TIPC Ratings

• Librarians and teacher initially guided classes to possible information sources, but then students had to search and find their own additional sources to best fit the essential question.  Because students were only allowed to use primary sources to complete their assignment, they had to be able to distinguish between primary and secondary sources and filter out any secondary sources that were on the websites and in the books they used for their research.
• Each student had to assemble a packet of primary sources, and then exchange that packet with another student in the class.  Then the student then had to use the packet he received as evidence to build a case to answer the essential question in a reflective essay.

• Students used the final self-evaluation to reflect on what they’d learned which included how well they’d collaborated in exchanging packets.
• Students used School Space and the Library Wiki to drop their work and to access other student packets.

• Students used the digital packets they received from their classmates as evidence in the written opinion essay answering the Explorer’s DBQ (essential question).
• Students used the final self-evaluation to reflect on how they’d used the DBQ packet to answer the essential question.

• Students generated an opinion piece or editorial which answered the essential questions.

TIPC Ratings

Students worked in groups of 2 to determine what research tools and sources were appropriate to complete their task. Students assembled and organized their information to write a formal research paper containing at least 5 paragraphs comparing and contrasting the environmental problems of Central Virginia with those of another country of their choosing.

Students worked with a partner or partners of their choice to create a formal written document stating their research on the environmental issues of their chosen country. Students then shared their findings with their class using a digital tool of their choosing. Students then formed collaborative groups of 4 to produce, in digital format, a plan to help solve the environmental issues they hoped to solve.

Students researched and compared the environmental issues that were common of a country of their choice to the environmental issues that are common to where they live. Using digital tools of their choice, students presented their findings to their class and formulated a plan on how to solve these issues.

Students had to determine what environmental issues that were common to different parts of the world and compare their issues with the environmental issues faced where they live. Using their research, they presented their finding to their class using a digital tool of their choice. Students then had to formulate a plan to help solve the environmental issues they researched.

TIPC Ratings

This is an example of an Approaching lesson for Research and Information Fluency. All Students applied research skills using both digital and printed resources to gather information about the Holocaust prior to reading the book Night. All students used both digital and printed resources to gather information about the concentration camps so they could apply this knowledge when creating their original written or ceramic pieces.

This is an example of an Approaching lesson for Communication and Collaboration. Students formed collaborative teams with the English students and Ceramic II students to discuss the choices made between authors and artists. Through the use of a blog, students communicated with others. Students communicated ethically within and beyond the classroom in ways that produced collaboration by working directly with English students to incorporate their work in a ceramic piece.

This is an examle of an Approaching lesson for Critical Thinking and Problem Solving. Students used multiple resources both printed and digital to draw conclusions to produce new understandings.
Students reflected, analyzed and interpreted their products and the products of their peers.

This is an example of an Approaching lesson for Creativity and Innovation. Students applied their knowledge gained of the holocaust to create original works of literature and art. Students collaborated to create their specified works of art. English students wrote original poems and arts student interpreted their poems into their original artwork

TIPC Ratings

This is an example of an Approaching lesson for Research and Information Fluency. Students will use multiple resources to review, assemble, and evaluate their knowledge of historical figures during the Age of Absolutism. Students will apply the information they acquired from multiple resources to produce and design a real-world game show and social networking page.

This is an example of an Approaching lesson for Communication and Collaboration. Using minimal teacher direction students will communicate and present their research and understanding of their subject matter in the form of a real-world TV production and a real-world social networking page. Working collaboratively, students will discover what is necessary to communicate relevant information in a format that imitates a real-world TV production and social networking page.

This is an example of a Developing lesson for Critical Thinking and Problem Solving. Students will use critical thinking and problem solving skills to answer unscripted and often open-ended questions about their person. Using multiple resources, students will create questions to show evidence of what information is necessary to understanding.

This is an example of an Approaching lesson for Creativity and Innovation. The lesson shows creativity as students are assuming the role of a monarch (or show host) and applying their knowledge to create the most appropriate way to share their knowledge to a specified audience.
Students will create a TV game show model as a way to assess self-generated knowledge. Students will create a social networking style page to show evidence of their knowledge.

TIPC Ratings

This is an example of a Developing lesson for Research and Information Fluency. Modeling by teacher/librarian then students get extensive practice assembling information and applying varied research and evaluation skills to use primary and secondary resource material for historical analysis.

This is an example of an Approaching lesson for Communication and Collaboration. Students teams (zigsaw groups) analyzed and communicated ideas and information. They used a common document that was uploaded to a class binder on Google Docs making all information available to all students.

This is an example of an Approaching lesson for Critical Thinking and Problem Solving. Students identified, interpreted and analyzed historical documents and the bias inherent in any primary and secondary source and then drew conclusions about the ways the Age of Exploration changed the world.

