LMC Online Course Syllabus
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1 Edition LoTi Mentor Certification Institute LMC Online Course Syllabus The glass ceiling gets more pliable when you turn up the heat. Pauline R. Kezer American Teacher and Legislator LMC Syllabus: Course Goals The LoTi Mentor Certification program is applicable to any content area, grade level, and/or academic setting. Four overall goals of the institute are: (1) to refine the technology implementation strategies used with staff; (2) to promote higher levels This course is designed to help you develop the skills necessary to become a Certified LoTi Mentor. The emphasis is on the processes underlying powerful teaching and learning as well as skill development in the area of planning effective staff development at the Target Technology level, conducting clinical observations, and delivering efficient instructional technology professional development. LMC Syllabus: Course Objectives 1 2 Lesson Plan Makeovers to refine the instructional strategies used with staff to promote increased student H.E.A.T. High Levels of Innovation to promote higher levels of teacher innovation modeled at the operational curriculum level of teacher innovation modeled at the operational curriculum level; (3) to create an effective bridge between instruction, assessment, and technology use; and (4) to implement a model of continuous improvement system-wide Classroom Walkthroughs with HEAT to conduct clinical observations of classroom practices using the LoTi and H.E.A.T. Frameworks Differentiated Professional Development to diagnose and prescribe differentiated professional development based on individual instructional needs Differentiated Coaching to mentor colleagues in differentiating learning experiences based on interest, readiness, and subject Model Continuous Improvement to model mentoring strategies appropriate to school climate, infrastructure, and teacher efficacy 2011 LoTi Inc
2 LoTi Mentor Certification Institute Edition LMC Syllabus: Online Calendar of Activities Week Content Activities 1 Getting Focused on Building Digital-Age Teaching & Learning 2 Clarifying Understanding of Building H.E.A.T. & LoTi Framework Introduction/Overview Complete online VIDEO RANKING - Digital-Age Teaching & Learning Discuss major assumptions underlying Digital-Age Teaching & Learning and: Student academic growth Student engagement Instructional practices Digital tools & resources Complete online SIMULATION: Digital-Age Teaching & Learning Case Studies Read BLOG: It s Time to Turn Up the H.E.A.T. Complete online DISCUSSION: Digital-Age Teaching & Learning Introduce H.E.A.T. as student output in the teaching/learning model Higher order thinking Bloom s Revised Taxonomy Virtual classroom analyses Higher order thinking rubric Complete online ASSESSMENT: HOT Check Engaged learning Complex thinking strategies Teacher vs Student-centered Classroom Engaged learning rubric Authentic connections 21 st Century Skills & Themes Authentic connections rubric Technology use Digital tools and resources defined Technology use rubric Discuss criteria for assessing classroom learning environments aligned to 21 st Century Skills, Content, and Themes Complete online EXPLORATION FORUM: What is H.E.A.T.? Discuss H.E.A.T. within the context of current instructional initiatives Complete online DISCUSSION: Turning Up the H.E.A.T. Introduce the LoTi Digital-Age Framework as teacher input in the teaching/learning model Complete online SURVEY RANKING: LoTi Framework Demonstrate competency with conducting clinical observations of classrooms to ascertain formative levels of teacher innovation using the LoTi Framework Complete online ASSESSMENT: LoTi Sniff Test Discuss the online LMC TASK 1: LoTi Level Assessment LoTi Connection Inc.
