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. 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

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
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?

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

7. 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.

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 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.

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
Table discussion. Hold up table cards.

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.
Table discussion. Hold up table cards.

16. 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.

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)
Table discussion. Hold up table cards.

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

20. What is the CIP Level?

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

22. Secondary: Marketing

24. 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.

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
Table discussion. Hold up table cards.

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
Table discussion. Hold up table cards.

27. 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.

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 Exploration
Level Infusion
Level 4a - Integration: Mechanical
Level 4b - Integration: Routine
Level Expansion
Level Refinement

31. What is the CIP Level?

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

33. 3rd Grade: Rocks

35. 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.

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
Table discussion. Hold up table cards.

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
Table discussion. Hold up table cards.

38. 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.

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 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.

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

42. What is the CIP Level?

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

44. Secondary: AP Biology

46. 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.

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
Table discussion. Hold up table cards.

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
Table discussion. Hold up table cards.

49. 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.

50. What is the LoTi Level?

51. 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)

52. LoTi Framework Level 0 - Nonuse Level 1 - Awareness
Level Exploration
Level Infusion
Level 4a - Integration: Mechanical
Level 4b - Integration: Routine
Level Expansion
Level Refinement

53. What is the CIP Level?

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

55. 2nd Grade: Selling Bracelets

57. 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.

58. 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.

59. 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.

60. 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.

61. What is the LoTi Level?

62. 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.

63. LoTi Framework Level 0 - Nonuse Level 1 - Awareness
Level Exploration
Level Infusion
Level 4a - Integration: Mechanical
Level 4b - Integration: Routine
Level Expansion
Level Refinement

64. What is the CIP Level?

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

66. Secondary: Desert Plants

68. 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.

69. 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.

70. 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.

71. 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.

72. What is the LoTi Level?

73. 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)

74. LoTi Framework Level 0 - Nonuse Level 1 - Awareness
Level Exploration
Level Infusion
Level 4a - Integration: Mechanical
Level 4b - Integration: Routine
Level Expansion
Level Refinement

75. What is the CIP Level?

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

77. 4th Grade: Road Trip

79. 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.

80. 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.

81. 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.

82. 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.

83. What is the LoTi Level?

84. 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.

85. LoTi Framework Level 0 - Nonuse Level 1 - Awareness
Level Exploration
Level Infusion
Level 4a - Integration: Mechanical
Level 4b - Integration: Routine
Level Expansion
Level Refinement

86. What is the CIP Level?

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

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

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

90. 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

91. 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!

92. How will you use LoTi?

93. LoTi Data Collection Tools

94. LoTi Observer

95. 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.

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

97. Digital Age
Survey

98. 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.

99. Digital Age Survey Research-based Free for individual users
Free for individual users
Same pricing as Observer plus a District Access Only option -$250 per district

100. Digital Age Survey
37 questions
About minutes
Lessons

101.
Or go to loticonnection.com and click on the LoTi Lounge link in the upper right corner.

102. illinois
illinois

107. Survey
Report

112. Handouts available at:
Lori Whitman