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

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

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

Technology Integration Instructional Practices LoTi: Levels of Teaching Innovation LoTi: Levels of Technology Integration 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

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 Give a few minutes to read the HEAT. What jumps out at you or what questions do you have? Discuss definitions of Authentic/real world relevance and Engaged Learning. EL – in this context, looking at not just kids having “fun” but rather having “meaningful fun.” What does that mean in a classroom?

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 Give 5-10 minutes to read the 3 Frameworks. Discuss disservice of LoTi Framework addition.

Let’s Apply the Frameworks! Series of short video clips to assess HEAT, LoTi and CIP levels. No right or wrong answers – unless, of course, there is no technology in the room and you rate them a 6 on technology use. The answer is not what’s important; it’s the discussion that matters. LoTi organization will offer their ideas on some of the levels, but I think in most cases you can make a strong argument on either side – a level above or below - of their recommendation.

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

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.

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.

3rd Grade: Food Chains

Higher order thinking Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

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. Table discussion. Hold up table cards.

Technology Use Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

What is the LoTi Level?

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) Table discussion. Hold up table cards.

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

What is the CIP Level?

CIP Framework Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Secondary: Marketing

Higher order thinking Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

Technology Use Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

What is the LoTi Level?

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)

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

What is the CIP Level?

CIP Framework Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

3rd Grade: Rocks

Higher order thinking Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

Technology Use Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

What is the LoTi Level?

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 in the classroom? - Yes/No (If Yes, then minimum LoTi 1) Table discussion. Hold up table cards.

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

What is the CIP Level?

CIP Framework Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Secondary: AP Biology

Higher order thinking Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

Technology Use Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

What is the LoTi Level?

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)

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

What is the CIP Level?

CIP Framework Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

2nd Grade: Selling Bracelets

Higher order thinking Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

Technology Use Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

What is the LoTi Level?

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) Table discussion. Hold up table cards.

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

What is the CIP Level?

CIP Framework Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Secondary: Desert Plants

Higher order thinking Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

Technology Use Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

What is the LoTi Level?

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 in the classroom? - Yes/No (If Yes, then minimum LoTi 1)

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

What is the CIP Level?

CIP Framework Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

4th Grade: Road Trip

Higher order thinking Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

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 Table discussion. Hold up table cards.

Technology Use Table discussion. Hold up table cards. 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 Table discussion. Hold up table cards.

What is the LoTi Level?

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) Is the learning experience student-centered? Yes/No (If Yes, then minimum LoTi 4B) Table discussion. Hold up table cards.

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

What is the CIP Level?

CIP Framework Level 0 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

Important note about LoTi This is not a “Gotcha” process. Must be implemented as a non-evaluative growth opportunity. Trust is critical.

Honor every teacher LoTi helps guide professional development. Start where they are and help them grow.

Lessons learned from LoTi Surveys and observations lead to great conversations. Surveys and observations can help guide professional development. Observations can include not only H.E.A.T., but also LoTi and CIP levels. Helpful to give observers the “Applying Bloom’s Taxonomy” document

Lessons learned from LoTi There is usually a direct correlation between CIP and LoTi levels and HEAT levels. Technology use high levels of learning. Higher order thinking Engaged learning Authentic connections Effective technology use HOME RUN!

How will you use LoTi?

LoTi Data Collection Tools

LoTi Observer

LoTi Observer Walkthrough Tool LoTi Observer is an online tool that automatically calculates a teacherʼs LoTi Level based on an administratorʼs recorded walkthrough observations using an iPhone/iPad/iPod touch PDA. LoTi Observer uses the H.E.A.T. Observation Form to focus on the key components of 21st Century skills as they apply to the learner; otherwise known as H.E.A.T.—Higher order thinking, Engaged learning, Authentic connections, and Technology use.

Observer Pricing Annual Subscription 1-10 schools $250 per school

Digital Age Survey

Digital Age Survey Self-assessment of current practices Measures levels of LoTi, CIP (Current Instructional Practices) and PCU (Personal Computer Use) Provides feedback on areas of strength and potential growth opportunities.

Digital Age Survey Research-based Free for individual users http://loticonnection.cachefly.net/global_documents/LoTi_Criterion_Report.pdf Free for individual users Same pricing as Observer plus a District Access Only option -$250 per district

Digital Age Survey 37 questions About 20-30 minutes Lessons

http://www.lqhome.com/cgi-bin/WebObjects/lotilounge.woa Or go to loticonnection.com and click on the LoTi Lounge link in the upper right corner.

illinois illinois

Survey Report

Handouts available at: http://roeachievementconference.org Lori Whitman 815-636-3040 lwhitman@kidsroe.org