Raising the Bar with LoTI

Slide 1:Raising the Bar with LoTI

Presented by Kathy Andrzejewski Cindy O�Dwyer Sonia Saunders

Slide 3:Today�s Jump

Overview of LoTI Levels Lessons that make the high jump Raising the Bar for your instruction

Slide 4:LoTI Review

How much do you know about LoTI? Pink-Have heard of LoTI before but not really sure what it is all about Yellow-Familiar with what LoTI is and the levels of the LoTI framework Green-Familiar with LoTI and make it a part of my lesson planning

Slide 5: Levels 0 and 1

Level 0 Nonuse Level 1 Awareness Technology presented in pull out programs Used mostly by the teacher for classroom management tasks Used to enhance teacher directed lessons

Slide 6:Level 2-Exploration

Technology instruction provided via pull out programs not by classroom teacher Technology used mostly by the teacher for teacher productivity or classroom management

Slide 7:Level 3-Infusion

Technology based tools used include: databases spreadsheets graphing programs multimedia resources internet usage to support curriculum instruction Learning activities emphasis the use of higher level critical thinking skills: problem solving decision making experimentation reflective thinking

Slide 8:Level 4a Integration (Mechanical)

Emphasis placed on technology based tools that rely on prepackaged materials and supplementary support resources for the teacher Technology is viewed as a tool to provide resources to support students in making real world connections related to curriculum topics Emphasis placed on projects that require student action and higher level thinking skills

Slide 9:Level 4b-Integration(Routine)

Technology tools are integrated into curriculum in a routine manner Teachers design learning experiences that allow students to make real world connections with the curriculum topic Emphasis placed on student action and higher level thinking skills

Slide 10:Level 5-Expansion

Technology access goes beyond the classroom Teachers utilize networking resources to expand student experiences Technology resources are now more diverse and spontaneous based on higher level critical thinking

Slide 11:Level 6-Refinement

Technology is a resource for solutions to real world problems Technology and curriculum are no longer divided in the classroom Technology provides a seamless resource for problem solving Technology is readily available for students Instructional curriculum is learner based Curriculum content is based on learner needs

Slide 12:How to raise the bar to the next level?

Turn on the H.E. A.T. What is H.E.A.T?

Slide 13:H.E.A.T It Up and Raise the Bar

H-Higher order thinking E-Engaged learning A-Authenticity T-Technology use

Slide 14:H-Higher Order Thinking

Utilizes thinking processes from Bloom�s Taxonomy Engages students in the content, process, or product stages of critical thinking

Slide 15:E-Engaged Learning

Students are actively engaged in the learning process Students are involved in identifying the problem and finding the solution Students generate their own essential questions

Slide 16:A- Authenticity

Curriculum that: is based on real world themes or problems varies based on student age and background knowledge allows for varying solutions

Slide 17:Authenticity Continued

challenges learners utilizes higher level thinking integrates one or more of the 21st Century themes (Global awareness, economic literacy, health and wellness awareness, or civic awareness)

Slide 18:T-Technology Use

Technology use should improve student learning increase student engagement improve authenticity provide a variety of resources If the technology does none of the above� it is nothing more than an add on �

Slide 19:Third Grade LessonsPresented by Sonia Saunders

Water Cycle Glaciers Iditarod Race Where I Live

Slide 20:Review SlideReview Slide

Slide 21:Throughout the year I have been taking steps that will stretch my teaching and the students learning with the integration of technology. When we studied the Water Cycle. I was able to bring the students up to the research level. We stopped there because I chose to incorporate Kinesthetic learning/drama and creative writing in the unit. Throughout the year I have been taking steps that will stretch my teaching and the students learning with the integration of technology. When we studied the Water Cycle. I was able to bring the students up to the research level. We stopped there because I chose to incorporate Kinesthetic learning/drama and creative writing in the unit.

Slide 22:Water Cycle Bulletin Board

Slide 23:Inspiration Web

Slide 24:Inspiration Web and Story

Slide 25:The Glacier project was a natural project and extension of the Water Cycle Science Kit. After building significant enthusiasm in the classroom�. The students researched glaciers in the Technology Lab in groups and then presented their findings. The students learned and shared an abundance of information about Glaciers. They did a terrific job working as a team of researchers. We were then able to cap off our study and extend briefly about the real world issues of melting glaciers and the Global Warming Theory. That day the students left the lab bubbling with excitement and with a new sense of �personal ownership� of their own learning! The Glacier project was a natural project and extension of the Water Cycle Science Kit. After building significant enthusiasm in the classroom�. The students researched glaciers in the Technology Lab in groups and then presented their findings. The students learned and shared an abundance of information about Glaciers. They did a terrific job working as a team of researchers. We were then able to cap off our study and extend briefly about the real world issues of melting glaciers and the Global Warming Theory. That day the students left the lab bubbling with excitement and with a new sense of �personal ownership� of their own learning!

