- TIP Model Phase 1: Relative advantage — Deciding on instructional problems and whether or not a technology-based solution would be better than other ways of addressing the problems.
- Tip Model Phase 2: Objectives and assessments — Stating desired outcomes in terms of better student achievement, attitudes, and performance; matching appropriate assessment strategies to each outcome.
- TIP Model Phase 3: Integration strategies — Deciding on teaching activities that incorporate technology resources to enhance student learning.
- TIP Model Phase 4: Instructional environment — Deciding on resources and conditions to put into place to support the activities.
- TIP Model Phase 5: Evaluation and revision — Collecting achievement data and other information to determine if the activities were successful in meeting desired outcomes, and what could be improved next time.
Please refer to Page 34 in the book, and
In Strategy A and B, expand on Phases 1, 2, 3, and 4
Good Luck!
Zeina
Zeina
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&ved=0CDcQFjAB&url=http%3A%2F%2Fstu.westga.edu%2F~dowens%2F3401%2FTip_Model.ppt&ei=T1xUUfu5HMTOtAaK8oDYDw&usg=AFQjCNGAZH9DUTxCn-7HHXZEpXMEEB8iSA
ReplyDeleteTIP Model Slide Show
Thanks Rola and Mohammad!
DeleteZeina
in strategy A:
ReplyDeletethe adminstration was very cooperative about the technological tool and its a plus for any school or institution to have such an adminstration.
after testing the tool the results came positive and the students pass tghe TESS, as a result the adminstration decided to integrate the tool to be part of the curriculum .
Good comment to show the importance of having such an administration! This teacher is lucky!
DeleteZeina
Strategy A:
ReplyDeleteafter proving the importance of the technological tools in class, the administration approved the continuous integration of the tools in their curriculum.
Phase 2: - Having activities which included solving 'real life' problems and relate it into their math skills.
Deletephase 1 in strategy A: in this phase the teacher was able to know the problem that his students are facing and he focused on how he will try and help them.
ReplyDeletephase 2 in stategy A:the teacher had evaluated the problem his students are facing and decided computer based system was effective and was able to assess his students through the activities that they did throughout the class
What is the problem? Objectives?
DeleteThis comment has been removed by the author.
ReplyDeleteThis comment has been removed by the author.
ReplyDeletePhase 1: - Having a good grounding in math skills.
ReplyDelete- Taking practice tests on skills which they were having problems with.
Phase 2: - Having activities which included solving 'real life' problems and relate it into their math skills.
In Strategy A, after the administration tested the technological tool, they found out that it is useful since they got positive results from the students, so they decided to use the tool as a part of the curriculum.
ReplyDeleteThis comment has been removed by a blog administrator.
ReplyDeletephase 1: strategy A:
ReplyDeleteproblem: too many students needed help to provide individual coaches or tutors for each one. all students work on skills only some of them needed.
evidence:they don't have enough scores to go on to high school.
benefits of the system: students could take practice tests and teachers could get a list of skills on which they were having problems. then the system would recommend specific activities , on and off the system, matched to each child's needs.
Phase 2: Strategy A:
outcomes: not only teach for the test but they wanted the students to have a good grounding in math skills that will seve them well in their future education.
assessment: all students at the school passed TESS
Good. Assessment in this phase is the kind of assessment used to match each outcome.
DeleteZeina
Phase 1 of strategy A
ReplyDeleteThe current teaching problem was that the students needed to pass the TESS and have good grounding in Math skills. The Mathematics Department Chair decided to use computer based -solving activities.
The computer based solving activities helpded simplify the abstract concepts and fill the gaps such as boredom, or irrelevant ideas and skills.
The teachers estimitated the time and effort needed to carry out technology-based methods and the adminstration was supportive to carry out additional expenses.
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ReplyDeleteThis comment has been removed by the author.
ReplyDelete#1 strategy A
ReplyDeletetoo many students failed to pass TESS. after visiting another school he realized a new technology tool that teachers use. this tool allowed teacher and student to achieve their goals. bill and other teachers used this tool and their school, the result was that all student at the school passed TESS.
in strategy A:
ReplyDeletethe adminstration was very cooperative about the technological tool and its a plus for any school or institution to have such an adminstration.
after testing the tool the results came positive and the students pass tghe TESS, as a result the adminstration decided to integrate the tool to be part of the curriculum .
phase2: the assessment was designed to test whatever the students recieved the information and what if the tool was eficiently functioned. and for fact it was according to the results were shown.
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ReplyDelete1- Phase 1 of Strategy A:
ReplyDeleteConcerning strategy A , the teachers faced instructional problems in order to help the students in succeeding in the math test (TESS-M) . The teacher realized that there were too many students who needed help and didnt like the idea of making all students work on skills that only some of them needed. Bill was impressed with the computer-based system to help him with his problem. The advantages of this system especially for this class is that students could take practice tests and teachers could get a list of skills on which they were having problems . The system has specific activities that address each child's needswhich resulted in the success of the students. For that reason, this system is a great solution rather than any other technologically-based tool.
2- Phase 2 of Strategy A:
The desired outcome is all students to succeed the test and to build the base in math skills for future education. The assessment in TESS-M proved the success of the desired outcome where all students passed . This system helped in targeting students' needs .
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ReplyDeletephase 1:
ReplyDeletethe teacher
wants to make sure that their
students did well with the essential skills for success (TESS)after they were failing.
the teacher decided to observe it in another school.
