TIPC Ratings

Ideal/Target: The students are instructed on appropriate Internet research skills and use those skills to do both directed research and free search. This allows student to learn the key concepts that the instructor desires and also gives students the ability to discover information that they are interested in to further their educational experience.

Ideal/Target: While working on the research section of the projects, students post their finding on a dedicated blog. This allows students to communicate with each other about the information they have learned, while giving contributors outside of the school the ability to get involved and post comments or suggestions on the blog. While working on the rocket simulator and the rocket construction students also collaborate and discuss how high their virtual rocket went and their plans for rocket construction.

Ideal/Target: In order to design high quality rockets, students must problem-solve and think critically about the design choices they make. This lesson involves a large amount of testing and comparing results to determine the best solutions. The students must combine systems to solve multiple problems involved with rocket flight.

Ideal/Target: Students are challenged to think creatively about the materials they are using to construct their rockets. They are asked to re-purpose materials that would otherwise end up in the trash in innovative ways to solve an advanced, authentic problem.

TIPC Ratings

Approaching: The teacher gives the students a general idea or starting point, in that all topics must be related to September 11th, but the students generate their own specific ideas, questions, and topics to pursue. The teacher directly instructs on information analysis but then facilitates as the students investigate, organize, and synthesize their findings. They use the information to address an authentic task.

Approaching: Students work in self-selected groups to assist each other in data collection and task definition. They determine their roles and use various forms of communication throughout the project. The creations are a collaborative effort.

Ideal/Target: Students are required to develop their own specific research topics based on larger concepts presented by the teacher. They then must generate useful research and find ways to organize the information. They also must present the information in a way that meets the goals of the class as a whole. Students are formatively evaluated at the “check-in” as to how well they are applying their research to their problem. They answer higher order thinking questions, are able to justify their decisions, and create a product that addresses an authentic task.

Approaching: Students are given suggestions on the types of products that would be appropriate for their project. Students are allowed to bring their own creativity to the project and select their own methods to present the information. The created Power Point presentations, movies, displays, poems, or podcasts with no limits imposed by the teacher. Each project was unique, meaningful, and original combining existing and self-generated knowledge.

TIPC Ratings

Approaching: Even though the students only briefly research the events of the BP Oil Spill, they did so independently and used individually-generated questions created from the ActivEngage activity. They evaluate the sources for authenticity, cite their work, and share their findings with their peers through the use of the blog–establishing a common location for findings that students can reference throughout the activity.

Students work in teams and collaborate with one another to brainstorm different ideas. They design and construct their solutions in teams, form the groups based on individual strengths and weaknesses, and determine norms and roles to maximize success. Additionally, they communicate through a blog with their teachers and peers.

Ideal/Target: The students work on an authentic problem that is related to current events. They are challenged to think critically about the task at hand and design a solution. They are also asked to reflect on their chosen solution and state what they would change to make it better. While working through the design brief, the students go through every step of the problem-solving process. They use digital and physical technology to problem solve and innovate, relying on their creativity while justifying their decisions.

The students are asked to use their prior knowledge of materials and think about them in a new way. They combine and alter materials to create an innovative item that serves their needs at the time. No two solutions to the problem are exactly the same. There is a great deal of creative risk involved, as the designed solution might fail miserably and they will need to “go back to the drawing board” to completely redesign their product. Some of their solutions might look similar to the ones the engineers attempted for the BP oil spill, but others are completely innovative and unique. After they have tested their solutions, they reflect on what parts of their item worked and where it failed.

TIPC Ratings

Entry: The students used provided resources for information acquisition.

Developing: The students worked together as they compared their estimates and reflect on their choices. They worked in self-selected groups and checked for understanding through peer interactions.

Approaching: Students had to think critically about an authentic scenario, planning and preparing for Thanksgiving dinner. They had to apply the math concepts to evaluate a purchase and make sure they had the necessary ingredients to complete the recipe. They collaborated and used digital tools.

Entry: The students worked on a product, following teacher direction with limited options for student choice.

TIPC Ratings

Approaching: The students aquired, evaluated, and synthesized information obtained from a variety of resources to address an authentic task.

Approaching: The students share their individual work and collaborate on group components in this project. They use digital tools to communicate, form their own groups, and address an authentic task.

Ideal/Target: This thought-provoking lesson enables the students to think critically about the qualities and characteristics of inspirational people and how they can apply these lessons to their daily life and journey of self-improvement. The students reflect on their role as critical thinkers and notice how their opinions of inspirational people change over the course of the lesson.

Approaching: The students create a written research project, a visual representation of their inspirational person’s qualities using ActivInspire, and a Wordle as a group to express their knowledge of the material and practice their English skills and competencies.

TIPC Ratings

Developing: The teacher directly instructed the students on search methods, validity of information found online, and source citation methods and rules. The students searched for information and images to use in their product using sources they selected, evaluated, and cited.

Approaching: The students collaborated digitally using Google docs in self-selected groups, with self-designated roles. They were able to choose the best method for digital collaboration and who was going to contribute what skills and resources to the project.

Developing: The students had to make decisions and justify their choices. The activity required problem solving and higher order thinking and reflection about the work they did in their groups.

