Levels Of Teaching Innovation - Iste

Welcome Demo User!LEVELS OF TEACHING INNOVATIONCurrent Instructional Practices:Intensity 5LoTi Level 3:InfusionPersonal Computer Use:Intensity 2H.E.A.T. FRAMEWORKStudents learning/questioning at theAnalyzing levelStudents collaborate to definethe task, the process, and/or thesolutionThe learning experience focuseson students exploring/discussingreal-world content connectionsTeacher leads whole grouplearning with digital and/orenvironmental resourcesOTHER FRAMEWORKSPuentedura’s SAM-R FrameworkDaggett’s Rigor & RelevanceWebb’s Depth of KnowledgeModification*Quadrant C: Assimilation*Level 3: Short-term Strategic Thinking** The framework levels listed represent LoTi’s interpretation of your score’s alignment to that specific framework. Each framework is theintellectual property of its respective researcher. For more information on the specific frameworks provided, access the links listed above.

DIGITAL AGE BEST PRACTICESISTE STANDARDSISTE Standards for Teachers:Percentage BreakdownFor more detailed information about the ISTE Standards for Teachers and Administrators, visit the ISTE Standards website at:http://www.iste.org/standards/iste-standards

Welcome Demo User!MY LEVEL OF TEACHING INNOVATIONThe Level of Technology Implementation (LoTi) portion of the LoTiDigital Age Survey assesses the participant’s level of implementing orsupporting the instructional use of computers in the classroom.At a Level 3 (Infusion), the instructional focus emphasizes studenthigher order thinking (e.g., Bloom Levels – analyzing, evaluating, creating; Webb’s Levels – short-term strategic thinking) and teacher-directed problems. Though specific learning activities may lack authenticity,the instructional emphasis is, nonetheless, placed on higher levels ofcognitive processing and in-depth treatment of the content using a variety of thinking skill strategies (e.g., problem-solving, decision-making).The concept attainment, inductive thinking, and scientific inquiry models of teaching are the norm and guide the types of products generatedby students.Digital and/or environmental resources are used by students and/or theteacher to execute teacher-directed tasks that emphasize higher levelsof student cognitive processing relating to the content standards.LoTi Level 3:InfusionRECOMMENDED RESOURCES & STRATEGIESResource TypeImprovement StrategyNameVideoCase StudiesHow to Prepare a Case StudyArticleCase StudiesCase Study-Based LearningVideoSimulationsHow to Build A Decision SimulationVideoSimulationsTeaching Methods - SimulationsArticleSimulationsThe Impact of Simulations on Higher Level LearningWeb SiteEducational GamesTraining GamesWeb SiteEducational GamesEducational GamesWeb SiteEducational GamesTraining Games, Ice Breakers, and EnergizersVideoRole PlayCorporate Role Play with Peers and PlayersVideoRole PlayRole Play ExampleArticleRole PlayRole PlayingVideoProblem-Based LearningDigital Learning Design and Problem Based LearningWeb SiteProblem-Based LearningWhat is Problem-Based Learning?Web SiteProblem-Based LearningProblem-Based Learning Faculty InstituteWeb SiteProblem-Based LearningProblem-Based LearningWeb SiteProblem-Based LearningPBL@UD (Includes PBL Clearinghouse)VideoProblem-Based LearningProblem-Based Learning at Punahou SchoolVideoProblem-Based LearningProblem-Based Learning for the 21st Century ClassroomWeb Site4MAT SystemIndividual Differences: The 4MAT System

