Loti Framework Sniff Test

Framework Resource
Level of Teaching Innovation Framework

Levels of Teaching Innovation (LoTi) Framework
LoTi 0: Non-use
At a Level 0 (Non-Use), the instructional settingincluding the use of digital and/or environmental resources
does not support or promote purposeful learning aligned to academic standards/expectations.
LoTi 1: Awareness
At a Level 1 (Awareness), the instructional focus is exclusively direct instruction. Student learning focuses on
lower levels of cognitive processing (e.g., Bloom Levels - remembering, understanding, applying; Webbs Levels
recall & reproduction, working with skills & concepts). Digital and/or environmental resources are either (1)
non-existent or (2) used by the classroom teacher to enhance teacher lectures or presentations (e.g., multimedia
presentations).
LoTi 2: Exploration
At a Level 2 (Exploration) the instructional focus emphasizes content understanding and supports mastery
learning and direct instruction. Student learning focuses on lower levels of cognitive processing (e.g., Bloom
Levels - remembering, understanding, applying; Webbs Levels recall & reproduction, working with skills &
concepts). Digital and/or environmental resources are used by students for extension activities, enrichment
exercises, or information gathering assignments that reinforce lower cognitive skill development relating to the
content under investigation.
LoTi 3: Infusion
At a Level 3 (Infusion), the instructional focus emphasizes student higher order thinking (e.g., Bloom Levels
analyzing, evaluating, creating; Webbs Levels short-term strategic thinking) and teacher-directed problems.
Though specific learning activities may lack authenticity, the instructional emphasis is, nonetheless, placed
on higher levels of cognitive processing and in-depth treatment of the content using a variety of thinking skill
strategies (e.g., problem-solving, decision-making). The concept attainment, inductive thinking, and scientific
inquiry models of teaching are the norm and guide the types of products generated by students.
Digital and/or environmental resources are used by students and/or the teacher to execute teacher-directed tasks
that emphasize higher levels of student cognitive processing relating to the content under investigation.
LoTi 4a: Integration (Mechanical)
At a Level 4a (Integration: Mechanical) students are engaged in exploring real-world issues and solving authentic
problems using the available digital and/or environmental resources; however, the teacher may experience
classroom management (e.g., disciplinary problems) or school climate issues (lack of support from colleagues) that
restrict full-scale integration. Heavy reliance is placed on prepackaged materials and/or outside resources (e.g.,
assistance from other colleagues) that aid the teacher in sustaining engaged student-directed learning. Emphasis
is placed on the constructivist, problem-based models of teaching that require higher
levels of student cognitive processing (e.g., Bloom Levels analyzing, evaluating, creating;
Webbs Levels short-term strategic thinking, extended strategic thinking) and in-depth
examination of the content.
Student use of digital and/or environmental resources is inherent and motivated by the
drive to answer student-generated questions that dictate the content, process, and/or
products embedded in the learning experience.
2013 LoTi
Framework Resource

LoTi 4b: Integration (Routine)
At a Level 4b (Integration: Routine) students are fully engaged in exploring real-world issues and solving authentic
problems using the available digital and/or environmental resources. The teacher is within his/her comfort level
with promoting an inquiry-based model of teaching that involves students applying their learning to the real world
(e.g., Webbs Levels extended strategic thinking). Emphasis is placed on learner-centered strategies and the
constructivist, problem-based models of teaching that promote personal goal setting and self-monitoring, student
action, and issues resolution.
Students use of digital and/or environmental resources is inherent and motivated by the drive to answer studentgenerated questions that dictate the content, process, and products embedded in the learning experience.
LoTi 5: Expansion
At a Level 5 (Expansion), student collaborations extending beyond the classroom are employed for authentic
problem-solving and issues resolution. Emphasis is placed on learner-centered strategies that promote personal
goal setting and self-monitoring, student action, and collaborations with other groups (e.g., another school,
different cultures, business establishments, governmental agencies).
Student use of digital and/or environmental resources is inherent and motivated by the drive to answer studentgenerated questions that dictate the content, process, and products embedded in the learning experience.
The complexity and sophistication of the digital and environmental resources and collaboration tools used
are commensurate with (1) the inventiveness and spontaneity of the teachers experiential-based approach to
teaching and learning and (2) the students level of complex thinking (e.g., problem-solving, decision-making,
experimental inquiry) and in- depth understanding of the content experienced in the classroom.
LoTi 6: Refinement
At a Level 6 (Refinement), student collaborations extending beyond the classroom that promote authentic
student problem-solving and issues resolution are the norm. The instructional curriculum is entirely learnerbased involving the content, process, and product of instruction. The content emerges based on the needs of the
learner according to his/her interests and/or aspirations and is supported by pervasive access to the most current
digital resources.
The pervasive use of and access to advanced digital resources provides a seamless medium for information
queries, creative problem-solving, student reflection, and/or product development. Students have ready access to
and a complete understanding of a vast array of collaboration tools and related resources to accomplish learning
outcomes beyond conventional strategies.
2013 LoTi
Framework Resource

LoTi Sniff Test
Does classroom instruction
support or promote purposeful
learning aligned to the content
standards?
Start Here
No
LoTi 0:
Non-use
Yes
Is there evidence of
content-related higher order
thinking by students?
Resources are not used or used

by teacher to enhance lectures
No
LoTi 1:
Awareness
Resources are used by students

for information gathering or
extension activities
Yes
LoTi 2:
Exploration
How are digital

and/or environmental
resources being used?
To be student-centered,
student-generated questions
must dictate part of the content,
process, and/or product of the
learning experience.
Is the learning experience

student-centered? Real-world
applied learning?
Learning experience is not

standards-based
Products emphasize complex

thinking skill strategies (e.g.,
problem solving, decision making)
No
LoTi 3:
Infusion
Yes
Unresolved classroom
management or school climate
issues restrict full integration
No
LoTi 4a:
Mechanical Integration
Is there two-way
collaboration with experts
outside the classroom?
No
Students are fully

engaged in self-directed,
problem-based learning
LoTi 4b:
Routine Integration
Yes
Products are authentic and
solve student-centered problems
using all available resources
LoTi 5:
Expansion
2013 LoTi
No
Do students use digital

resources exclusively to
accomplish learning outcomes
beyond conventional
strategies?
Yes
Products are innovative,

authentic, and beyond
conventional strategies
LoTi 6:
Refinement

Loti Framework Sniff Test

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Framework Resource

Level of Teaching Innovation Framework

LoTi 4a: Integration (Mechanical)

Level of Teaching Innovation Framework

Level of Teaching Innovation Framework

Resources are not used or used

Resources are used by students

How are digital

Is the learning experience

Learning experience is not

Products emphasize complex

Students are fully

Do students use digital

Products are innovative,

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