TIPC Ratings

This lesson is developing in terms of research and information fluency as students will apply search techniques to locate appropriate contemporary news articles and will analyze such articles for accuracy and applicability while determining the articles’ relationships to the content of the U.S. Government course.

This lesson is developing as students will use a specified digital tool to present their analyses of current event articles with their classmates. The presenters will assume the role of instructors while classmates assume the roles of active participants in numerous discussions about how current events can be viewed as to their relationships to fundamental concepts in U.S. Government.

This lesson is approaching in terms of critical thinking as students will analyze the article, present their findings to their class, and respond to higher order questions from both their classmates and teachers following the presentations. Students will use the placemark feature of Google Earth to communicate their analyses thus allowing other students to learn from and inquire about the presenters’ understandings.

This lesson is developing as students will use technology to present an analysis of their choice of current event articles. Students will create original products that summarize their understandings and analyze how real world events relate to concepts they are learning in school.

TIPC Ratings

In terms of research and information fluency, this lesson is rated as developing. Students are asked to research information about their character from the readings and from other sources. They are then asked to apply that information when creating their webpage.

This lesson is rated as approaching as students are asked to use prior knowledge of the story to create a webpage that reflects the character’s personality. They also are asked to make inferences about the character in various situations and to illustrate those inferences and insights on the web pages they create.

This lesson is approaching as students are required to work in real and non-real time to produce a quality project that communicates information via the web. Using Google Docs allows students collaborate to produce a quality web page. As they will often work on portions of the web page separately and at different times, they must communicate with each other to give effective feedback on the respective parts.

This lesson is rated as approaching as students create a personalized webpage that is engaging and reflective of their short story’s character. Students use their knowledge of the character and web design skills to capture their character’s personality while being creative in their approach. They must use multiple digital tools to make the page visually enhancing.

Students will search the internet, identify and utilize multiple resources on genetic engineering.This lesson is target as students will apply research techniques to explore different sources (personal and official websites) and evaluate whether the information is accurate.

This lesson is target as students will collaborate with each other by sharing research, posting comments on others’ research and taking polls. Students will evaluate different sources shared by peers to investigate real-world solutions about genetic engineering. This website is a new way for students to engage in and enjoy collaboration. After the students share research, they will discuss possible legislature to regulate (or not) genetic engineering.

This lesson is approaching as students will look at and evaluate multiple sources of research before making decisions on genetic engineering. Because genetic engineering is an ethical issue, students need to make their own decisions on different issues (health, agriculture, etc.). After evaluating their research and sharing ideas, students will apply their findings to propose real world legislation.

This lesson is approaching as it teaches students how to evaluate information and collaborate. This lesson bridges the gap between a website that students enjoy and a controversial topic in biology. This lesson is different from the typical classroom experience because now the students’ voice is important. In the Facebook-like interface, students are using a familiar format to share information and broaden their knowledge on this topic. Students are in charge of finding research and generating discussions that lead to new ways of thinking. The students decide what topics within genetic engineering that they find important.

TIPC Ratings

Many of the lesson activities required students to locate, explore and analyze information and as a result, this unit is rated as target. Students must find information, analyze and internalize what they find to form a coherent argument supporting an opinion based on fact.

The inclusion of a text in the target language, additional textual information, engaging online videos and the complexities of the Holocaust and the survivors stories necessitated students work together to create their own stories (and to extend their knowledge by analyzing situations currently plaguing countries in Africa.) As a result this unit is rated as target in terms of communication and collaboration.

This unit is approaching in terms of problem solving and critical thinking, as the multi-faceted activities provide introduction to a complex topic with a focus on the process and story. If this lesson was more oriented to solving the problems faced in society then students could delve further into the critical thinking and problem solving arena. Although the goal is mainly on understanding France’s role, the stories and strife of the survivors, and learning the target language, students also gain a greater understanding of genocide happening in the world today.

This lesson is target as the learning experience is about internalizing an event and retelling a story in modern and unique way. Students are charged with coming up with a 21st Century tool and manner to best convey their survivor’s story. They have been given supporting background information and digital video, which will have been discussed and analyzed in smaller teams and in larger class discussions.. Students will use a variety of creative means to tell their story. There is a focus on student creativity and innovation thoughout the entire lesson unit.

TIPC Ratings

This lesson is approaching as students select appropriate digital tools and other resources to assemble, evaluate, and utilize information. Students utilize prior knowledge and or teacher and peer support to find and evaluate resources and apply those skills. Students use information and resources that require them to apply knowledge to new situations.

