task, the process, and/or the solution • Students collaborate to define the task, the process, and/or the solution; collaboration extends beyond the classroom

26. Authentic connections • The learning experience is missing or too vague to determine relevance • The learning experience represents a group of connected activities, but provides no real world application • The learning experience provides limited real world relevance. • The learning experience provides extensive real world relevance • The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation • The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students

27. Technology Use • No technology use is evident • Technology use is used only by the teacher • Technology use appears to be an add-on and is not needed or task completion • Technology use is somewhat connected to task completion • Technology use is directly connected to task completion with shared or limited resources • Technology use is directly connected to task completion with one-to-one or unlimited resources

28. What is the LoTi Level?

29. LoTi Sniff Test • Is technology being used in the classroom? - Yes/No (If Yes, then minimum LoTi 1) • Is technology being used by students as part of the learning experience? - Yes/No (If Yes, then minimum LoTi 2) • Is there evidence of higher order thinking by students tied to the content? - Yes/No (If Yes, then minimum LoTi 3) • Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No (If Yes, then minimum LoTi 4A) • Is the learning experience student-centered? Yes/No (If Yes, then minimum LoTi 4B) • Is there two-way collaboration with experts outside the classroom? - Yes/No (If Yes, then minimum LoTi 5) • Do students have unlimited access to technology during the school day? - Yes/No(If Yes, then minimum LoTi 6) Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No (If Yes, then minimum LoTi 4A)

30. LoTi Framework • Level 0 - Nonuse • Level 1 - Awareness • Level 2 - Exploration • Level 3 - Infusion • Level 4a - Integration: Mechanical • Level 4b - Integration: Routine • Level 5 - Expansion • Level 6 - Refinement

31. What is the CIP Level?

32. CIP Framework • Level 0 • Level 1 • Level 2 • Level 3 • Level 4 • Level 5 • Level 6 • Level 7

33. 3rd Grade: Rocks

35. Higher order thinking • Students taking notes only; no questions asked • Student learning/questioning at remembering level • Student learning/questioning at understanding level • Student learning/questioning at applying level • Student learning/questioning at analyzing level • Student learning/questioning at evaluating/creating levels

36. Engaged learning • Students report what they have learned only • Students report what they have learned only; collaborate with others • Students given limited options to solve a teacher-directed problem • Students given limited options to solve a teacher directed problem; collaborate with others • Students collaborate to define the task, the process, and/or the solution • Students collaborate to define the task, the process, and/or the solution; collaboration extends beyond the classroom

37. Authentic connections • The learning experience is missing or too vague to determine relevance • The learning experience represents a group of connected activities, but provides no real world application • The learning experience provides limited real world relevance. • The learning experience provides extensive real world relevance • The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation • The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students

38. Technology Use • No technology use is evident • Technology use is used only by the teacher • Technology use appears to be an add-on and is not needed or task completion • Technology use is somewhat connected to task completion • Technology use is directly connected to task completion with shared or limited resources • Technology use is directly connected to task completion with one-to-one or unlimited resources

39. What is the LoTi Level?

40. LoTi Sniff Test Is technology being used in the classroom? - Yes/No (If Yes, then minimum LoTi 1) • Is technology being used in the classroom? - Yes/No (If Yes, then minimum LoTi 1) • Is technology being used by students as part of the learning experience? - Yes/No (If Yes, then minimum LoTi 2) • Is there evidence of higher order thinking by students tied to the content? - Yes/No (If Yes, then minimum LoTi 3) • Are students applying their learning to solve a real world problem or situation or resolve an issue? - Yes/No (If Yes, then minimum LoTi 4A) • Is the learning experience student-centered? Yes/No (If Yes, then minimum LoTi 4B) • Is there two-way collaboration with experts outside the classroom? - Yes/No (If Yes, then minimum LoTi 5) • Do students have unlimited access to technology during the school day? - Yes/No(If Yes, then minimum LoTi 6)

41. LoTi Framework • Level 0 - Nonuse • Level 1 - Awareness • Level 2 - Exploration • Level 3 - Infusion • Level 4a - Integration: Mechanical • Level 4b - Integration: Routine • Level 5 - Expansion • Level 6 - Refinement

42. What is the CIP Level?

43. CIP Framework • Level 0 • Level 1 • Level 2 • Level 3 • Level 4 • Level 5 • Level 6 • Level 7

44. Secondary: AP Biology

46. Higher order thinking • Students taking notes only; no questions asked • Student learning/questioning at remembering level • Student learning/questioning at understanding level • Student learning/questioning at applying level • Student learning/questioning at analyzing level • Student learning/questioning at evaluating/creating levels

47. Engaged learning • Students report what they have learned only • Students report what they have learned only; collaborate with others • Students given limited options to solve a teacher-directed problem • Students given limited options to solve a teacher directed problem; collaborate with others • Students collaborate to define the task, the process, and/or the solution • Students collaborate to define the task, the process, and/or the solution; collaboration extends beyond the classroom

48. Authentic connections • The learning experience is missing or too vague to determine relevance • The learning experience represents a group of connected activities, but provides no real world application • The learning experience provides limited real world relevance. • The learning experience provides extensive real world relevance • The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation • The learning experience is directly relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students

49. Technology Use • No technology use is evident • Technology use is used only by the teacher • Technology use appears to be an add-on and is not needed or task completion • Technology use is somewhat connected to task completion • Technology use is directly connected to task completion with shared or limited resources • Technology use is directly connected to task completion with one-to-one or unlimited resources

50. What is the LoTi Level?