Available courses

COURSE SUMMARY:

Differentiated instruction is an instructional strategy that utilizes innovative teaching practices that create different pathways to learning that provides opportunities for students to learn and to so what they know regardless of skill level, interests, or background. There are two types of differentiation; vertical and horizontal. This course is designed to help teachers deepen their understanding of vertical differentiation culminating in its applied practice to their classroom.

COURSE SUMMARY:

Formative assessments refer to both informal and formal activities used by teachers and students to provide information about individual and group academic progress for the purpose of adjusting or modifying instruction. Research supports the use of formative assessments as a viable strategy to improve student achievement. Formal assessments provide more structure and greater reliability (e.g., common assessments, benchmark tests, performance tasks) while informal assessments require less structure, but are more frequent, transparent, and, in many cases, student-centered (e.g., teacher observations, minute papers, peer reviews, questions and answers, self-reflection, student journals, pair-shares).

COURSE SUMMARY:

Horizontal differentiated instruction is an instructional strategy that utilizes innovative teaching practices that create different pathways to learning that provides opportunities for students to learn and to so what they know regardless of skill level, interests, or background. There are two types of differentiation; vertical and horizontal. This course is designed to help teachers explore classroom strategies for horizontal differentiation culminating in its applied practice to their classroom(s).

COURSE SUMMARY:

If you would like to register for this free course, email LeeChel Moersch leechel@loticonnection.com 

This course introduces H.E.A.T. (Higher order thinking, Engaged learning, Authentic connections, Technology use) as a lens to go beyond the lesson plan to what is actually happening with students. Many times the activities that the teacher plans do not result in the expected output from students. H.E.A.T. provides a common language to discuss and measure student output in a way that is tied to evidence-based practices. The LoTi team hopes that these resources will inspire you to turn up the H.E.A.T. in your classroom, school, and/or district.


COURSE SUMMARY:

This course explores the principles and use of higher order thinking processes and strategies to analyze and improve instructional practices in the classroom. Themes in this course include higher order thinking processes, Bloom’s Taxonomy, Webb’s Depth of Knowledge (DoK) framework, cognitive complexity, and strategies for engaging critical thinking through collaboration. Throughout this course, participants will engage in activities designed to help them get focused, clarify understanding, explore pertinent resources/strategies, and connect to students.

This course explores strategies for engaging students and promoting their active role in the classroom learning experience. Themes in this course include engaged learning, Focus Strategies, and Active Learning. Throughout this course, participants will engage in activities designed to help them get focused, clarify understanding, explore pertinent resources/strategies, and connect to students. The culminating activity for this course has participants create a lesson plan/learning experience that employs Focus Strategies and/or Active Learning techniques.

COURSE SUMMARY:

This course explores the principles and use of higher order thinking processes and strategies to analyze and improve instructional practices in the classroom. Themes in this course include higher order thinking processes, Bloom’s Taxonomy, Webb’s Depth of Knowledge (DoK) framework, cognitive complexity, and strategies for engaging critical thinking through collaboration. Throughout this course, participants will engage in activities designed to help them get focused, clarify understanding, explore pertinent resources/strategies, and connect to students.

This course explores strategies for engaging students and promoting their active role in the classroom learning experience. Themes in this course include engaged learning, Focus Strategies, and Active Learning. Throughout this course, participants will engage in activities designed to help them get focused, clarify understanding, explore pertinent resources/strategies, and connect to students. The culminating activity for this course has participants create a lesson plan/learning experience that employs Focus Strategies and/or Active Learning techniques.

COURSE SUMMARY:

This orientation and support course for the H.E.A.T./Danielson Teacher Evaluation System is available for Catapult Learning participants from New Jersey.

COURSE SUMMARY:

This orientation and support course for the H.E.A.T./Danielson Teacher Evaluation System is available for current staff members from XXXXXXX School District in XXXXXXX.

COURSE SUMMARY:

This orientation and support course for the LoTi Teacher Evaluation System is available for current staff members from Harrison School District in Harrison NJ.

COURSE SUMMARY:

Differentiated instruction is an instructional strategy that utilizes innovative teaching practices that create different pathways to learning that provides opportunities for students to learn and to so what they know regardless of skill level, interests, or background. There are two types of differentiation; vertical and horizontal. This course is designed to help teachers deepen their understanding of vertical differentiation culminating in its applied practice to their classroom.

COURSE SUMMARY:

Formative assessments refer to both informal and formal activities used by teachers and students to provide information about individual and group academic progress for the purpose of adjusting or modifying instruction. Research supports the use of formative assessments as a viable strategy to improve student achievement. Formal assessments provide more structure and greater reliability (e.g., common assessments, benchmark tests, performance tasks) while informal assessments require less structure, but are more frequent, transparent, and, in many cases, student-centered (e.g., teacher observations, minute papers, peer reviews, questions and answers, self-reflection, student journals, pair-shares).

COURSE SUMMARY:

Horizontal differentiated instruction is an instructional strategy that utilizes innovative teaching practices that create different pathways to learning that provides opportunities for students to learn and to so what they know regardless of skill level, interests, or background. There are two types of differentiation; vertical and horizontal. This course is designed to help teachers explore classroom strategies for horizontal differentiation culminating in its applied practice to their classroom(s).