This lesson is approaching because students collaborate in teams, use appropriate technologies to create original works, and evaluate achievements as a team. Students communicate in real and non-real time, and share their knowledge outside of the classroom through educationally appropriate social media such as DRHSArt Facebook page and DRHSArt Twitter.

This lesson is target because students are provided with multiple resources to draw conclusions, based on clear patterns of evidence to produce new understandings. Students are challenged to reflect on their product, their process, as well as those of their peers and to respond to such reflections. Additionally, students reflect on their roles as creators and evaluators while setting goals for their artistic growth.

This lesson is target because students create meaningful and original works of art while reflecting on their processes. Students combine existing and team generated knoweldge to create new products beyond the realm of a course assignment. Most importantly, the project possibilities are infinite and yet specific to each student.

TIPC Ratings

This lesson is approaching as students are asked to research, evaluate, and narrow web sources of information pertaining to cases heard by the Supreme Court. Students must locate sources on their own, and determine which ones provide the most accurate and relevant information on their particular real world case.

This lesson is developing because students work in teams of two to create a Power Point file which is then uploaded to their VoiceThread account which can then be accessed by other members of the class (and the world at large.) Appropriate identifying ‘tags’ are added to the VoiceThread which allows their work to be shared online.

This lesson is in the developing stage as students use their knowledge of the law to research and evaluate existing Supreme Court case decisions where a key legal decision that has been issued. Additionally students apply digital tools to think critically about content and class assignments.

This lesson is developing as students apply existing knowledge to create an orignial PowerPoint and VoiceThread project explaining and analyzing a Supreme Court case. Students collaborate on all aspects of the assignment which allows for student choice and provides for open-ended responses.

TIPC Ratings

The lesson is target as students demonstrate the ability to execute the skills of digital tools to complete assignment. They utilize many technology and research tools to assemble the project properly. Students are allowed to brainstorm and be as creative as they want in terms of researching and investigating their topic. Students have to demonstrate their understanding of the material both in the paper and in the video.

This lesson is approaching as students will be sharing their knowledge within their peer community by producing videos. The potential to communicate beyond the classroom is present because of the video component. This project is mainly student directed and collaboration exists as students team up with their peers using GoogleDocs to share research and to compose the paper and the video.

This lesson is approaching as gathering, processing and honing information provokes students to think and analyze their project. The research, required paper and digital video all have a real world connection and have carry over value to other curricula. In order to complete the video portion, students must rely on and analyze previously researched information to complete the project.

This lesson is developing as the freedom given to the students in the writing and video they produce allows them to be creative and innovative.

In terms of research and information fluency, this lesson is developing as students were asked to research and apply information found on the internet, with the teacher providing a specific link in order to access the information efficiently. Students used the information to analyze cultural practices in order to determine the global significance.

This lesson is target as the students articulated thoughts and ideas in the target language both electronically and face-to-face. They worked effectively as teams to accomplish a common goal, made compromises, divided tasks and delivered the final oral presentation. Finally, they collectively designed and
created an original video within a limited time frame.

This lesson is target as the students discussed and evaluated the impact of the event on their own culture. They examined the event from both the perspective of the miners and of the miner’s families. They hypothesized what it would be like to be trapped. They compared this event to other human global events and they used higher order thinking skills to offer solutions to the plight of the miners, a real world problem.

This lesson is approaching as the students applied critical thinking when determining the order of rescue and explaining the reasons behind their selections. They brainstormed and openly collaborated to produce a video intended for the families of the trapped miners. Each team member’s video portion was distinct and demonstrated the originality and inventiveness of the group members.

TIPC Ratings

Research and Information Fluency were not part of this culminating lesson.

Teacher models project for students at a “D” level on the rubric and has them score it and make suggestions for improvement. Students work in groups to create dances of 1 minute or less. Students self select roles in groups and organize themselves to address the task at hand.

Students demonstrate to the class their knowledge of function transformations (horizontal and vertical shifts, stretches and shrinks, reflections) and how they apply to dancing to their favorite music.

Students created original works using their choice of technology tools and their knowledge of function transformations.

TIPC Ratings

This lesson is approaching as students apply research methods from a wide variety of resources and then evaluate the relevance and authenticity of those sources in terms of their selected current social issue.

This lesson is approaching as students must work individually to research and craft a research paper and then work as a team to determine how best to present a strong argument using the information and resources they have gathered and selected.

This lesson is approaching as students applied digital tools while engaging in open-ended learning experiences that required higher order thinking skills.

This lesson is approaching as students applied existing knowledge, research methods and communcation tools to create original written and multimedia work.