TIPC Ratings

TThis lesson scores approaching in the area of Research and Information fluency. The teacher designed a challenge that asked students to work within a budget to plan their spring break for a “mock” contest. Students researched possible activities using search engines and developed a written plan that was posted to the class blog.

This lesson scores in approaching for Communication and Collaboration. The lesson includes students working together in student selected pairs to create a post for the class blog. This post will be written complete in Spanish in the future tense which is a critical part of this lesson. Students will also complete a self reflection form using google docs.

This lesson scores in approaching for critical thinking and problem solving. The teacher has designed a authentic task in which students are competing in a radio contest to win money. In order to win this money students have to critically think about budget and compromising over decision on how to allocate their funds.

.This lesson scores in approaching for creativity and innovation. The teacher created a lesson where students must synthesize their research in a collaborative setting to develop the plan for their vacation. The students created that plan and posted it to the class blog. They then voted and commented on the most original idea.

TIPC Ratings

Students will use their research from yesterday and will need to collaborate with one another to create a page to add to our 5 Region Flipchart. Each region will have their own page and will need to choose from a collection of pictures that are relevant to their region’s physical characteristics. They will use the pen tool and then use the handwriting recognition to turn it into type-written information. All information taught should be included.

The students will collaborate and communicate together moves to their region’s raps. The moves should mirror somehow the words in the rap. A student will be chosen to use the flip camera and record the students raps.

Then as a group use the synetic’s map and collaborate with each other to come up with 4 nouns that reflect your region. On your map, label each box with a noun. Notice the middle box has the work MOON in it. In each box decide how the noun you chose can make a connection with the MOON. Be able to justify the connection you made. The second part of this assignment will require you to need to compare/contrast your region’s physical characteristics to that of the moon. We will set our goal for the future to PROVE our comparisons/contrasts with the Moon’s surface when “we arrive on the surface.”

Can you plan as a group, after given several items on the table, how would you design your rocket to represent your specific region. Be sure to have conversations with each other to be able to support why you chose the item. You will need to fill out your Rocket Justification sheet as you choose items to use. You may then begin constructing your rocket. This will be the vehicle to house all of your Virginia Region products.

TIPC Ratings

Students evaluated online databases, websites, and other print reference materials for relevant information. Students created questions to guide their research. Students analyzed information to determine its relevance to their newly discovered animal. Teams created a digital presentation that demonstrated physical and behavioral adaptations used to survive in a particular environment.

Students initiated communication in real time through their team presentation to the zoo board of directors through the use of the blog to communicate and collaborate with resources beyond the school walls. Students formed and worked in collaborative teams to justify the inclusion of their animal in the Classroom Zoo. Presentations were made available via the blog.

Students/Teams utilized a variety of print and digital resources to answer self created questions to solve an authentic problem. Digital tools were also utilized to collaborate (a class blog) with resources beyond the school walls. Students created and answered open-ended questions with minimal teacher guidance. There were technical difficulties with the Blabberize when the students began recording their presentations. The students generated a solution so that their presentations could be completed.

Teams applied critical thinking skills to utilize their research on animal adaptations to design and build an animal. Students worked collaboratively within their team to identify needed items and design a habitat for their animals to live within successfully. Students were provided with digital resources and allowed choice in how to create their presentation.

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Students were given choices in selecting what tribe they corresponded with as well as researched in the media center. When researching, the students were asked to consider nonfiction books, selected internet sites, and print encyclopedias. This information was synethesized with the information that was received from selected tribes using a tchart with then and now headings.

Students were organized in mixed ability groups with specific roles for each member of that group. Each member of the group had specific duties to enable the group to complete the assigned tasks on time. The collaboration of the team members enabled each student to complete a distinct product using the information on the tchart. The letters and the visit from a citizen of a tribe made it possible for students to communicate with audiences within and beyond the classroom. Students will share this information with other students in the school.

Throughout this project, the students were challenged with higher level thinking skills as they compared the Indians of the past with Indians of today. The lesson was structured with opportunities to analyze the knowledge to create a product with the assigned parameters.

