TIPC Ratings

This lesson is at the approaching level as students respond to class assignnments that require them to analyze discovered information in terms of accuracy and authority. They then assemble and organize the information to create effective, engaging and entertaining audio files for others to critique and enjoy.

This lesson is developing as students work in teacher-selected groups to complete their research and create their podcasts.

This lesson is rated as developing to approaching as the teacher designs a series of challenges that allow students to provide solutions to questions that have long puzzled scientists and historians. The students elaborate on their research by providing unique insights into the issues surrounding the creation of calculus.

This lesson is rated as approaching as there are many opportunities for students to synthesize knowledge and research while working collaboratively to create original meaningful works to share within and beyond the classroom.

TIPC Ratings

This lesson is rated as approaching as students self-selected the most appropriate digital tools and information resources in order to create an online version of the student newspaper. Students continually had to determine the authority and accuracy of information for only implementing the online blog but aslo in the posted content.

This lesson is rated as developing as students worked within the The Sentinel newspaper teams to accomplish the class and newspaper goals.

This lesson is rated as approaching as students generate and responded to a series of purposeful questions regarding the creation of the online version of the student newspaper. In addtion, students often had to justify their decision-making processes and engaged in a series of problem solving practices in order to make the online Sentinel work and probject an image of a high quality students news site.

This lesson is rated as developing to approaching because newspaper staff members continued to work on class assignments for the hard copy newspaper while implementing the online version.

TIPC Ratings

This lesson is target as the students were provided resources on effective design and guided through the de-construction of award-winning ad campaigns in order to understand the importance of background and ongoing research in creative advertising.

The assignment provided the students an opportunity to test the results of real-world research, as their creative product was used to promote value to the arts in education. Each day, the instructor would meet with the small student teams to facilitate inquiry and to help guide the research and campaign strategy  specific to the interests and ideas of each team.  The student research varied according to the direction of each group (autonomy was given), and a variety of research resources and strategies were provided.

This lesson is target as students collaborated in teams to create strategy and details of a real-world ad campaign. The students used advanced technologies, many of which are used in the advertising industry, to create original and purposeful works. Additionally, students worked with experts in the field in a collaborative critique with design and strategy gurus at Richmond’s most celebrated advertising agency. This lesson goes beyond the classroom in that students communicated in real and non-real time, as they shared their knowledge globally through a variety of appropriate social media outlets. Additionally, students were brought together in a round table discussion after the day-long field trip to the Martin Agency, where they were encouraged to give each other feedback on the work they created after having heard the comments by experts in the advertising industry.

This lesson is target as the teacher facilitated an environment where students were engaged in the creation of innovative advertising campaigns.  The students were encouraged to take risks and try creative techniques that they felt would be effective (based on research, trends, and visceral responses).

The teacher provided multiple opportunities for feedback and assessment by peers, the instructor, as well as experts in the field of advertising.  Students continually reflected on the process and the product they were creating.  Most importantly, there was not one “right” way to solve the challenge spresented to the students. Instead, the possible solutions were infinite and specific to each team.

This lesson is target as students were engaged in an environment with meaningful questioning strategies, and were immersed in critical thinking, reflection, and creativity throughout the entire project. The students were provided with multiple resources to draw conclusions, based on clear patterns of evidence, to produce new understandings about persuasive design. Students were challenged to reflect on their product, their process, as well as those of their peers. Additionally, students were required to use prior research to develop and answer open-ended questions using higher-order thinking skills. The final product was authentic, meaningful, creative, and useful.

TIPC Ratings

Approaching: The students are instructed in the format of the learning process for this activity. They are formulating their own questions to guide their research and responding with their personal values and interests. In the production of the presentation, they are selecting the digital tools for their presentation. Each group makes suggestions to their peers about how to apply the ideas/values within Fish to daily living.

Approaching: The students form their groups and establish interactions and roles within the group to complete the assignment. Students are collaborating at each level of the presentation process without direct input from the instructor. Their format of their end product is completely at their discretion as is the digital platform with which they present their core value.

Approaching: The students are asked to present to their peers how to incorporate their choice of four (4) core values from the book Fish! into the daily life or into the general classroom. Choosing these four values allow the students to generate their own questions with regard to the best avenue of presenting and implementing. The questioning requires that the students defend their ideas within the group as valid approaches. Because there is no limitation other than a 45 minute time limit of the final presentation, the students have the opportunity to use a variety of digital tools to solve an authentic task.

Approaching: The freedom of the team atmosphere allows students to be inspired and creative to create meaningful and original work. Their solutions to the problem of creating a new class atmosphere ask them to be innovative within the parameters of the school’s rules, yet allow them to expand their understanding of what can be acceptable. Because the students are intrigued by the opportunity to effect change in their daily routine, they feel empowered to seek new solutions to common everyday problems.

TIPC Ratings

This lesson is developing to approaching as students randomly selected topics and based on the topic had to research their topic. They were encouraged to use certain government websites. Students were able to research global statistics to determine how widespread the issue was on an international scale.

Communication and Collaboration is high approaching as AP Government (12th grade) and 9th grade students worked together during extended studies to create this information. The videos will be displayed in a PSA format which will air on the Deep Run News in March as part of a nationwide nutrition month.

