make teaching— not technology— more engaging, enchanting, and interactive christopher moersch,...
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Make Teaching—Make Teaching—Not Technology—Not Technology—More Engaging, More Engaging, Enchanting, and Enchanting, and InteractiveInteractive
Make Teaching—Make Teaching—Not Technology—Not Technology—More Engaging, More Engaging, Enchanting, and Enchanting, and InteractiveInteractive
Christopher Moersch, Ed.D.National Business Education Alliance
NECCNECC20052005
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EEXXtremetreme
How to Conduct anHow to Conduct anHow to Conduct anHow to Conduct an
TechnologyTechnologyMakeoverMakeover
TechnologyTechnologyMakeoverMakeover
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Move Instruction From Here…
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To Here…
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Levels of Technology ImplementationLevel 0 - Non-UseLevel 1 - AwarenessLevel 2 - ExplorationLevel 3 - InfusionLevel 4a - Integration: MechanicalLevel 4b - Integration: RoutineLevel 5 - ExpansionLevel 6 - Refinement
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Lesson Plan Bio –Title: And They Came to the Streets
That Were Paved With GoldLoTi Level: Level 2Summary: Middle school social studies
WebQuest that introducesstudents to Chinese
immigrantsin California during the 19thCentury
Culminating Students record their researchTask: summaries into a Powerpoint or
HyperStudio presentation
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And They Came to the Streets That Were Paved with Gold
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Makeover Details –And They Came to the Streets That Were Paved with Gold
This project’s procedures included:Culminating Task AugmentationComplex Thinking Strategies LiftRubric TreatmentCarved Instructional Design: EBAM Procedure
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Before:And They
Came to the Streets That Were Paved with Gold
After:New
Student Survival Kit
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Lesson Plan Makeover –Title: New Student Survival KitLoTi Level: Level 3Summary: Middle school students make
connections between immigration
patterns in early 20th Century America and current immigrationpatterns in the local community
Culminating Students design a survival kit forTask: new students to use at school
that will aid them in theirsuccessful immersion into theexisting student population
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TitleNew Student Survival Kit
Key Web Links:Experiential-Based Action Model (EBAM)
http://www.loticonnection.com/ebam.html
Interactive Graphic Organizershttp://www.workingsimulations.com/graphic_organizer.html
Survey Monkeyhttp://www.surveymonkey.com/
Download New Student Survival Kit
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Lesson Plan Bio –Title: First Names FirstLoTi Level: Level 2Summary: Students create bar graphs and
find the range and mode of a set
of data; they explore therelationship of vowels toconsonants in their names
Culminating Students demonstrate theirTask: understanding of graph types
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First Names First
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Makeover Details –First Names First
This project’s procedures included:Questioning Strategies SurgeryLower Order Thinking ReductionRelevancy Injections
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Before:First Names
First
After:My Name
First
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Lesson Plan Makeover –Title: My Name FirstLoTi Level: Level 3Summary: Elementary students generate
hypotheses about their name in
in terms of its popularity duringthe last 100 years
Culminating Students generate a hypothesisTask: about a particular name’s
popularity during the past 100years and provide supportingdetails consistent with theirhypothesis
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TitleMy Name First
Key Web Links:The Baby Name Wizard
http://www.babynamewizard.com/namevoyager/lnv0105.html
Create a Graphhttp://nces.ed.gov/nceskids/graphing/
Visit the Baby Name Wizard Website
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Lesson Plan Bio –Title: Full Court PressLoTi Level: Level 0Summary: High school students investigate
the Supreme Court’s role andfunction in the federal
governmentCulminating Students write a one-page brief
Task: advising the president on keyfactors he should take intoaccount when making a newappointment to the SupremeCourt and selecting a new chiefjustice
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Full Court Press
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Makeover Details –Full Court Press
This project’s procedures included:Relevancy InjectionCarved Instructional Design: EBAM ProcedureHigher Order Thinking TransplantTechnology Implementation Whitening
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Before:Full Court
Press
After:Skateboarding
to the Supreme Court
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Lesson Plan Makeover –Title: Skateboarding to the Supreme
CourtLoTi Level: Level 4Summary: High school students demonstrate
