Description and implemetation of the Loti Heat model

1. © 2010 LoTi Inc.
Make the
Connection
LoTi
www.loticonnection.com
1
February 13, 2010
Hershey, PA PETE & C Pre-Conference
Contact Info
Facilitator:
Dr. Chris Moersch
Executive Director
LoTi Connection Inc.
chris@loticonnection.com
Web Site:
www.loticonnection.com
Turning Up
the H.E.A.T. on
Teaching, Leading,
and Learning in
the Digital-Age

2. 2 © 2011 LoTi Inc.
H.E.A.T. Rubric
PETE & C Pre-Conference
Higher-Order Thinking Look-Fors
Students taking notes only; no questions asked
Student learning/questioning at the Remembering level
Student learning/questioning at the Understanding level
Student learning/questioning at the Applying level
Student learning/questioning at the Analyzing level
Student learning/questioning at the Evaluating/Creating levels
Engaged Learning Look-Fors
Students report what they have learned only
Students report what they have learned only; collaborate with others
Students given options to solve a teacher-directed problem
Students given 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
Authentic Connections Look-Fors
The learning experience is missing or too vague to determine relevance
The learning experience provides no real world application, or represents a group of connected activities
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
Technology Use Look-Fors
No technology use is evident
Technology is used only by the teacher
Technology use appears to be an add-on and is not needed for 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

3. 3© 2011 LoTi Inc.
LoTi “Sniff” Test
PETE & C Pre-Conference

4. 4 © 2011 LoTi Inc.
H.E.A.T. Observation Form
PETE & C Pre-Conference
Use this form for performing classroom walkthroughs according to the H.E.A.T. (Higher-order
thinking, Engaged learning, Authenticity, and Technology use) observation model.
Walkthrough Information
Observer Name:
Date:
School Name:
Teacher Observed:
Comments:
Engaged Learning
❏❏ Students report what they have learned
only
❏❏ Students report what they have learned
only; collaborate with others
❏❏ Students given options to solve a teacher-
directed problem
❏❏ Students given 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
Comments:
Higher-order Thinking
❏❏ Students taking notes only; no questions
asked
❏❏ Student learning/questioning at the
Remembering level
❏❏ Student learning/questioning at the
Understanding level
❏❏ Student learning/questioning at the
Applying level
❏❏ Student learning/questioning at the
Analyzing level
❏❏ Student learning/questioning at the
Evaluating/Creating levels
Comments:
Lesson Objective
Note the objective of the lesson:

5. 5© 2011 LoTi Inc.
H.E.A.T. Observation Form
PETE & C Pre-Conference
Authentic Connections
❏❏ The learning experience is missing or too
vague to determine relevance
❏❏ The learning experience provides no real
world application, or represents a group
of connected activities
❏❏ 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
Comments:
Technology Use
❏❏ No technology use is evident
❏❏ Technology is used only by the teacher
❏❏ Technology use appears to be an add-on
and is not needed for 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
Comments:
Digital-Age Best Practices
❏❏ Promoting shared expertise through
networked collaboration
❏❏ Bolstering purposeful inquiry through
student questions
❏❏ Personalizing and globalizing content by
making authentic connections
❏❏ Accelerating individual growth through
vertical/horizontal differentiation
❏❏ Anchoring student learning with digital-
age tools and resources
❏❏ Clarifying student understanding with
formative assessments
Comments:
Additional Feedback
LoTi Level:
CIP Level:
Comments/Observations:

6. 6 © 2011 LoTi Inc.
School: ________________________________________________
S.M.A.R.T. Goals
1. ________________________________________________________
________________________________________________________
2. ________________________________________________________
________________________________________________________
3. ________________________________________________________
________________________________________________________
4. ________________________________________________________
________________________________________________________
Next Steps
Milestone
S.M.A.R.T.
Goal(s) # Action Step with Key Stakeholders
Day 15
Day 30
Day 60
Day 90
Next Steps Plan
PETE & C Pre-Conference

7. 7© 2011 LoTi Inc.
SAMPLE: Next Steps Plan
PETE & C Pre-Conference
School: Marshfield Middle School
S.M.A.R.T. Goals
1. Elevate LoTi (Levels of Teaching Innovation) at Marshfield Middle School
by increasing the predominant LoTi Level to a LoTi 3 by May, 2011.
2. Increase CIP (Current Instructional Practices) toward greater emphasis
on student-centered classrooms at Marshfield Middle School by increasing
the predominant CIP Intensity Level to a CIP 4 by May, 2011.
3. Improve student achievement in 6th-8th grade mathematics at Marshfield
Middle School by reducing 10% the percentage of students not passing the
PSSA in May, 2011.
Next Steps
Milestone
S.M.A.R.T.
Goal(s) # Action Step with Key Stakeholders
Day 15
Goals
1 & 2
Calendar next faculty meeting (September 20th) for a one-hour LoTi/H.E.A.T.
orientation by our campus LoTi Certified Mentor; distribute H.E.A.T. rubrics to
staff to encourage personal reflection of their own lesson plans.
Day 30
Goal
3
Facilitate meeting with Supervisor of Mathematics (October 7th) about the
benchmarking process to ensure that benchmarks meet the four criteria: (1)
resemble the PSSA in format, (2) measure what has already been taught, (3)
promote a quick turn-around time, and (4) provide interventions for targeted
students at a LoTi 3+.
Day 60
Goals
1, 2, & 3
Begin online course on Engaged learning for 6th-8th grade math teachers
(November 8th); Request campus LoTi Certified Mentor to conduct in-classroom
modeling of a math Benchmark intervention at a LoTi Level 3.
Day 90
Goals
1 & 2
Begin campus Classroom Walkthrough with H.E.A.T. protocol with staff (December
9th); arrange time for teacher feedback based on the H.E.A.T. walkthroughs

8. © 2010 LoTi Inc.
Make the
Connection
LoTi
www.loticonnection.com PETE & C Pre-Conference Notes
If you were intrigued
by anything from
today’s session, call
Fred Saunders at
(760)522-8567 or
visit the LoTi
Connection web site
for more information.
loticonnection.com