COURSE SUMMARY:

Collaborative learning is not to be confused with cooperative learning. Though both approaches emphasize group dynamics toward the attainment of a goal, there are substantive differences. Collaborative learning should enable students to articulate a common group goal. Effective collaborative lessons should show evidence of student problem-solving and/or issues resolution; individual and group accountability structures, and employment of digital and/or environmental resources. This course is designed to help teachers deepen their understanding of collaborative learning culminating in its applied practice to their classroom(s).

COURSE SUMMARY:

This course is for the Measures for Success session for Region One ESC in Edinburgh, TX on November 29, 2016.

COURSE SUMMARY:

This course is for the Measures for Success session for Prince Georges County Public Schools in Upper Marlboro, MD on August 15-16, 2017.

COURSE SUMMARY:

This H.E.A.T. Coaches Institute course is for participants from Prince George's County Public Schools in Maryland starting the course in January 2017.

COURSE SUMMARY:

This course is for the Measures for Success: Next Steps session for Region 20 ESC in San Antonio, TX on May 18, 2017.

COURSE SUMMARY:

This course is for the Measures for Success session for Region One ESC in Edinburgh, TX on November 29, 2016.

COURSE SUMMARY:

This course is for the Measures for Success session for Region One ESC in Edinburgh, TX on November 29, 2016.

This course explores strategies for engaging students and promoting their active role in the classroom learning experience. Themes in this course include engaged learning, Focus Strategies, and Active Learning. Throughout this course, participants will engage in activities designed to help them get focused, clarify understanding, explore pertinent resources/strategies, and connect to students. The culminating activity for this course has participants create a lesson plan/learning experience that employs Focus Strategies and/or Active Learning techniques.

COURSE SUMMARY:

This course explores the principles and use of higher order thinking processes and strategies to analyze and improve instructional practices in the classroom. Themes in this course include higher order thinking processes, Bloom’s Taxonomy, Webb’s Depth of Knowledge (DoK) Framework, cognitive complexity, and strategies for promoting critical thinking through questioning strategies. Throughout this course, participants will engage in activities designed to help them get focused, clarify understanding, explore pertinent resources/strategies, and connect to students.

COURSE SUMMARY:

This course is for the Digital Teaching & Learning Grant Bootcamp session for Jordan School District in Jordan, UT on August 9, 2017.

COURSE SUMMARY:

Collaborative learning is not to be confused with cooperative learning. Though both approaches emphasize group dynamics toward the attainment of a goal, there are substantive differences. Collaborative learning should enable students to articulate a common group goal. Effective collaborative lessons should show evidence of student problem-solving and/or issues resolution; individual and group accountability structures, and employment of digital and/or environmental resources. This course is designed to help teachers deepen their understanding of collaborative learning culminating in its applied practice to their classroom(s).

COURSE SUMMARY:

Collaborative learning is not to be confused with cooperative learning. Though both approaches emphasize group dynamics toward the attainment of a goal, there are substantive differences. Collaborative learning should enable students to articulate a common group goal. Effective collaborative lessons should show evidence of student problem-solving and/or issues resolution; individual and group accountability structures, and employment of digital and/or environmental resources. This course is designed to help teachers deepen their understanding of collaborative learning culminating in its applied practice to their classroom(s).

COURSE SUMMARY:

Differentiated instruction is an instructional strategy that utilizes innovative teaching practices that create different pathways to learning that provides opportunities for students to learn and to so what they know regardless of skill level, interests, or background. There are two types of differentiation; vertical and horizontal. This course is designed to help teachers deepen their understanding of vertical differentiation culminating in its applied practice to their classroom.

COURSE SUMMARY:

Horizontal differentiated instruction is an instructional strategy that utilizes innovative teaching practices that create different pathways to learning that provides opportunities for students to learn and to so what they know regardless of skill level, interests, or background. There are two types of differentiation; vertical and horizontal. This course is designed to help teachers explore classroom strategies for horizontal differentiation culminating in its applied practice to their classroom(s).

COURSE SUMMARY:

Formative assessments refer to both informal and formal activities used by teachers and students to provide information about individual and group academic progress for the purpose of adjusting or modifying instruction. Research supports the use of formative assessments as a viable strategy to improve student achievement. Formal assessments provide more structure and greater reliability (e.g., common assessments, benchmark tests, performance tasks) while informal assessments require less structure, but are more frequent, transparent, and, in many cases, student-centered (e.g., teacher observations, minute papers, peer reviews, questions and answers, self-reflection, student journals, pair-shares).

COURSE SUMMARY:

This course explores the principles and use of higher order thinking processes and strategies to analyze and improve instructional practices in the classroom. Themes in this course include higher order thinking processes, Bloom’s Taxonomy, Webb’s Depth of Knowledge (DoK) framework, cognitive complexity, and strategies for engaging critical thinking through collaboration. Throughout this course, participants will engage in activities designed to help them get focused, clarify understanding, explore pertinent resources/strategies, and connect to students.


COURSE SUMMARY:

This sample orientation and support course for the H.E.A.T./Danielson Teacher Evaluation System is available for guests to view the course content.