Slide 26:Since it was still Winter, and the Iditarod Race was about to begin,,,, it was a natural transition into this mini-unit. The materials and sources offered by Scholastic News and the official Iditarod site was more than plentiful. Due to the DSTP taking place about the same time we were not able to follow it as closely as I would have liked. I think there are a lot more opportunities to connect with real world issues and happenings � like writing to the mushers, doing an author study, reading more literature related to the race and dog sledding�..but, that will be next year�s challenge. Since it was still Winter, and the Iditarod Race was about to begin,,,, it was a natural transition into this mini-unit. The materials and sources offered by Scholastic News and the official Iditarod site was more than plentiful. Due to the DSTP taking place about the same time we were not able to follow it as closely as I would have liked. I think there are a lot more opportunities to connect with real world issues and happenings � like writing to the mushers, doing an author study, reading more literature related to the race and dog sledding�..but, that will be next year�s challenge.

Slide 27:Finally, for my latest Social Studies unit, �Where We Live,� I think I did it! Again the literature and videos were introduced in class. But Cram, the Soc Studies provider � has a web-site that is chalk full of friendly resources for the students. The unit objectives are to understand our physical environment, its natural resources; renewable and non-renewable resources, natural disasters, and how we adapt to them. Research opportunities are plentiful in Crampathways.com as well as in FEMA. The students found the disaster information in pictures, fictional stories and student testimonials to be very intriguing. Extending the lessons to a higher LOTI level I brought them to a NASA site where it showed how satellites can detect the tree density of our physical environment and the aerial views are not only in greens but in full color. This technology is used by city planners/designers�.. With this new knowledge, we went into mapquest.com to analyze our school grounds � in aerial form - as to its overall design and also how renewable and non-renewable resources where used in and around the building. We also discussed in length about how recent drainage configurations in the park, next to our school, was done to help drain the flooding disasters that have occurred in the surrounding community. To go just one more step � we can take our unanswered questions to a higher authority and ask the experts. The students just can�t wait for this time to come!Finally, for my latest Social Studies unit, �Where We Live,� I think I did it! Again the literature and videos were introduced in class. But Cram, the Soc Studies provider � has a web-site that is chalk full of friendly resources for the students. The unit objectives are to understand our physical environment, its natural resources; renewable and non-renewable resources, natural disasters, and how we adapt to them. Research opportunities are plentiful in Crampathways.com as well as in FEMA. The students found the disaster information in pictures, fictional stories and student testimonials to be very intriguing. Extending the lessons to a higher LOTI level I brought them to a NASA site where it showed how satellites can detect the tree density of our physical environment and the aerial views are not only in greens but in full color. This technology is used by city planners/designers�.. With this new knowledge, we went into mapquest.com to analyze our school grounds � in aerial form - as to its overall design and also how renewable and non-renewable resources where used in and around the building. We also discussed in length about how recent drainage configurations in the park, next to our school, was done to help drain the flooding disasters that have occurred in the surrounding community. To go just one more step � we can take our unanswered questions to a higher authority and ask the experts. The students just can�t wait for this time to come!

Slide 29:First Grade Weather UnitPresented by Cindy O�Dwyer

Based on Smithsonian Weather Kit Based on 3 year progression Has grown from a level 2 to a level 5

Slide 30:How�s the weather?The way it used to be

Slide 31:How�s the weather?Next steps

Slide 32:Weather Now

Slide 33:New Webquest

Slide 34:Weather Term-Photo Draw

Slide 35:Weather Term-Photo Draw

Slide 36:Weather Term-Doodle Splash

Slide 37:Weather Term �Doodle Splash

Slide 38:Weather Bulletin Board

Slide 39:International Connections

Slide 40:Weather Blog

Slide 41:So How Do We Know It Works?

We won a Delaware State Chamber of Commerce Superstars Winner for 2008

Slide 42:Our Data Proves It!

Slide 43:Our Challenge to You

Raise the bar with LoTI! Turn up the H.E.A.T! For classroom instruction That can�t be beat!!!!!!

Slide 44:Exit Ticket

Please write on your file card Something you learned from today�s presentation How you will apply it to your own instruction