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LoTi / H.E.A.T. Lori Whitman LTC2E, Director KIDS / SSOS Consultant Loves Park, IL
LoTi / H.E.A.T. Lori Whitman
LTC2E, DirectorKIDS / SSOS Consultant
Loves Park, IL
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
Loticonnection.com
• Higher order thinking• Engaged learning• Authentic connections• Technology use
Levels of Teaching
Innovation
LoTi: Levels of Technology Integration
LoTi FrameworkLevels of
Technology Integration
CIP FrameworkCurrent
Instructional Practices
PCU FrameworkPersonal
Computer Use
StudentsTeachers
LoTi: Levels of Teaching Innovation
H.E.A.T. Framework• Higher order thinking
skills• Engaged Learning• Authentic Connections• Technology 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
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
Let’s Apply the Frameworks!
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
1. Students taking notes only; no questions asked 2. Student learning/questioning at remembering
level 3. Student learning/questioning at understanding
level4. Student learning/questioning at applying level 5. Student learning/questioning at analyzing level 6. Student learning/questioning at
evaluating/creating levels
Student learning/questioning at understanding level
1. Students report what they have learned only 2. Students report what they have learned only;
collaborate with others 3. Students given limited options to solve a teacher-
directed problem 4. Students given limited options to solve a teacher
directed problem; collaborate with others 5. Students collaborate to define the task, the
process, and/or the solution6. Students collaborate to define the task, the
process, and/or the solution; collaboration extends beyond the classroom
Engaged learningStudents report what they have learned only; collaborate with others
Authentic connections 1. The learning experience is missing or too vague to
determine relevance 2. The learning experience represents a group of
connected activities, but provides no real world application
3. The learning experience provides limited real world relevance.
4. The learning experience provides extensive real world relevance
5. The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
6. 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.
Technology Use
1. No technology use is evident2. Technology use is used only by the teacher3. Technology use appears to be an add-on and is not
needed or task completion4. Technology use is somewhat connected to task
completion5. Technology use is directly connected to task
completion with shared or limited resources6. 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
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 Level 7
Higher order thinking
1. Students taking notes only; no questions asked 2. Student learning/questioning at remembering
level 3. Student learning/questioning at understanding
level4. Student learning/questioning at applying level 5. Student learning/questioning at analyzing level 6. Student learning/questioning at
evaluating/creating levels
1. Students report what they have learned only 2. Students report what they have learned only;
collaborate with others 3. Students given limited options to solve a teacher-
directed problem 4. Students given limited options to solve a teacher
directed problem; collaborate with others 5. Students collaborate to define the task, the
process, and/or the solution6. Students collaborate to define the task, the
process, and/or the solution; collaboration extends beyond the classroom
Engaged learning
Authentic connections 1. The learning experience is missing or too vague to
determine relevance 2. The learning experience represents a group of
connected activities, but provides no real world application
3. The learning experience provides limited real world relevance.
4. The learning experience provides extensive real world relevance
5. The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
6. 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
Technology Use
1. No technology use is evident2. Technology use is used only by the teacher3. Technology use appears to be an add-on and is not
needed or task completion4. Technology use is somewhat connected to task
completion5. Technology use is directly connected to task
completion with shared or limited resources6. Technology use is directly connected to task
completion with one-to-one or unlimited resources
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 Level 7
Higher order thinking
1. Students taking notes only; no questions asked 2. Student learning/questioning at remembering
level 3. Student learning/questioning at understanding
level4. Student learning/questioning at applying level 5. Student learning/questioning at analyzing level 6. Student learning/questioning at
evaluating/creating levels
1. Students report what they have learned only 2. Students report what they have learned only;
collaborate with others 3. Students given limited options to solve a teacher-
directed problem 4. Students given limited options to solve a teacher
directed problem; collaborate with others 5. Students collaborate to define the task, the
process, and/or the solution6. Students collaborate to define the task, the
process, and/or the solution; collaboration extends beyond the classroom
Engaged learning
Authentic connections 1. The learning experience is missing or too vague to
determine relevance 2. The learning experience represents a group of
connected activities, but provides no real world application
3. The learning experience provides limited real world relevance.
4. The learning experience provides extensive real world relevance
5. The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
6. 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
Technology Use
1. No technology use is evident2. Technology use is used only by the teacher3. Technology use appears to be an add-on and is not
needed or task completion4. Technology use is somewhat connected to task
completion5. Technology use is directly connected to task
completion with shared or limited resources6. Technology use is directly connected to task
completion with one-to-one or unlimited resources
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 Level 7
Secondary: AP Biology
Higher order thinking
1. Students taking notes only; no questions asked 2. Student learning/questioning at remembering
level 3. Student learning/questioning at understanding
level4. Student learning/questioning at applying level 5. Student learning/questioning at analyzing level 6. Student learning/questioning at
evaluating/creating levels
1. Students report what they have learned only 2. Students report what they have learned only;
collaborate with others 3. Students given limited options to solve a teacher-
directed problem 4. Students given limited options to solve a teacher
directed problem; collaborate with others 5. Students collaborate to define the task, the