This lesson is approaching as students were asked to respond to high order thinking questions by identifying, explaining, providing solutions for three very different issues. To show the level and depth of understanding students had to create product which showcased all of these things effectively in a 60 second AD spot.

In terms of creativity this lesson is approach students were directed to work in teams to create a meaningful PSA. The core message, target audience and visual appeal was distinct and personalized for each individual group.

TIPC Ratings

This is approaching as students applied search techniques and responded to class assignments requiring analysis of information. Students assemble their information to address the specific tasks (product features and benefits, cost analysis, target market, promotional mix and method of distribution.)

This is approaching as students worked in self-selected teams and assign roles in order to accomplish all requirements of this real-world task. Students use communication tools such as Audacity and Prezi (interactive web page) to communicate information about their product.

This is approaching as the student groups posed and answered questions about market and product strategy and justified their decision-making processes through their (required) sales plans.

This is approaching as students had to analyze market trends and make predictions about the feasibility of their new market item. They worked within and often exceeded the assignment parameters to come up with original work for the ad campaign, the benefits of their product, the target market and method of product distribution.

TIPC Ratings

This lesson is approaching in that topics were selected to research for debate and various websites and publications were recommended for their use (ABC Clio, One Search, and various books.) Students needed to evaluate material to be certain that it supported their position in the debate. Analyzed information gathered was written on notecards to assist students when debating.

This lesson is approaching as students worked in groups to prepare for debates on controversial topics in U. S. History. To facilitate communication and critical thinking, a pre-debate poll was administered to determine a student’s opinion on a given topic (using Google Docs.) To further emphasized communication beyond the classroom, a link to the debate video was submitted for other U.S. History students to view at Deep Run High School and at Caroline County High School. Using Google Docs, a post-debate poll was administered to determine a student’s opinion on a given topic. Using Google Docs pie graphs, students opinions were compared to determine if the debates persuaded their opinions to change.

This lesson is approaching because in researching and analyzing their topic for debate, students anticipated questions or statements that the opposing team may use. Students were required to justify their statements with facts and to respond to arguments posed. Additionally students had to contemplate their viewpoints on the topics before and after their teammates debates.

This lesson is approaching as students were required to read, research and come up with facts that would support their position in the debate. Students also were encouraged to predict what strategies the opposing team might use in the debate and to be prepared for them. Although, students may not be in agreement with the position they were given to debate, they had to defend their position with substantive information and persuade others to support their position. As evidenced by the use of Google Docs, the audience was persuaded to change their point. In short students had to be creative in their research and compelling in their presentation and debating skills in order to create meaningful arguments.

TIPC Ratings

This lesson is approaching as students must respond to the class assignment requiring information to be analyzed, then organize their information in a meaningful way, and utilize digital tools to communicate their understandings of their chosen character.

This lesson is approaching as students form their own groups, and then work together to divide tasks, utilizing the strengths of their members, to complete the assignment and demonstrate their learning.

Approaching, as students use problem solving techniques to work through content issues, as well as technology problems that arise. Critical thinking skills are essential to the project, as analysis of the character is the central task.

This is approaching as students must be creative and original in their ideas, as each of the recreations of documents requires an ‘out of the box’ approach. By combining existing information and their own ideas, students are creating authentic to meet and often exceed the assignment guidelines.

TIPC Ratings

Research and information was rated as approaching as much of how to solve the calculator programming problems was intentionally left open ended and students had to research how to solve problems on their own.

Communication and collaborative work were the keys in both classes as programming students worked in teams to create effective calculator programs. They then collaborated with the math students to help them use the product and to gain valuable user feedback about the program. As a result, this lesson is rated as approaching in terms of communication and collaboration.

Critical thinking and problem solving were required throughout the project as students had to provide answers to questions the likes of which they had never seen before. Students had to apply digital tools (their own personal graphing calculator programs) to solve a variety of math problems and then had to help other students use their programs to solve calculus problems. This lesson was rated as approaching in terms of critical thinking and problem solving.

This lesson is rated as approaching because students had to sythesize existing information about the types of math solutions and then apply that to their graphing calculator programming skills to create customized programs. Students created meaningful and original work that was shared with other students who gave feedback into not only the finished product but also into the creative process.

TIPC Ratings

Approaching – Students had to apply search techniques to learn more about the cell organelles, then select the most appropriate digital tools and resources for their project and assemble the pictures, videos, etc. in a format that fit the parameters set by the teacher. Teachers intentionally designed the challenge with limited instructions to give students a wide range of options yet supported and assessed projects along the way.

Approaching to Ideal/Target – Students were not given direct supervision on the project. They worked together in small groups (of their choice) or individually to create a project they designed. They were given a wide range of methods to communicate their understandings, including both digital and non-digital formats. Projects were all presented to peers in class and some projects are available on the web in Prezi or can be made available as a website, YouTube video, or game.

Approaching – Beyond applying and analyzing the concepts of cell structure, students thought critically about how best to communicate essential understandings while solving and/or resolving project problems that came up along the way.

Ideal/Target – Students created original works within and in some cases beyond the assigned parameters while utilizing existing knowledge and digital tools. They were able to present their projects and reflect on their own and others creations.