This is an example of an Approaching lesson for Creativity and Innovation. Students were required to find their own choice of primary resource material as a component of the class binder, and then to use critical and innovative thinking to analyze that document. They then posted a OneNote analysis to Google Docs so that all students could view and use them to complete their final essays.

TIPC Ratings

This is an example of a Target Lesson for Research and Information Fluency. Students selected appropriate digital tools to create video reflections to display what is the legacy of the Industrial Revoltion as seen in today’s world. Students assembled information to defend their assertions.

This lesson is an example of an Approaching lesson for Communication and Collaboration. Students selected appropriate digital tools to communicate and collaborate ethically within and beyond the classroom by generating and posting questions for other students to answer and by presenting original video essays examining the issues of industrialization and pollution in modern societies.

This is an example of a Target lesson for Critical Thinking and Problem Solving. Students Chose from a variety of resources to draw conclusions on the effects of the Industrial Revolution, based on clear patterns of evidence of modern day industrial problems to produce new understandings. Students used prior research to develop and answer an open-ended research prompt using higher order thinking skills.

This is an example of an Approaching lesson for Creativity and Innovation. Students applied self generated knowledge and thinking to create uses of research methods to create their questions and their video essays. Students created innovative video reflections that address modern-day problems.

TIPC Ratings

This is an example of a Developing lesson for Research and Information Fluency. Creating functional labels of paragraph readings offers a foundation to translating Machiavellian text into current language.

This lesson is an example of an Approaching lesson for Communication and Collaboration. Students participated in a microblog seminar which invites communication between different classes and with administrators, teachers, and parents. Students created online posters of Machiavellian realms as seen in modern-day school settings to facilitate communication and collaboration.

This is an example of an Approaching lesson for Critical Thinking and Problem Solving. A Fishbowl style seminar was conducted, with parents invited to participate as outer channel participants. The seminar questions required participants to apply Machiavellian principles to modern day situations. Students also had to respond to questions that were generated which required them to apply their knowledge of the Machiavellian thought to current day issues.

This lesson is an example of an Approaching lesson for Creativity and Innovation. Students created original online posters to reflect and analyze how the Machiavelllian thought is applied to today’s world.

TIPC Ratings

This is an example of an Approaching lesson for Research and Information Fluency.Students use various research techniques to determine sales choices by applying known marketing concepts to the sneaker sales.

This is an example of a Target lesson for Communication and Collaboration. Students communicate with audiences within and beyond the classroom through the sales portion of the lesson. Students will need to observe the verbal and non-verbal communication of the buyers in order to decide which sales technique to use and also whether a change in pricing strategies will be necessary. Students will form teams to solve marketing problems when faced with selling as a sole-proprietor, partner, or corporate entity.

This is and example of a Target lesson for Critical Thinking and Problem Solving. While this is not a problem such as world peace and war, critical thinking skills in solving buyer needs and wants is a day-to-day issue in the business world. Students must decide what the buyers want in a particular target audience, supply those needs/wants by creating a product, and then sell it to them. After the sale, sellers must decide what went right or wrong determined by the sales volume of their product. In the real world, these decisions would affect future productions.

This is an example of an Approaching lesson for Creativity and Innovation. Students will apply existing knowledge to create ideas and products.

TIPC Ratings

This is an example of an Approaching lesson for Research and Information Fluency.
Students will:

• Seek information from a variety of print and electronic sources, including text, pictures/photographs, and video clips.
• Write with clarity with the use of concise, meaningful word choice; diverse syntax; useful integration of outside information.
• Compare Shakespeare’s literature with real world situations to determine which text is most relevant to the 21st century.

This is an example of an Approaching lesson for Communication and Collaboration.
Students will:

• Identify best student to fill each editorial position
• Edit other students’ work
• Work with large groups (8-10 students) to create final product
• Work with smaller groups (2-3 students) on individual sections of product
• Create manageable deadlines for all group members
• Communicate inside and outside classroom setting through wikipage
• Analyze and comment on other groups’ work through discussion section of wikipage
• Provide wikipages to other 12th grade English teachers, at both Honors and C Levels

This is an example of an Approaching lesson for Critical Thinking and Problem Solving.
Students will:

• Interpret directions
• Analyze literature for its relevance to the 21st century
• Analyze literature for its adherence to Frye’s tragedy genre archetype
• Support analysis with evidence from multiple resources
• Integrate relevant visuals – picture, photograph, and video clip – into product
• Work through conflicts amongst group members, whether creative differences or outside influences
• Reflect on other students’ work through editing on own wikipage and commenting on other wikipages

This is an example of an Approaching lesson for Creativity and Innovation.
Students will:

• Create an original product
• Make the product visually interesting
• Utilize a new computer program
• Provide wikipages to other 12th grade English classes