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Levels of Teaching Innovation


"Many schools are already inundated with curriculum initiatives, state mandates, and technology infusion programs designed to improve instruction and promote student academic success. The last thing they need is another initiative to add to a litany of reform efforts. What makes LoTi different? The difference is that LoTi (Levels of Teaching Innovation) is a research-based solution designed to harness the power of your existing programs into one united effort. The goal is to ASSESS, PLAN, IMPLEMENT, and SUSTAIN a systems approach to improved student achievement using 21st Century teaching, learning, and leadership."   -The LoTi Connection


In other words, the nice thing about LoTi is that it combines several of our most important initiatives into one focused effort on improving teaching and learning for our students.  A quick reading of what LoTi is all about will reveal that several research based best practices are included in the framework, all aimed at improving schools and helping them to adapt for 21st Century learning.  At a glance, you will see evidence of differentiated instruction, multiple intelligences, higher-order thinking, student-centered classrooms, problem/project-based learning, and 21st century skills. 


Each year, the district participates in the DETAILS survey, compiling data that helps to guide our staff development and unify efforts to move toward a 21st Century Classroom model.  Here is a quick look at each of the three frameworks discussed in the survey:


CIP:  Current Instructional Practice

The Current Instructional Practices (CIP) Framework measures classroom teachers' current instructional practices relating to a subject-matter versus a learner-based instructional approach in the classroom. As one moves to a higher CIP Intensity Level, less emphasis is placed on didactic instruction, sequential and uniform learning activities, and traditional forms of assessment. In its place, teachers begin to embrace instructional strategies aligned with student-directed learning, varied assessment strategies, authentic problem-solving opportunities, differentiated instruction, and complex classroom routines (e.g., students generating and testing hypotheses, implementing cooperative learning, students identifying similarities and differences).


PCU:  Personal Computer Use

The Personal Computer Use (PCU) Framework measures classroom teachers' fluency level with using digital tools and resources for student learning. As one moves to a higher PCU Intensity Level, the depth and breadth of current and emerging digital tool use (e.g., multimedia, productivity, desktop publishing, web-based applications) in the classroom increases proportionally as does the teacher's advocacy and commitment level for their use. At the highest PCU Intensity Levels, teachers assume leadership roles that transcend the everyday use of digital tools and resources toward a level of advocacy for effective technology use in their classroom, school building, and the larger global community.


LoTi:  Levels of Teaching Innovation

The Levels of Teaching Innovation (LoTi) Framework was first conceptualized by Dr. Chris Moersch in 1994 as a research tool to assess authentic classroom technology use. Several iterations later, the original LoTi Framework has transformed into a conceptual model to measure classroom teachers implementation of the tenets of digital-age literacy as manifested in the National Educational Technology Standards for Teachers (NETS-T). The LoTi Framework focuses on the delicate balance between instruction, assessment, and the effective use of digital tools and resources to promote higher order thinking, engaged student learning, and authentic assessment practices in the classroom--all vital characteristics of 21st Century teaching and learning


(descriptions from The LoTi Connection)

Resources, templates, forms:  The LoTi Classroom (login as guest)




LoTi Classroom:  Click the guest login 


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