Students applied critical thinking skills,research methods,communication tools,and collaboration in the classroom setting to create a final product of their choice that answers the real world question about the lives of Indians in VA today. The information received from letters, the podcast, and the visit from a Chickahominy citizen connected the classroom to the real world and allowed the students to collaborate effectively beyond the classroom.

TIPC Ratings

The students were provided with tools to stay organized throughout the project. They were given a tentative calendar with daily objectives to help them stay focused. They also received graphic organizers and checklists to keep track of notes, self-reflections, and citations. They had materials in print and electronic versions on all reading levels for use. We, the classroom teacher and librarian, constantly evaluated their projects to see what they weren’t understanding and redirected as needed. We assessed students’ writing, comprehension, and ability to use text features effectively.
The students evaluated online databases, websites, and other print reference materials for relevant information. Students analyzed information to determine its usefulness. They created slideshows, timelines, Pixie slides, and journal entries on Pages documents.

The teacher and librarian created individual group folders online through the county network which the groups used to store their search results, images, and products in progress. This enabled the teacher and librarian to assist the students with their progress in non-real-time as well as real-time communication.
The students communicated with peers, the teacher, and the librarian in person through the county network. The images, appropriate websites, and ongoing products were kept in online folders. This allowed the groups to independently evaluate the ongoing progress of their products during the school day and collaborate with their group members to make any changes. The students reflected informally throughout the process and formally when the documents were completed. They communicated in real-time with the Nottaway chief and are communicating in non-real-time through e-mail with a peer-aged member of the tribe.
The student projects were uploaded to the web for global use.

The teacher and librarian presented the purpose of each of the documents. They presented to the students with a real world problem and provided a scaffolded structure to facilitate critical thinking and problem solving. Ongoing assessments and feedback through conversations and observations supported the students questioning, thinking, and problem solving.
The students used a variety of software to display their documents. Each group collaborated to choose how they would present their document and evaluated their options to determine which would best serve their needs. They judged their final products to consider what they might use in the future.

The teacher and the librarian motivated the students by sharing a first-hand experience with meeting members of the Nottaway tribe and describing their struggle for state recognition. They invited the chief of the Nottaway tribe to come speak to the class about the process and to explain why it was so important. The teacher and the librarian used flex-scheduling which provided the students with the time to explore, experiment, and make changes on their products.
Students identified what information they would need, searched for and found their own information, and chose the tools they would use to create their product. Using technology, they created original products that they designed to represent the document their group needed for recognition by the VCI.

TIPC Ratings

Ideal/Target – Students have to work to research their assigned state, develop and present their information in different mediums. Students will assemble and synthesize information, and use tools to display and interact with the information.

Ideal/Target – Students have to share their idea effectively, communicate with their peers, teacher, and reflect on their roles as communicators and collaborators.

Ideal/Target – Students have to create a plan of action leading them to their final project. Students will select the most appropriate digital tools, and use critical thinking and problem solving strategies to solve authentic tasks.

Ideal/Target – Students are able to choose one way present their state’s information. This allows student choice and creates ownership of the final outcome of the project.

TIPC Ratings

Research and Information Fluency:

TARGET – One of the significant problems we face in our modern information age is how to sort out and evaluate the available information, how to identify misinformation and disinformation, and how to develop a balanced viewpoint. The speed with which we are presented with information can easily outpace our ability to analyze it and to think through solutions and predict consequences. Misinformation spreads as quickly as fact and has the ability to mobilize individuals who don’t understand the fallacies. Even factual information can be misleading if it is presented from only one point of view.

This assignment includes a 2-3-page research paper on one of the Southwest Asian regimes experiencing confrontation and a weblog that will supply accurate information to the public. The blog will enable the student to refine and rethink their ideas as they collaborate with their classmates and as events continue to unfold. Both parts of the assignment will require students to evaluate sources of information. Maintaining the weblog will require them to learn collaboratively through the use of electronic media, to evaluate multiple perspectives, and to disseminate valuable information. This project requires students to determine their own Focus Question, Area of Interaction, and Plan of Action. While researching, they may use news articles, blogs, broadcasts, and must cite all sources and verify that they are relevant and credible. Sources MUST include international publications in translation to maintain a balanced point of view.

