Make Teaching— Not Technology— More Engaging, Enchanting, and Interactive Christopher Moersch, Ed.D. National Business Education Alliance NECC 2005

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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Levels of Technology ImplementationLevel 0 - Non-UseLevel 1 - AwarenessLevel 2 - ExplorationLevel 3 - InfusionLevel 4a - Integration: MechanicalLevel 4b - Integration: RoutineLevel 5 - ExpansionLevel 6 - Refinement



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


And They Came to the Streets That Were Paved with Gold


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


Before:And They

Came to the Streets That Were Paved with Gold

After:New

Student Survival Kit


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


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


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


First Names First


Makeover Details –First Names First

This project’s procedures included:Questioning Strategies SurgeryLower Order Thinking ReductionRelevancy Injections


Before:First Names

First

After:My Name

First


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


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


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


Full Court Press


Makeover Details –Full Court Press

This project’s procedures included:Relevancy InjectionCarved Instructional Design: EBAM ProcedureHigher Order Thinking TransplantTechnology Implementation Whitening


Before:Full Court

Press

After:Skateboarding

to the Supreme Court


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


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


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


Electoral Votes


Makeover Details –Electoral Votes

Task:Determine your own makeover details that will

differentiate this task for our student, Loren Owens


Before:Electoral

Votes

After:Electoral

Votes


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


Reality TV




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)



High Stakes Testing




Societal Acceptance of Non-Technology Use




Ineffective Instructional Leadership






Ineffective Instructional Leadership


Ambiguous Pedagese




Ambiguous PedageseDefine the following terms:

Project-based learningElectronic portfoliosHigher-order thinking (example please)Technology integrationStudent-centered learningDifferentiated instruction (example please)


Lack of Vision




Lack of VisionRigid with pacing guidesWhole school reform modelsEmphasis on test-prep versus test motivationOne-size-fits-all attitudeScripted teaching strategiesTechnology as a gadget


Makeover Resource Suggestions Integrate clearly-defined technology goals with

specific targeted AYP goals tied to NCLB


Makeover Resource Suggestions Implement Dynamic Instructional Models




Makeover Resource Suggestions Implement Dynamic Instructional Models

Experiential-Based Action ModelEnrichment Triad Model4MAT ModelFive E ModelConstructivist Learning Model


Makeover Resource SuggestionsPromote Authentic Assessment Practices




Makeover Resource SuggestionsProvide differentiated professional development

to staff


Makeover Resource SuggestionsRaise the Level of Expectations




Makeover ResourcesLoTi Lounge

http://www.lotilounge.com/User ID: demoPassword: demo

I Keep Bookmarks LoTi Schools Pagehttp://ww2.ikeepbookmarks.com/lotischools/


Makeover Resource SuggestionsEmphasize higher-level thinking and higher-

level questioning strategies




Pursue one great decisive aim with force and determination – Karl von Clausewitz




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


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

Documents

Make Teaching— Not Technology— More Engaging, Enchanting, and Interactive Christopher Moersch, Ed.D. National Business Education Alliance NECC 2005