Welcome Demo User!MY CURRENT INSTRUCTIONAL PRACTICESThe Current Instructional Practices (CIP) portion of the LoTi Digital AgeSurvey assesses the participant’s current instructional practices relatingto a subject-matter versus a learner-based based curriculum approach.Current Instructional Practices:Intensity 5At a CIP Intensity Level 5, the participant’s instructional practicestend to lean more toward a student-directed approach. The essentialcontent embedded in the standards emerges based on students “needto know” as they attempt to research and solve issues of importanceto them using critical thinking and problem-solving skills. The types oflearning activities and teaching strategies used in the learning environment are diversified and driven by student questions. Both students and teachers are involved in devising appropriate assessmentinstruments (e.g., performance-based, journals, peer reviews, selfreflections) by which student performance will be assessed. The use ofexpanded horizontal and vertical differentiated strategies are presentbased on student interests, modality strengths, learning profile and/orreadiness levels.Although student-directed learning activities and evaluations are thenorm, the use of teacher-directed activities (e.g., lectures, presentations, teacher-directed projects) may surface based on the nature ofthe content standards and at the desired level of student cognition.The use of research-based best practices delves deeper into complexclassroom routines (e.g., students generating and testing hypotheses,implementing cooperative learning, students identifying similarities anddifferences).RECOMMENDED RESOURCES & STRATEGIESResource TypeImprovement StrategyNameWeb SiteProject-Based LearningEdutopia: Project Based LearningWeb SiteProject-Based LearningBuck Institute for Education (BIE)Web SiteProject-Based LearningProject-Based Learning: Success Start to FinishVideoProject-Based LearningProject-Based Learning ExplainedVideoProject-Based LearningProject-Based Learning in an Elementary Science ClassroomVideoProject-Based LearningMonkey Trial Project: 21st Century SkillsVideoProject-Based LearningProject-Based LearningVideoProject-Based LearningIntroduction to Project-Based LearningVideoProject-Based LearningMath and Molecules MatterWeb SiteCollaborative ProjectsCenter for Interactive Learning and CollaborationWeb SiteCollaborative ProjectsePals Global CommunityWeb SiteCollaborative ProjectsGlobalSchoolNet.org

Welcome Demo User!MY PERSONAL COMPUTER USEThe Personal Computer Use (PCU) portion of the LoTi Digital AgeSurvey assesses the participant’s comfort and skill level with usingcomputers and related technologies.A PCU Intensity Level 2 indicates that the participant demonstrateslittle to moderate fluency with using digital tools and resources forstudent learning. Participants at Intensity Level 2 may occasionallybrowse the internet, use email, or use a word processor program; yet,may not have the confidence or feel comfortable using existing andemerging digital tools and resources beyond classroom managementtasks (e.g., online grade book and attendance program) or substitutionactivities (e.g., accessing the Kahn Academy website to introduce astandards-based math concept, administering an online test). Participants at this level are somewhat aware of copyright issues and maintain a cursory understanding of the impact of existing and emergingdigital tools and resources on student learning.Personal Computer Use:Intensity 2RECOMMENDED RESOURCES & STRATEGIESResource TypeImprovement StrategyNameWeb SiteGraphic OrganizersSpicy NodesWeb SiteGraphic OrganizersBubbl.usWeb SiteGraphic OrganizersGliffyWeb SiteGraphic OrganizersMindomoWeb SiteGraphic OrganizersMind MeisterWeb SiteGraphic OrganizersSpiderScribeWeb SiteGraphic OrganizersExploratreeWeb SiteSocial BookmarkingList.lyWeb SiteSocial BookmarkingDiigoWeb SiteSocial BookmarkingWebListWeb SiteSocial BookmarkingStumbleUponWeb SiteSocial BookmarkingDeliciousWeb SiteCulminating Project ToolsPreziWeb SiteCulminating Project ToolsAnimotoWeb SiteCulminating Project ToolsCreazaWeb SiteCulminating Project ToolsUstreamWeb SiteCulminating Project ToolsMasherWeb SiteCulminating Project ToolsTubeChopWeb SiteCulminating Project ToolsWeeblyWeb SiteCulminating Project ToolsToonDoo