Additionally, students are to analyze their research and make conclusions supported by evidence. They are to explain WHY they think the current political situation developed, based on the findings they described or draw conclusions in broad terms about the problems yet to be faced or overcome. In their conclusion, they are also to reflect on their project, what did they learn, how did the research process go, what they would like to learn more about, etc.

All research is conducted using the Big 6 Research Model and documented in proper MLA format. Website sources are evaluated using the Website Evaluation Checklist for authority, reliability, and currency. They are to utilize at least 3 sources in the research paper including at least one international publication with translation and one database article. They are also to include pictures, charts, graphs, and supplementary notes.

Students will publicize the blog at home and at school so that comments and questions are posted to the blog from the general public. The blog will be set up at the start of the project so that they can collaborate and discuss ideas as they proceed with research. Each student will have access to the blog as an author, and will post research and respond to questions and comments from teachers and other users. They may also respond with links to additional resources.

Communication and Collaboration:

TARGET – We are now living in a “revolutionary moment” as we watch democratic ideology and popular emotion collide with authoritarian regimes in Southwest Asia. To a greater degree than ever before, these revolutions have been organized and disseminated through the media: the internet, social networks and blogs, and cell phones. Although democratic revolutions are not new, modern media have caused them to proliferate like wildfire throughout the region and beyond (even China saw a sudden wave of protest, inspired by events in Egypt). Distant allies have been forced to respond quickly and rethink their relationships with authoritarian regimes, based on quick assessments of potential outcomes. What unfolded in France over years is taking place today within weeks and months, as information proliferates with the click of a mouse or the touch of a keypad.

This assignment included a collaborative class effort to create and maintain a weblog that will supply accurate information to the public, and will enable students to refine and rethink their ideas as they collaborate with their classmates and as events continue to unfold. Maintaining the weblog will require students to learn collaboratively through the use of electronic media, to evaluate multiple perspectives, and to disseminate valuable information.
Blog – http://blogs.henrico.k12.va.us/avsward/

This activity will be worked on collaboratively in class, as well as from home. Students will publicize the blog at home and at school so that comments and questions are posted to the blog from the general public. The blog will be set up at the start of the project so that they can collaborate and discuss ideas as they proceed with research. Students researching the same country will share responsibility for questions and posts regarding that country and will develop a plan for allocating responsibility for comments and postings that are not country specific. Students will work together to create a plan for allocating responsibilities fairly. Each group will be responsible for questions posted about their country of research.

Students will reflect in class discussion about what they learned about communication and information in the digital age and the changes in the political landscape that have resulted from the communications revolution. They will also reflect on their roles as communicators and collaborators and identify areas they would like to learn more about.

Critical Thinking and Problem Solving:

TARGET – As caring, knowledgeable, open-minded and principled inquirers and thinkers, students face the challenges of educating themselves, of using the information available with discretion, and of sharing their knowledge with others to achieve a balanced view of events and their implications.

This project requires students to determine their own Focus Question, Area of Interaction and reason (AOI’s include – Environments, Heath & Social Education, Human Ingenuity, Community & Service, and Approaches to Learning), and Plan of Action outlining the steps they will take to complete their research. Also, they must include at least one international publication in translation to maintain a balanced point of view.

Additionally, students are to analyze their research and make conclusions supported by evidence. They are to explain WHY they think the current political situation developed, based on the findings they described or draw conclusions in broad terms about the problems yet to be faced or overcome. Students focus on the impact of modern digital media on all aspects of revolution in order to answer the essential question. They are using higher level thinking skills as they are required to use terminology from the course content to express their ideas and relate today’s revolutions to what they already know about historical patterns of revolution as discussed in class.

In their conclusion, students are to reflect on their project, what did they learn in terms of their AOI, did their outlook/attitude change in any way, what they would like to find out more about because their project has made them interested, etc. They will also reflect in class discussion and through the teacher’s blog on their own and each other’s ideas from the research paper and experiences from their own blogs.

Creativity and Innovation:

APPROACHING – This assignment is being presented as an interdisciplinary activity between Humanities, English, and Library classes. Students previously examined the development of reason and revolutions. They discussed the importance of balance for both the individual and society, as well as the role of leaders (or demagogues, depending on their point of view) in bringing about change. They analyzed both the positive and negative effects of revolutions.

