TIPC
From HCPS ITRTs
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Teaching Innovation Progression Chart (Updated 8_17_08)
People become teachers for a variety of reasons; yet, foremost is a desire to make a difference in students' lives. The Teaching Innovation Progression Chart is designed to assist teachers in making that difference. The chart presents a progression of specific teaching practices that engage students in an active learning environment while incorporating strategies that support and expand learning. The combination of focused instruction, active engagement, and technology integration provides all students with the opportunity to acquire knowledge and skills that will prepare them for the future.
Organization
Statement: Students will organize information in various ways to enhance its accessibility and usability. Teachers provide opportunities and reasons for students to acquire and practice organizational skills.
- Entry
- Teacher organizes and presents information to students non-digitally.
- Teacher and students apply organization solely to locate information.
- Developing
- Teacher organizes work digitally.
- Teacher views organization as a way to display and convey information.
- Teacher uses available electronic resources to distribute information to students.
- Students submit work files electronically.
- Approaching
- Teacher facilitates students viewing digital organization in ways that can be applied broadly.
- Teacher and students apply organizational techniques to locate and display information.
- Students are aware of and apply organization as a means to locate, display, and manage the flow of information.
- Ideal/Target
- Teacher stores and delivers content in ways that enhance accessibility based on audience and performance needs.
- Students apply various levels of organization to their documented work.
- Students use many aspects of organization in effective and productive ways.
- Students evaluate, choose, and apply a variety of organizational techniques and methodologies as appropriate.
Assessment
Statement: Students will be actively involved in the assessment process by monitoring and reflecting on their performance. Teachers use multiple forms of assessment throughout the year to enable all students to succeed.
- Entry
- Teacher uses assessments that are primarily summative.
- Teacher utilizes mostly objective questions.
- Students are passive participants in the assessment process.
- Developing
- Teacher uses electronic resources to construct assessments.
- Teacher administers summative assessments electronically.
- Teacher collects student assessment data.
- Teacher uses formative assessments.
- Students take an active role in the assessment process.
- Approaching
- Teacher assessments are aligned with learning outcomes.
- Teacher determines assessment type based on the intended learning objective.
- Teacher evaluates student assessment results to guide instruction and remediation.
- Teacher provides descriptive feedback to increase student achievement.
- Students monitor and track their performance.
- Students have ongoing communication with teacher about the assessment process.
- Ideal/Target
- Teacher incorporates a balance of formative and summative assessments.
- Students choose the method of assessment based on learning objectives.
- Students reflect individually and with peers on their achievements.
- Students maintain an electronic portfolio as evidence of learning.
Research and Information Fluency
Statement: Students will find, navigate, and evaluate large amounts of information. Teachers provide guided and independent research opportunities for students to make informed decisions and create products.
- Entry
- Teacher provides print resources for research and information acquisition.
- Teacher directs student use of electronic resources.
- Developing
- Teacher evaluates electronic resources for appropriateness and effectiveness.
- Teacher utilizes school databases for enhanced research and information acquisition.
- Students locate and acquire information using provided resources.
- Approaching
- Teacher plans and implements strategies to guide student investigation.
- Teacher instructs students on the acquistion, evaluation and ethical use of information.
- Students develop questions to guide research.
- Students apply research methods to find and evaluate resources.
- Students select information from a variety of digital resources and databases.
- Ideal/Target
- Students select appropriate digital tools to assemble, evaluate, and utilize information.
- Students apply varied research skills to find and evaluate resources.
- Students use information and resources to accomplish real-world tasks.
Communication and Collaborate
Statement: Students will communicate and collaborate effectively to reach a common goal or create a product. The teacher utilizes a variety of communication methods, structures student interaction in groups, and engages students in collaborative projects.
- Entry
- Teacher disseminates information with limited student interaction.
- Teacher initiates communication opportunities.
- Students work independently to create individual products.
- Developing
- Teacher creates structures for student communication within the classroom.
- Teacher provides opportunities for students to work in groups on products and projects.
- Students communicate using a variety of techniques.
- Approaching
- Teacher models effective communication.
- Teacher provides opportunities for students to make global connections.
- Teacher establishes group norms to facilitate effective collaboration.
- Students communicate with audiences within and beyond the classroom.
- Students frequently collaborate to create products.
- Ideal/Target
- Students initiate communication in real and non-real time.
- Students communicate and collaborate with learners of diverse cultural backgrounds.
- Students form collaborative teams to solve real-world problems and create original works.
Critical Thinking and Problem Solving
Statement: Students will apply knowledge and skills in practical ways to solve real world problems. The teacher provides the activities, experiences, and feedback needed for students to develop critical thinking and problem solving skills.
- Entry
- Teacher disseminates information with limited real world connections.
- Teacher places little emphasis on helping students think analytically, make decisions, and solve problems.
- Developing
- Teacher provides direct instruction on critical thinking and problem solving skills.
- Teacher creates opportunities for students to solve basic problems.
- Students use resources including technology to make decisions and solve problems.
- Approaching
- Teacher incorporates problem and project based learning into instruction.
- Teacher utilizes open-ended questioning and emphasizes higher order thinking skills.
- Teacher guides and encourages the use of appropriate resources to solve authentic problems.
- Students use technology and work independently to solve problems.
- Students engage in open-ended learning experiences that require higher order thinking skills.
- Ideal/Target
- Students use multiple resources to plan, design, and execute solutions to real-world problems.
- Students use technology and collaborate to solve authentic problems.
- Students develop and answer open-ended questions using higher order thinking skills.
Creativity and Innovation
Statement: Students will develop original ideas and create products by applying critical thinking, research methods, communication tools, and collaborative processes. Teachers provide experiences that allow students to create unique ideas and products.
- Entry
- Teacher limits instruction to specific content.
- Teacher makes connections to existing knowledge.
- Developing
- Teacher provides instruction to accommodate a range of learning styles, interests, and capabilities.
- Teacher prompts students to identify trends, make predictions, and think skillfully.
- Students make connections to existing knowledge.
- Students create products following teacher direction.
- Approaching
- Teacher creates a student-centered learning environment.
- Teacher provides opportunities for students to demonstrate collaborating, communicating, and critical thinking skills.
- Students identify trends and make predictions independently.
- Students apply existing knowledge to create ideas and products.
- Students use existing models and simulations to explore complex systems and issues.
- Ideal/Target
- Students apply critical thinking, research methods, and communication tools to create original work.
- Students collaborate effectively with an audience beyond the classroom to create original work.
- Students modify or create models and simulations to explore complex systems and issues.
Reference Links
- National Education Technology Standards - Teachers (2008)[1]
- National Education Technology Standards - Students (2007)[2]
- Henrico County Public Schools Technology Integration Progression Chart (TIPC 2006)[3]
- Partnership for 21st Century Skills[4]
- PQR