Welcome Demo User!MY HIGHER ORDER THINKING LEVELHigher order thinking references the level of student cognition generated by students from the learning experience based on Bloom’staxonomy.At a Higher Order Thinking level 5, students are analyzing theirknowledge and the content.The Higher Order Thinking rubric includes the following “look-fors”:1 Students taking notes only; no questions asked2 Student learning/questioning at Remembering level3 Student learning/questioning at Understanding level4 Student learning/questioning at Applying level5 Student learning/questioning at Analyzing level6 Student learning/questioning at Evaluating/Creating levelsRECOMMENDED RESOURCES & STRATEGIESResource TypeImprovement StrategyNameWeb SiteReflective DiscoveryMarble ManiaWeb SiteReflective DiscoveryTower of HanoiVideoStaged ScenariosTeaching Students to Work TogetherWeb SiteSurveys/QuestionnairesIQ TestWeb SiteSurveys/QuestionnairesPersonal Learning StyleWeb SiteSurveys/QuestionnairesPersonality TestWeb SiteSurveys/QuestionnairesDrive of Your Life Interest InventoryWeb SiteSurveys/QuestionnairesSchool Climate SurveysWeb SiteCurrent EventsEducation Place: Current EventsWeb SiteCurrent EventsScholastic News OnlineWeb SiteCurrent EventsPBS Online News HourVideoDiscrepant EventsHeat ConductionVideoDiscrepant EventsDangerous ReputationWeb SiteDiscrepant EventsTeaching Science with Discrepant EventsWeb SiteQuestioning ToolkitA Questioning ToolkitArticleQuestioning ToolkitA Must Have Questioning Toolkit for Teachers and EducatorsWeb SiteQuestioning ToolkitThe Question is the AnswerWeb SiteTriggered Brainstorming25 Useful Brainstorming StrategiesArticleTriggered BrainstormingThe 7 All-Time Greatest Ideation TechniquesWeb SiteTriggered BrainstormingBoosting BrainstormingWeb SiteQuescussionsThe Centre for Teaching & Learning: QuescussionsWeb SiteThesis StatementsPurdue OWL: Creating a Thesis Statement

Welcome Demo User!MY ENGAGED LEARNING LEVELEngaged Learning represents (1) the amount of complex thinking (e.g.,problem-solving, decision-making, experimental inquiry) and (2) thedegree of self-directed and collaborative learning occurring by students.At a mean Engaged Learning level 5, students are collaborating todefine the learning task, process, and/or solution within the classroom.The Engaged Learning includes the following “look-fors”:1 Students report what they have learned only2 Students collaborate to report what they have learned withpossible options3 Students solve a teacher-directed problem4 Students collaborate to solve a teacher-directed problem withpossible options5 Students collaborate to define the task, the process, and/orthe solution6 Students collaborate to define the task, the process, and/or thesolution; collaboration extends beyond the classroomRECOMMENDED RESOURCES & STRATEGIESResource TypeImprovement StrategyNameVideoStudent-Centered LearningStudent-Centered Learning (21st Century Education)VideoStudent-Centered LearningFreedom Within Form: How Much is Too Much?VideoStudent-Centered LearningStrategies for Student-Centered DiscussionVideoStudent-Centered LearningRepresentation of 70% Student-Centered ClassroomVideoStudent-Centered LearningStructure Learning with Essential QuestionsWeb SiteOnline Collaborative SpacesEdmodoWeb SiteOnline Collaborative SpacesDebateGraphWeb SiteOnline Collaborative SpacesWikispacesWeb SiteOnline Collaborative SpacesVyewWeb SiteOnline Collaborative SpacesTeamViewerWeb SiteOnline Collaborative SpacesPadletArticleStudent Learning CommunitiesA New Model of Education — Designing Virtual Learning Communities for CreativityWeb SiteStudent Learning CommunitiesThinkQuestWeb SiteStudent Learning CommunitiesPassport to KnowledgeVideoStudent Learning CommunitiesSmall Learning Communities of 150 StudentsVideoStudent Learning CommunitiesStudent Learning CommunitiesVideoAction EngagementPick a Side: Warm-Up & DiscussVideoAction EngagementPassing Notes to Exchange Ideas