TIPC Ratings

Approaching-Students were presented a problem that required them to research information about renewable energy resources and locations to gather these resources in order to get maximum use for the new energy independent community. Students were directed to addictomatic.com as a jump off site to start their research. Each student initially worked independently on an energy resource. Twenty minutes into the lesson, students were presented a Glitch card that required them to reevaluate their search and in some cases redirect their position. They used the information they gathered to develop their energy independent community.

Developing-Initially students were not required to communicate and collaborate with each other. Each student performed his/her investigation without sharing information but after the glitch was presented into the lesson, the students began to realize that in order to create an energy independent community, it would be necessary for them to share resources and information. They began to think more about how the different resources could become integrated to create a successful community together. Although they did not use a collaborative digital tool to share information, they share information in group discussions to complete their paper and their presentation.

Target-Students were given a task to research and find renewable resources that would help meet the energy needs of their community.  Teacher provided students a “jumping off” point for their investigation but the soon realized that they would have to generate questions to help them direct their search. Students also had to search for resources that would help them with their energy needs. Just when they thought they had solved the needs for their community, the teacher throws in a “glitch”. The “glitch” will cause some of the students to re-evaluate their searches and the class to realize that they are going to have to pool their resources to provide the energy necessary for their village to function. Students collaborated to write their results including what energy resources there are using, why they choose their particular region, and how they were going to store their energy.

Approaching-After completing the assignment, the students had to find a tool that would demonstrate and present the research about the energy resource they had investigated. The class discussed tools that they had learned this year when one of the students thought about Google Earth, a tool she had learned last year. This tool allowed them to take the audience to the region where they collected a specific type of renewable energy.  The students included a caption telling why they selected that specific region and a picture of the area. The students also included an audio blurb giving additional information for their final product.

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 research techniques to help them evaluate the accuracy of information on websites. The teacher modeled strategies using an online tutorial. Students synthesised that information into a website rubric that could be used on any website. Students then took that tool to evaluate the information they would be using for their upcoming research project.

Students will communicate with each other about the characteristics of good websites and collaborate in small groups to develop a digital rubric to use in future research. The teacher provided an opportunity for students to work in small groups to create a rubric with which to evaluate websites. The students used MS word to create the document.

Students will work together to create a working rubric that can be used to evaluate websites. The teacher has provided an authentic task for students and included strategies and digital tools to solve this problem. Students justified their decision making process by using the rubric to evaluate other websites.

Students will create a digital rubric of their own using MS.Word. The teacher included connections between tools that have already been created and the need to create a personal tool. Students took that knowledge and created a digital tool that they could then use to evaluate websites on their own.

TIPC Ratings

The TIPC scores for this lesson will change dramatically depending on the content and context in which this lesson is used. The scores given to this lesson relate to the particular science lesson for which it was created. Although this particular lesson currently includes several strands of the TIPC that are “not observed,” this activity could be added onto an existing lesson or project to help it reach approaching or ideal in these same categories. The purpose of this activity is to have students reflect on their practice and their learning. This skill is not only referenced frequently in the higher ends of the TIPC, but is also a skill that students will need as to practice throughout the rest of their lives.

0 – Not Observed
Research and Information fluency are not a focus of this particular lesson.

4 – Approaching
In this lesson, the students use ActivEngage and GoogleDocs to facilitate collaboration. Using the information gathered with these tools, the students help each other further their understanding of the content, and develop necessary skills for students and life-long learners.

6 – Ideal/Target
In this lesson, students use ActivEngage responses and a GoogleSpread sheet to generate purposeful questions that will further their understanding of the content. In the discussions that occur around these questions, students will be required to justify their decision making and reflect on their roles as critical thinkers and problem solvers.

0 – Not Observed
Creativity and Innovation are not a focus of this particular lesson

TIPC Ratings

In this lesson students are required to acquire, evaluate, and apply information researched on a specific invasive species in order to create the Public Service Announcement. They will review search strategies, site authenticity, and citations with the school Librarian during the course of the lesson to help strengthen their information fluency skills. In addition, students will construct their own questions to guide the research using the KWL chart.

In this lesson students will use a variety of resources for communication. They will utilize Google Docs as a class to generate a list of characteristics for invasive species as well as a list of invasive species that they can research. In small groups students will use Google Docs to create and complete a KWL chart on their selected topic. Those small groups will then select a digital tool to use for the presentation of that information in a PSA.

Students will be required to generate, research, and answer their own questions using the KWL chart (in google docs) on the invasive species they have selected.

Students were instructed to create a PSA using the presentation tool of their choice. At the end of the lesson students had created their presentations using MovieMaker, GoAnimate, and Prezi. They synthesized their research and created an original work.

TIPC Ratings

Students and teacher are at developing level for this category. Websites will be provided and students are responsible for navigating through them. The teacher states the topic and questions to be answered.