3 Edition LoTi Mentor Certification Institute LMC Syllabus: Online Calendar of Activities Week Content Activities 3 Exploring Resources/ Strategies for Building LoTi Digital-Age Survey 4 Connecting to Staff for Building Lesson Plan Makeovers 5 Getting Focused on Effective Professional Development Programs 6 Clarifying Understanding of Digital Age Best Practices 7 Exploring Strategies for Differentiated Instructional Planning Model process for collecting school-wide data using the LoTi Digital-Age Survey Complete online SURVEY: LoTi Digital Age Survey Reflect on the relationship between H.E.A.T. and LoTi Complete online DISCUSSION: LoTi Digital-Age Survey Experience Review the CIP (Current Instructional Practices) and PCU (Personal Computer Use) Frameworks within the context of LoTi Read READING: LoTi, CIP, and PCU Frameworks Discuss the online LMC TASK 2: Individualized Professional Development Plans Explore proven strategies for Turning up the H.E.A.T. on existing lesson plans Complete online EXPLORATION FORUM: H.E.A.T. Strategies Discuss the online LMC TASK 3: Lesson Plan Makeovers Complete the online FEEDBACK: Burning Questions Review and discuss strategies used in effective professional development programs Complete online REFLECTION: Effective Programs for Professional Development Review clinical observations of sample classroom learning experiences Complete online VIDEO: H.E.A.T. Analyses by Dr. Moersch Demonstrate competency with conducting clinical observations of classrooms to ascertain student H.E.A.T. Complete online DISCUSSION: Where s the H.E.A.T.? Read READING: Digital Age Best Practices Teaching and Learning Refocused Introduce differentiating instructional planning and coaching Explore strategies for differentiating learning experiences with Web 2.0 tools Complete online EXPLORATION FORUM: Web 2.0 Tools Discuss proven strategies for differentiation Read READING: Differentiation Discuss the online LMC TASK 4: Differentiation 2011 LoTi Inc
4 LoTi Mentor Certification Institute Edition LMC Syllabus: Online Calendar of Activities Week Content Activities 8 Connecting to Staff for Conducting Professional Development Interventions 9 Sustaining Independence: Differentiating Staff Development 10 LoTi Mentor Certification Tasks Review strategies for conducting professional development interventions Review SAMPLE PD INTERVENTION: Questioning Strategies PowerPoint Explore designing blended learning environments Complete online REVIEW: Designing a Blended Learning Environment Complete online REVIEW: Some Helpful Tips for Engaging Learners Complete online REVIEW: Ten Tips for Delivering Engaging Training Sessions to Adults Discuss the online LMC TASK 5: Professional Development Intervention Discuss the role of mentorship and differentiated coaching Complete online SIMULATION: Staff Development Case Study Complete online DISCUSSION: Differentiating Staff Development Read READING: Differentiating Your Staff Development Explore strategies for effectively differentiating staff development according to the learning styles, thinking styles, and personality profiles of participants. Complete online EXPLORATION FORUM: Participant Personal Profiles Discuss the role of mentors as systemwide agents of change Complete online DISCUSSION: Personal Mission Statement Discuss the online LMC TASK 6: Stages of Concern Complete all LoTi Mentor Certification Tasks Complete LoTi Mentor Certification course evaluation LoTi Connection Inc.
5 Edition LoTi Mentor Certification Institute LMC Syllabus: Suggested Resource Materials Anderson, L.W. & Krathwohl (eds) (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom's taxonomy of educational objectives. New York, NY: Longman. Aronowitz, S. (2010, April 8). 21st-century skills: Evidence, relevance, and effectiveness. Retrieved June 12, 2010, from The Journal web site: Axelson, M. (2009, June 15). Math and science results from Maine's laptop program. Retrieved June 12, 2010, from K-12 Computing Blueprint web site: aine.php Bloom, B., Englehart, M.D., Furst, E.J., Hill, W.H., and Krathwohl, D. (1956). The taxonomy of educational objectives, the classification of educational goals, handbook I: Cognitive domain. New York, NY: David McKay & Co. Hall, G., & Hord, S. (2000). change: Patterns, principles, and potholes. Boston, MA: Allyn & Bacon. Jukes, I. and Dosaj, A. (2003). The differences between digital native learners digital immigrant teachers. Kelowna, British Columbia, Canada: The InfoSavvy Group. Kachur, D.S., Stout, J.A., and Edwards, C.L., (2010). Classroom walkthroughs to improve teaching and learning. Larchmont, NY: Eye on Education, Inc. Kohl, H. (1995). I won t learn from you: And other thoughts on creative maladjustment. New York, NY: New Press. Moersch, C. (2002). Beyond Hardware: Using Existing Technology to Promote Higher- Level Thinking. Eugene, OR: International Society for Technology in Education. Moersch, C. (2010, February). LoTi turns up the H.E.A.T. Learning & Leading with Technology. 37(5), Partnership for 21st Century Skills. (2009). Framework for 21st century learning. Retrieved from task=view&id=254&itemid=120 Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-6. Rotherham, A.J. and Willingham, D. (2009, September). 21st century skills: The challenges ahead. Educational Leadership, 67(1), Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York, NY: Teachers College Press LoTi Inc
6 LoTi Mentor Certification Institute Edition LMC Syllabus: Notes For more information, visit the LoTi Connection web site LoTi Connection Inc.
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