Then students had to examine a new situation through the lens of their Chosen Area Of Interaction and reason (AOI’s include – Environments, Heath & Social Education, Human Ingenuity, Community & Service, and Approaches to Learning), thus synthesizing their existing and self-generated knowledge. They made new conclusions, which MUST be supported by evidence. They are to explain WHY they think the current political situation developed, based on the findings they described or draw conclusions in broad terms about the problems yet to be faced or overcome. They are using higher level thinking skills as they are required to use terminology from the course content to express their ideas and relate today’s revolutions to what they already know about historical patterns of revolution as discussed in class.

In their report, students are to include pictures, charts, graphs, and supplementary notes. Additionally, they will be maintaining a weblog that will supply accurate information to the public, and will enable them to refine and rethink their ideas as they collaborate with their classmates and as events continue to unfold. Students will reflect on their project and reflect in class discussion about what they learned about communication and information in the digital age and the changes in the political landscape that have resulted from the communications revolution.

TIPC Ratings

Entry – The students acquire their research information through provided links in the webquest.

Ideal/Target – The students are expected to select their own groups and decide which role each member will play. While working in groups, the students will attack the authentic task of solving a difficult hurdle for most students to overcome, deciphering the various reasons for the outbreak of the Civil War in America other than the slavery, of which many students have some background knowledge and understanding. By using a weebly.com or our classroom blog sites, the students are able to share their discoveries with the class, school, district, and entire world. In doing so, the students can communicate and reflect on various states’ deciding points and experience the reflections of other groups. The group can decide to share on another source, our class blog, on which we reflect, practice, and experience aspects of our curriculum. By choosing to share on this resource, the students are providing tools for their peers to use while studying the Civil War. Both resources must utilize the Pixie activity, on which they express thoughts and indicate their discoveries through coloring and voice. Due to the nature of today’s educational environment, the students will be lucky to exchange ideas and thoughts with students of diverse cultural backgrounds. This idea will be even truer when expressing ideas with those contributing on the Internet from various locals.

Developing – The students respond to a challenge question on their question and answer sheet, and respond to questions posed on the classroom blog that require higher order thinking skills to illicit a response.

Developing – This strand is evident in the forms of research and presentation. Posting to the classroom blog, the weebly, and completing the Pixie activity to present thoughts and discoveries gathered throughout researching, allows students to express their original work and thoughts in various ways. Collaborating with the school, district, and world through our classroom blog or the weebly internet-based site give the students the opportunity to effectively reach an audience beyond the classroom and to use that information to further collaborate on future endeavors.

TIPC Ratings

Ideal/Target (7) – After choosing a local issue, students conducted their research from a broad perspective by utilizing databases such as Gale Infotrac. Students then sharpened their focus by using search engines and exploring the online websites for The Richmond Times Dispatch and Style Weekly Magazine. Students practiced information fluency by referring to their Online Resource Evaluation which encourages them to recognize objectivity, authority, and reliability when analyzing information on the internet. Students also used their research to identify someone they could interview in regards to their chosen topic. Being able to interact with the interviewee was another excellent source of information for their issue. Researching a local issue and interviewing someone related to that issue are examples of authentic tasks, as students are active participants in the community in which they live.

Ideal/Target (7) – The students communicated and collaborated effectively with each other, as well as with their interview subject, to create an innovative product. Students communicated with their interview subject through a variety of ways, such as face-to-face, on the phone, email correspondence, as well as live chats or electronic messaging. Students also collaborated with each other using discussion forums, Googledocs, and even collaboration tools embedded in the online presentation tools, such as SlideRocket. Students used the “Be in Touch” blog to post their presentations, discuss the issues, and share their research with the outside world. Students completed a reflection through the use of an online survey to discuss the following:
• design plan and process for their presentation
• goals for future growth
• role as communicators and collaborators

Ideal/Target (7) – Students engaged in critical thinking and problem solving through the following authentic tasks:
• choosing a local issue to research
• identifying and contacting someone to interview
• writing relevant interview questions
• deciding on the most creative and innovative presentation tool
Choosing a local issue to research and then conducting that research allowed the students to think critically about their own community. Students engaged in problem solving through the tasks of figuring out how to contact their interview subject, scheduling a time to conduct the interview, and figuring out how to record their interview. Critical thinking also lent itself to the task of writing relevant interview questions in preparation of the interview. Finally, critical thinking and problem solving were essential for deciding on the best presentation tool for the project, as well as designing and creating the actual presentation so all of the necessary elements were incorporated with an innovative approach.