Teacher is at developing level for this due to instructing the use of approved communication methods. Students are at approaching level if they have decided to work with a partner. Based on the individual needs of students in a self-contained classroom, group work is not always ideal. For those working with a partner, they will need to delegate roles and use appropriate digital tools to facilitate collaboration

Teacher will be at approaching for this category. Modeling of strategies is used, the challenge is an authentic task, and supports are given. Students are at a developing level because they are applying techniques demonstrated by the teacher and using information sources with a provided checklist.

Teacher and student fall in the developing range for this particular category. Direct instruction is used and there are connections made between the subject and new ideas. Students will be able to choose certain items for this lesson, but they must be within certain perimeters.

TIPC Ratings

Although students were given the website, the students were heavily involved in researching the clothing options to purchase for the family.

Students worked in self-selected groups to make decisions and “buy” the clothing for the family. The groups also collaborated to create a presentation to display their shopping list, along with French narration.

The students attempted to solve real world problems by shopping for a needy family overseas.

Students created a presentation to show the results of their shopping experience.

TIPC Ratings

The students are actively engaged in researching specific rock transformations and major events of geologic time. Students are using advanced searches as well as classroom resources such as books and magazines. Students have the freedom to choose which resources they prefer or to mix and match the resources.

Students have complete freedom to use any digital tool(s) that they would like and can try novel or familiar digital tools. Additionally, students will be able to contribute and communicate on a Google doc form. Students can clearly see other partners’ ideas and add to them or direct those ideas into a different direction. Students are then able to work on their own section while simultaneously commenting on another member’s ideas. Students will reflect three times in this project: first at the very beginning to become aware of group dynamics; secondly during peer review; and lastly at the end of the project for a final overall reflection. During the first reflection students are made aware of group dynamics of what worked and what didn’t work. During the second reflection, students are able to compare and contrast their story to another group’s during the story editing process. The final reflection will be done at the end where students may give me feedback on what worked or didn’t work for next year as well as what they gleaned from this exercise.

Students have complete freedom to incorporate tangible materials with digital or to use strictly digital tools. The groups may use whatever tool they would like for their presentation. The students will be creating a “story” that is very complex, and challenging. Students are not only having to incorporate time, but also having to simultaneously demonstrate geologic knowledge. Students are synthesizing an entire semester’s worth of information into a creative end-product. The students are heavily vested in an authentic task that serves each other as well as others in the same learning community. Many of these students have younger siblings have taken this challenge to heart to make it easy to understand, informative, and engaging.

Students are creating projects to facilitate their own understanding of geologic process and geologic time, to help each other, and to help others in the community. These “stories” are resources that will make SOL review engaging and enlightening at the end of the year when the students share their creations with each other. Additionally, the “stories” will also provide a valuable resource to younger students in the county to ignite interest in geology, and to expose them to higher level and creative concepts that extend beyond the SOL boundaries. Reflection is a key element in any field. With three reflection points, built into the lesson, the students should become more adept with each one at recognizing faults and successes. Student should learn from each of the opportunities and become stronger collaborative learners and students.

TIPC Ratings

Students spend a significant amount of time researching their conflict and resolutions. They share this information with each other and with those visiting their website.

Students communicate through the use of google docs to collaborate on this assignment. Upper level students help the lower level students through this communication. Also, students share their websites with organizations that can offer feedback.

Students are presented with a real-life issue and must determine situations that can come from that overarching issue as well as determine the best solutions for those problems.

This lesson allows students to create a product that can be used by others. They had the freedom to design and create their site to best accomplish their goal.

TIPC Ratings

Students used the Internet to research recipes from their country that were like recipes from classmates’ country. Because many of the students have just arrived in this country and students had to found ways to communicate with each other, they used Google Translate. Group leaders were responsible for finding the directions for using Excel and how to write simple mathematical formula so he/she could train the team members to convert the measurements of ingredients so they could prepare the recipe.

Students were divided into two groups according to country of origin. Student leaders naturally emerged with the these groups to help compile and complete the recipes. Students used pictures of food to share their findings and Google Translate to communicate their ideas. The groups discussed their findings and decided which recipe they would cook with the help of the Culinary Arts teacher.

Student leaders learned how to use Excel by viewing self-paced tutorials they found on the Internet. The leaders were responsible for instructing their team members to use simple mathematical formula so they could convert the ingredients to prepare the recipes. The students discovered Google Translator to communicate with each other. One of the groups contained language groups that were responsible for finding a recipe and calculating the measurement of ingredients.

Students worked in groups to post the recipes they felt represented the class and amount of ingredients needed to serve 6, 8, 10, 12, 14, and 16 individuals on a Weebly. This class is made up of students who have different comfort level with speaking English. Students were responsible for helping each other complete the Weebly.