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.

TIPC Ratings

Developing- Students used varies research methods to develop an understanding of Logos researched to find a site that they could use to create a logo that would help them create a professional looking logo.

Developing- Students worked in collaborative teams and used Google Docs create questions for the client.

Developing- Students used digital tools to help solve authentic real-world tasks that required them to examine the criteria necessary for a company’s logo to meet the needs of the client’s business

Developing- Students were able to create new logos for Mr. Burton’s Auto Body Shop that meet the criteria of being Simple, Memorable, Timeless, Versatile and Appropriate showing innovation and creativity and promoting the clients business.

TIPC Ratings

Although all strands of the TIPC are important in the development of a 21 Century lesson, this lesson does not focus on Research and Information Fluency.

Developing- Pairing of art and English students defined the roles in which the student were responsible for in the craft creation and the written instructions  for creating the  how-to presentation. The pair worked together in the selection and creating of the digital tool to demonstrate how-to create their craft.

Developing- Students used digital tools to present the directions for creating their craft. They had to consider what would be the best medium for the presentation and how to write their directions to make them accurate and easy to follow.

Developing- Students produced a craft and created a  how-to presentation to model to a given audience how to make the craft. Students had to synthesize the directions for the creation of the final products into directions that would easy for an audience to follow in order to create the craft.

TIPC Ratings

Students selected the Ancient River Valley Civilization they wanted to research  for their presentation. The team of archaeologist  researched information  from the Internet and shared that information using Google Docs. The team has students responsible for uploading of researched  information and Fact checkers who were responsible for accessing different websites for confirm the veracity. The team was also responsible for citing the information on the Google Doc. The Google Doc is shared with students from Highland Springs High School who are responsible for reviewing and suggesting additional websites that would contribute information about Ancient River Valley Civilization.
Students used Google Docs to share  the focus of their presentation and the research gathered with the the team of archaeologists (students). Students were able to see the division of responsibility for research and what information is to be added to the presentation. The Google document was shared with students at Highland Springs High School to get their comments about the research and presentation techniques. Students also used the Google Docs to make suggestions for improvement of the presentation, which was also a collaborative effort. Each teammember added their information to the final presentation. Student were responsible for deciding which Ancient River Valley Civilization they wanted to research and what information should be including when making their presentation  to the selection committee. The students also had to select the digital tool  they were going to use for the final presentation.

Students examined digital tools, the benefits and challenges, to determine which tool they felt would best present the information they research. Students decided on using Prezi because they were able to enter their information independently. Students had to select pictures they could use to introduce the research topic and how to best show their information. Please allow the Prezi a few minutes, it contains a video that is slow loading.

TIPC Ratings

Students used the Internet to research and determine the reliability of websites about the Battle of  Cold Harbor. They found information about the battle which provided them background for their field trip. Students synthesized the information they gathered from the field trip for the creation of their blog.

Students used the information they gathered from their Internet search and the field trip to Cold Harbor Battlefield to create a blog. Student had an opportunity to share the information they gathered on the Internet to determine sites that provided reliable information about Geocaching and  Cold Harbor Battleground and sharing that information with readers of their blog.

Students used the information they collected from their Internet search and their trip to the battlefield to create the blog to share information which included information on Geocaching while they had an opportunity to exercise. Students had an opportunity to use real longitude, latitude information on the GPS to locate the virtual caches and to navigate around the park.

Students gathered information from the Internet, from taking a field trip to the Cold Harbor Battlefield  interpreting the information they researched, using their GPS to locate virtual caches, and walking the park, to create a blog to share this information and experiences of Geocaching.

TIPC Ratings

Students researched information about Talking Wall after reading Margy Burns Knight’s book, Talking Walls by visiting three Talking Walls in Washington, DC.,  The Martin L. King, Jr. Memorial, The Vietnam Veterans Memorial Wall, and the Korean War Memorials. The students then selected the media type they thought would best represent their individual messages they wanted to share on the Talking Wall.

In this lesson, students  worked together to post their individual messages on the Talking Wall. They read post made by classmates and made comments to those post. They will also have to respond to the thoughts and comments made by  pre-service teachers, university professors, and members of the community. Talking Walls will continue to grow and students will post and respond to comments  throughout this year.

In this lesson, students synthesis information they learned about Talking Walls to tell their story or share their message. Students were able to choose a medium they wished to use communicate with viewer of Virginia Randolph’s Talking Wall. Because this talking wall will continue to receive student post and comments, students will be able to reflect on their contributions and experiences.

Students created a personal blog posting using the medium they decided to would best communicate their story, ideas, and experiences. Each tile adds to the Talking Wall, allowing the student to share their experiences uniquely in a medium  that best demonstrate their ideas  and responding to others.

TIPC Ratings

In this lesson, students developed five questions to drive their research about community issues they wanted to research  to draw attention to in order to  influence public policy. They selected sites that were reliable and valid and included the questions and answers on their Glogster. They use this information to create a Go animate movie that is embedded in a Glogster.

In this lesson, student grouped themselves into groups of three or four to select an issue. The groups researched information about their issue  and used that information to create a script for the creation of their Go Animate. The students have an opportunity to review each others Go Animate and comment on the site. The students use their researched to design the Glogster to present their findings.

In this lesson, students used the information from the question they developed and researched to  create a script that was used to creation a Go Animate production. They also used the answered the question they created in the Glogster.

In this lesson, students brainstormed and selected an issue that they felt was important to bring attention to lawmakers. They used the information to write  five  questions to research and included the answers in their Glogster. The students also used the researched information to write an original script that was used for the creation of the GoAnimate. The final product, the Glogster, contains all the information the students researched issue and their Go Animate movie.

TIPC Ratings

Developing: Students will select their own search engines, web-sites and resources to determine the best price for each aspect of their vacation. They will use the information to create a budget and plan a trip. They will then use self-selected resources to prepare a presentation for the class.

Developing: Students will select a partner to research, plan, and present their project. They will select appropriate resources from multiple search engines and web sites. They will communicate with the teacher and other groups from several classes through the use of a discussion board. They will work with their team to create a presentation of their vacation.

Developing: Students will use multiple resources, including search engines and websites, to determine the best vacation for their money. They will use these resources to determine costs of several options for transportation, lodging, entertainment, and other areas. They will choose their destination, transportation, lodging, etc. based on this information, while staying within the given budget. They will have to decide where to cut costs, find the best possible prices, and determine which activities they can afford. They will then present a final project in their desired form.

Developing: Teacher has given very broad requirements. Students can be creative on the presentation of their material.