process, and/or the solution6. Students collaborate to define the task, the
process, and/or the solution; collaboration extends beyond the classroom
Engaged learning
Authentic connections 1. The learning experience is missing or too vague to
determine relevance 2. The learning experience represents a group of
connected activities, but provides no real world application
3. The learning experience provides limited real world relevance.
4. The learning experience provides extensive real world relevance
5. The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
6. 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
Technology Use
1. No technology use is evident2. Technology use is used only by the teacher3. Technology use appears to be an add-on and is not
needed or task completion4. Technology use is somewhat connected to task
completion5. Technology use is directly connected to task
completion with shared or limited resources6. Technology use is directly connected to task
completion with one-to-one or unlimited resources
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 Level 7
Higher order thinking
1. Students taking notes only; no questions asked 2. Student learning/questioning at remembering
level 3. Student learning/questioning at understanding
level4. Student learning/questioning at applying level 5. Student learning/questioning at analyzing level 6. Student learning/questioning at
evaluating/creating levels
1. Students report what they have learned only 2. Students report what they have learned only;
collaborate with others 3. Students given limited options to solve a teacher-
directed problem 4. Students given limited options to solve a teacher
directed problem; collaborate with others 5. Students collaborate to define the task, the
process, and/or the solution6. Students collaborate to define the task, the
process, and/or the solution; collaboration extends beyond the classroom
Engaged learning
Authentic connections 1. The learning experience is missing or too vague to
determine relevance 2. The learning experience represents a group of
connected activities, but provides no real world application
3. The learning experience provides limited real world relevance.
4. The learning experience provides extensive real world relevance
5. The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
6. 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
Technology Use
1. No technology use is evident2. Technology use is used only by the teacher3. Technology use appears to be an add-on and is not
needed or task completion4. Technology use is somewhat connected to task
completion5. Technology use is directly connected to task
completion with shared or limited resources6. Technology use is directly connected to task
completion with one-to-one or unlimited resources
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 Level 7
Higher order thinking
1. Students taking notes only; no questions asked 2. Student learning/questioning at remembering
level 3. Student learning/questioning at understanding
level4. Student learning/questioning at applying level 5. Student learning/questioning at analyzing level 6. Student learning/questioning at
evaluating/creating levels
1. Students report what they have learned only 2. Students report what they have learned only;
collaborate with others 3. Students given limited options to solve a teacher-
directed problem 4. Students given limited options to solve a teacher
directed problem; collaborate with others 5. Students collaborate to define the task, the
process, and/or the solution6. Students collaborate to define the task, the
process, and/or the solution; collaboration extends beyond the classroom
Engaged learning
Authentic connections 1. The learning experience is missing or too vague to
determine relevance 2. The learning experience represents a group of
connected activities, but provides no real world application
3. The learning experience provides limited real world relevance.
4. The learning experience provides extensive real world relevance
5. The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
6. 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
Technology Use
1. No technology use is evident2. Technology use is used only by the teacher3. Technology use appears to be an add-on and is not
needed or task completion4. Technology use is somewhat connected to task
completion5. Technology use is directly connected to task
completion with shared or limited resources6. Technology use is directly connected to task
completion with one-to-one or unlimited resources
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 Level 7
Higher order thinking
1. Students taking notes only; no questions asked 2. Student learning/questioning at remembering
level 3. Student learning/questioning at understanding
level4. Student learning/questioning at applying level 5. Student learning/questioning at analyzing level 6. Student learning/questioning at
evaluating/creating levels
1. Students report what they have learned only 2. Students report what they have learned only;
collaborate with others 3. Students given limited options to solve a teacher-
directed problem 4. Students given limited options to solve a teacher
directed problem; collaborate with others 5. Students collaborate to define the task, the
process, and/or the solution6. Students collaborate to define the task, the
process, and/or the solution; collaboration extends beyond the classroom
Engaged learning
Authentic connections 1. The learning experience is missing or too vague to
determine relevance 2. The learning experience represents a group of
connected activities, but provides no real world application
3. The learning experience provides limited real world relevance.
4. The learning experience provides extensive real world relevance
5. The learning experience provides real world relevance and opportunity for students to apply their learning to a real world situation
6. 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
Technology Use
1. No technology use is evident2. Technology use is used only by the teacher3. Technology use appears to be an add-on and is not
needed or task completion4. Technology use is somewhat connected to task
completion5. Technology use is directly connected to task
completion with shared or limited resources6. Technology use is directly connected to task
completion with one-to-one or unlimited resources
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)
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 Level 7
This is not a “Gotcha” process.
Must be implemented as a non-evaluative growth opportunity.
Trust is critical.
Important note about LoTi
Honor every teacherLoTi helps guide professional development.
Start where they are and help them grow.
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
Lessons learned from LoTi
HOME RUN!
How will you use LoTi?
LoTi Data Collection
Tools
LoTi Observer
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.
LoTi Observer Walkthrough Tool
Observer PricingAnnual Subscription 1-10 schools $250 per school 11-20 schools $225 per school 21-30 schools $200 per school 31-40 schools $175 per school 41+ schools $150 per school
Digital AgeSurvey
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
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 questionsAbout 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.
illinoisillinois
SurveyReport
Lori Whitman815-636-3040
Handouts available at:http://roeachievementconference.org