Ideal/Target (7) – The final step of this project was to design a presentation that encompasses creativity and innovation. Students were able to select any digital presentation tool of their choice to create their product. Students were willing to take risks to produce presentations that were original and expressed unique ideas about their local issue. Through their reflection, students contemplated their creative process and set goals for their future as well as for their community. Ultimately, the Be In Touch Blog became a place that encompassed all of the TIP-C categories; a place where the students became curators of their research, their communication, their critical thinking, and their creativity.

TIPC Ratings

Teachers first researched appropriate tools for their learners to use to facilitate their own research. Each teacher did extensive front-end planning to provide research opportunities to students that were age-appropriate, relevant, and dynamic enough for the real-life activities they would be engaging in each class. As children developed questions, teachers would continue to probe them to think deeper and further develop questioning skills. Students were able to engage in research by selecting the research tools they were most fluent with to guide information gathering. The students used the research they gathered about birds to help them address the correct approach to building their class’s birdhouse. Using a variety of tools the students were able to gather an extensive amount of information and were able to share the information gathered through class slideshows and videos.

The five first grade teachers and Mrs. Brown worked and planned extensively in order to create authentic tasks where students were engaged in meaningful communication and purposeful collaboration. Because of this high level of collaboration between the teachers, the children were able to communicate more effectively and build relationships with older peers outside of the classroom. Ultimate concrete goal——create a birdhouse, birdbox, platform, or birdfeeder. Ultimate abstract/ higher level goal—-students communicate and collaborate effectively to reach a common goal, in the classroom and on a global scale
Variety of communication methods
Electronic messaging -First grade blog/website to gather bird sighting data, discuss bird sightings around the world, encourage conversations between family members /friends across distances, create new topics of conversation between children and family/friends
Multimedia publishing -student-made movies, slideshows, presentations published on the grade-level blog to share to a global audience, published vimeo movies, future communication with birdbox recipients via nestwatch.com (recipients will register birdboxes on the website and report findings as birds nest in the boxes in the spring)
Face to face collaboration and communication—between students, with guest speaker, with students from other first grade classes as well as with the upper grade students who helped with activities, discussions with adults about birds seen in neighborhoods, discussions with teachers on how to move forward with many aspects of the project
Video-conferencing -skype to Australia with Ms. Feaver’s bird feeder recipient, skype to England with Mrs. Givens’ birdbox recipient, future video chats with other birdbox owners to report on progress

The teachers facilitated the children in developing relevant research questions based on their bird. Based on questions the students developed, teachers guided them to extend beyond simple questions. Students’ critical thinking is evident in comments posted on the blog as well. As research progressed, students had to analyze information in order to select the best birds for each classes’ recipient. For example, as Ms. Feaver’s class videoconferenced with Ms. Robinson in Australia, students discovered that native birds do not use nesting boxes. These insights led the children to reevaluate their plans, thus leading to the creation of the birdfeeder. Students also selected many tools to document data collected such as taking pictures and videos, later incorporating them into slideshows and movie presentations that were used to communicate their research globally. We are so proud of our students taking a simple idea like a birdhouse, adding their own thinking and imagination to it, and allowing this final global collaboration to emerge!

Teachers provided a wealth of 21st century tools in order for students to further expand on preliminary information researched by the teacher. The students creatively designed a campaign presentation advocating where their research indicated the best home for specific birds would be. Models were constructed from a variety of supplies (string, unifix cubes, etc.) to demonstrate the flight pattern of birds to the new nesting location. Students experienced using hand tools and building materials including hammers, screwdrivers, drills, screws, rulers, and measuring tapes. Students took strategic risks as they were constructing and realized measurements had to be modified due to human error. To further the process for future growth, students and recipients have the capability to skype, email, blog, and share pictures & videos of their bird watching pleasure.