Developing: The students created Power Point presentations and movies using Windows Movie Maker to illustrate their Cell Analogies. They could choose the medium for expression and how to best represent the topics learned. Their work will provide deeper understanding for themselves and the other students who will see the analogies projects to use as a study tool.

School:  John Rolfe Middle School

Summary: Students, collaborating with a partner, use online versions of local restaurant menus to research  a meal since they are taking a friend out for his or her birthday. Without the use of a calculator, the students total the cost of the entire meal, since they are paying for their friend too. They must calculate tax on the total of the meal. After adding the price of tax to their meal, they then determine the tip that needs to be left to their server if they plan to tip 20%.  The students determine their total cost for the meal including tax and tip.  They give the waiter a $100 bill and must determine their change in dollars and cents. The students also cite the website used to find the necessary information used in this activity.

 TIPC Ratings

Developing: Students searched using teacher-provided sites and chose the restaurant based on price and selection of entrees. They cited their source and used the gathered information to plan the meal and calculate the total cost including tax and tip.

Developing: Students worked with a partner of their choosing and decided together which restaurant to select for their hypothetical meal. They each chose entrees, drinks, and deserts but had to communicate and compromise to make sure their total bill stayed within the predetermined budget. They checked each other’s math work and submitted one collaborative product.

Approaching: The students solved an authentic problem–how to satisfy their need for a delicious meal to celebrate a special occassion while staying within budget constraints. They had to calculate tip and tax and check to make sure they received the correct amount of change. There were many elements of student choice–they picked the restaurant after researching several options and selected their preferred menu items.

Developing: The students completed a PDF form as their guide for the Restaurant Math project. They were able to choose their restaurant and menu items, so each student product was unique and used original combinations of food items. If the students had followed up by creating their own menu and prices and then had their classmates “eat” at their created restaurants, this would have made the project more innovative and given the students insight into the decisions restauranteers make when deciding on a menu, decor, and other aspects of business entrepreneurship.

TIPC Ratings

Approaching: The students use both internet research and library resources to compile information into a digital presentation. They then use that knowledge to select the bridge type they wish to construct.

Developing: The students use PowerPoint to communicate their knowledge of bridge concepts and design. They also communicate through sketching and drawing. The students must also work in teams to produce a final project.

Approaching: Students use a collaboration of their research on bridges, their design testing and the problem constraints to come up with an original design that solves the problem of spanning two distances.

Approaching: The students use the information they have learned about bridges along with their analysis and experimentation with West Point Bridge Designer to create an original bridge design. They test the bridge and rework to make the most efficient design.

TIPC Ratings

Developing: Teachers and librarians provided students with books, databases and websites, however, students still had to evaluate if the website had information relevant to their topic and search within the websites for links to their information. Students had to evaluate sources, especially those with any conflicting information. Students had to evaluate sources, especially those with any conflicting information. Students had to know how to paraphrase and summarize to take notes. Students have to compile what they have researched with what classmates have researched to put together a cohesive demonstration for the class. Students will use the new information they have researched to better understand the lessons we learn from past events through journals and class discussion.

Approaching: Students use discussion boards for prep/presentation. They share notes and projects on the board or in the drop box. Discussion are monitored by teacher for appropriateness and relevance. Students can access discussion board in class, during study time or at home (library). Students have used databases and teacher selected websites to come up with accurate information. Students present what they have learned to their classmates. Teams created based on the student’s choice of research topic. Each team chose technology that would appropriately disseminate their knowledge. The self-reflection piece connects current events and issues that apply to them with what has happened in the past.

Developing: Students compile the information gained from sources to teach the rest of the class about their topic. Students create a lesson for their classmates as well as a rubric for how they would like to be graded. Students must write up a self-reflection, evaluating what they learned and the part they played in creating the product. With the information they have gained from their research, students reflect on the essential questions from the beginning of this lesson.

Developing: The project had specific requirements that had to be met; students think critically to connect their information to that of their classmates. Students had to compile their effort to make one, finished product in order to teach the material to their classmates. Audience is their classmates and the value is if they can understand the topic.

TIPC Ratings

Approaching: In this lesson, students use the most appropriate digital tools and other resources provided by our librarians to gather the information for their PSAs. Teacher/Librarians monitor their use of resources and students relate to prior knowledge, based on the health issues of members of their family. They apply the new knowledge to their lives and the lives of others – particularly when they present this to their peers and community at the Health Fair.

Approaching: Students work in groups, with each member contributing to a role and equally to the final product. Because they share their final product with peers and members of the community, they share knowledge and act as agents of change to those in their sphere of influence. All the PSAs are on important health issues, so their information provides authentic solutions for community-related problems.

Approaching: Students have a variety of resources to choose from to gather information for their PSA. They decide which medium is best for their movie—filming with the flip cams, creating a presentation using Power Point, or other options that accomplish the goal of making an engaging public service announcement. They analyze and reflect on their product many times to see if they accomplish their goal of educating their community on their health topic. Although following a guideline of questions, they come up with their own open-ended questions as they discover more on their topic.

Approaching: Since students make PSAs and Glogs from scratch, it requires them to be creative with their scripting and graphics. They work together to develop a product that informs others on an important health topic in a fun, education way. Peers and members of the community enjoy hearing information on these health topics from the students, as they use terminology familiar to them and easy to comprehend – which make their presentations that much more effective with their audience.