how political ideology can anddoes influence lawmaking;especially in terms of personalsafety issues
Culminating Students present specificTask: initiatives to the Metro Council that
should be taken in the skate parkbased on their understanding ofthe judicial system
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TitleSkateboarding to the Supreme Court
Key Web Links:Experiential-Based Action Model (EBAM)
http://www.loticonnection.com/ebam.html
Persuasion Maphttp://www.readwritethink.org/materials/persuasion_map/
Download Skateboarding to the Supreme Court
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Lesson Plan Bio –Title: Electoral VotesLoTi Level: Level 3Summary: Students use the Electoral Vote
Calculator to determine the totalelectoral votes for the Republicanand Democratic candidates for each state
Culminating Students will create a politicalTask: campaign for the 2008 presidential
election that will bring their partyto the White House based on theirunderstanding of the ElectoralCollege, major party platforms,and current issues
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Electoral Votes
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Makeover Details –Electoral Votes
Task:Determine your own makeover details that will
differentiate this task for our student, Loren Owens
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Before:Electoral
Votes
After:Electoral
Votes
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Lesson Plan Makeover –Title: Electoral VotesName: Loren OwensReadiness:
“B” student who easily gets distracted Academic strength: written communication Out-of-the-box thinker
Interests: LOVES all animals; especially horses and dogs Thrives on the personal connection between her pets and
herself
Learning Profile: Avid reader; especially young adult novels Very articulate and is very much a group person
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Reality TV
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2003-2004 LoTi ResultsThe PCU (Personal Computer Use) Intensity
Level of teachers increased from a PCU Intensity Level 2 in 2001-2002 to a PCU Intensity Level 4 in 2003-2004
The CIP (Current Instructional Practices) Intensity Level remained relatively constant from 2001-2004
The predominate LoTi (Level of Technology Implementation) Level decreased from LoTi Level 2 (Exploration) in 2001-2002 to LoTi Level 0 in 2003-2004 (Non-Use)
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High Stakes Testing
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Societal Acceptance of Non-Technology Use
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Ineffective Instructional Leadership
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Ineffective Instructional Leadership
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Ambiguous Pedagese
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Ambiguous PedageseDefine the following terms:
Project-based learningElectronic portfoliosHigher-order thinking (example please)Technology integrationStudent-centered learningDifferentiated instruction (example please)
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Lack of Vision
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Lack of VisionRigid with pacing guidesWhole school reform modelsEmphasis on test-prep versus test motivationOne-size-fits-all attitudeScripted teaching strategiesTechnology as a gadget
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Makeover Resource Suggestions Integrate clearly-defined technology goals with
specific targeted AYP goals tied to NCLB
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Makeover Resource Suggestions Implement Dynamic Instructional Models
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Makeover Resource Suggestions Implement Dynamic Instructional Models
Experiential-Based Action ModelEnrichment Triad Model4MAT ModelFive E ModelConstructivist Learning Model
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Makeover Resource SuggestionsPromote Authentic Assessment Practices
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Makeover Resource SuggestionsProvide differentiated professional development
to staff
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Makeover Resource SuggestionsRaise the Level of Expectations
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Makeover ResourcesLoTi Lounge
http://www.lotilounge.com/User ID: demoPassword: demo
I Keep Bookmarks LoTi Schools Pagehttp://ww2.ikeepbookmarks.com/lotischools/
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Makeover Resource SuggestionsEmphasize higher-level thinking and higher-
level questioning strategies
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Pursue one great decisive aim with force and determination – Karl von Clausewitz
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May the LoTi be May the LoTi be with you alwayswith you always
— Chris Moersch— Chris Moersch
May the LoTi be May the LoTi be with you alwayswith you always
— Chris Moersch— Chris Moersch
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Contact Dr. Chris Moersch:Office:
National Business Education AllianceP.O. Box 2084Carlsbad, CA 92018-2084
Email:[email protected]
Web:http://www.drchrismoersch.com/
Voice:858-245-3746