Where you can see that after the testing all students passed the TESS and the school was very cooperative & supportive, where they had a positive attitude towards that and decided to include this strategy in their curriculum.
phase 1: The teacher in strategy A determined the problem which is that his students could not go on to high school unless they pass TESS-M. Also, he wanted math skills to be applicabe in their life.
ReplyDeleteThe students' scores were not good enough, which was a proof that they needed help. Bill (the teacher)referred to another school district and found out that the computer system applied there worked very well, so he decided to implement it in his school.
Phase 2: After implementing the computer system in his school, he noticed that his students were able to solve real life problem activities and all the students passed TESS-M
#2 phase 2
ReplyDeleteafter integrating computer based system as a part of their teaching method,all student passed TESS.
#1: Strategy A: The instructional problem was that students couldn't go on to high school unless they passed the TESS. Also, there were too many students who needed help to provide individual coaches or tutors for each one. The technology based solution was better than the other ways of addressing the problems since the system recommend specific activities which matches each child's need.
ReplyDelete#2: Strategy A: The objective was that every student in the school should pass the TESS-M. They also wanted the students to have a good grounding in math skills that would serve them well in their future education. After using this system for one year, every student at the school passed the TESS-M.
Strategy A: Preparing Students For State Tests Reflection:
ReplyDeleteThe math teacher wanted to prepare the students in his class for the TESS, keeping in mind that his students had deficiency and power in certain math skills. Therefore, a system was adopted by him and was able to tackle each students' needs and gaps based on the positive results of the observation of the appropriate implementation and functioning of this system in a different district school. Furthermore, it was able to strengthen the students skills. The result of this approach was that every student passed the test and was empowered and had improved his/her math skills. Consequently, the school administration decided to adopt this system due to its powerful imapct.
PHASe 1: the teacher determined the problem,looking into the scores that showed students need help,and he decided to make good grounding especially when that was applied in another school as an evidence.
ReplyDeletePhase 2 of strategy A
ReplyDeleteDecide on objectives and Assessment.
Outcome: *Every student passed TESS-M and helped them to be more efficient at targeting students' specific needs while not overemphasizing test- taking.
Assessing the outcomes: Students took practice tests and take a list of skills on which they were having problems. they had specific activities, on and off the system.
Great Nadine! Straight to the point!
DeleteZeina
pahese2: everystudent passed the test 100%.
ReplyDeletestrategy A , Phase 1:
ReplyDeleteafter the teacher detected and sighted the problem that the students are failing in the TESS. the teacher decided to integrate a technological tool but before using this technological tool the teacher made sure if this tool is being efficient to use in other schools so he went and observed other schools. the adminstration was supportive and cooperative
strategy A, Phase 2:
ReplyDeleteDecide on objective and assessment:
after the teacher observed his students achievment inside and outside the the class. he also distributed extra worksheets.
Outcome: After integrating the technological tool, all the students passed the TESS -M and helped them to be more efficient at targeting students specific needs.
Assessing the outcomes: students took practice tests and take a list of skills on which they were having problems. they had specific activities outside and inside
strategy A
ReplyDeletephase 1 : the main problem is the low acheivement rates of the students in the math assessement,and this was observed by the low scores that the students got in their exam.So the teacher realized a problem in the stategies applied by him so he decided to visit another school that is based on another strategies that could be beneficial for better aceivements
Strategy B, phase 1:
ReplyDeleteThe students didn't face drastic problems in math skills, but the teacher noticed that they needed to apply math skills in their real-life situation and to work together to solve problems as they do in work situations. when applying this, the teacher didn't refer to any previous experience before. she did it by herself.
strategy B, phase 2:
ReplyDeleteThe teacher wanted the students to use math skills in their real-life situations and work in groups to solve real life work problems. She asked them to simulate families, select a job, create a monthly budget, show income earned, estimate expenses and get a loan.
Strategy A, Phase 3:
ReplyDeleteThe teacher used directed method by relying on computer based system that includes drills, tutorials, simulations and problem solving activities. The system they were working on, recommended specific activities matching the child's needs. These skills were assessed through traditional exam TESS-M
strategy A, phase 4:
ReplyDeleteThe teacher prepared the environment by using a computer system having tutorials and simulations and by using the system to meet the child's needs. also, they can go home and practice some tests.
strategy A, phase 5:
ReplyDeleteThe students were evaluated by an exam (TESS-M) and they all passed, so the objective was achieved. This proved that this system improved the students' skills in math.
strategy B, phase 3:
ReplyDeleteThe teacher's method was constructivist because she wanted her students to develop global skills in math (solving real life situation)and highly complex method topics(estimating expenses, adjusting their budget with extra expenses, getting a loan etc.). Then they produce a report.
strategy B,phase 4:
ReplyDeleteThe teacher prepared for students the instructional environment. She has set up for them a spreadsheet template, gave them unexpected monthly expenses, made them get a loan and download a tax return from IRS. They used powerpoint to show charts of spending and spreadsheets to calculate expenses.
strategy B, phase 5:
ReplyDeleteStudents were evaluated by making a report through using powerpoint presentations to show charts of expenses and how this taught them to make ends meet. They also used spreadsheet to calculate expenses and wage earnings. The students expressed their satisfaction by considering this activity the most meaningful one they ever had.
Excellent dear Salam! You expanded ALL the phases of both strategies!!!!!!!!!!
DeleteZeina
Strategy A phase 3-4
ReplyDeleteIn using the new method (computer-based activity) bill expected from all students to pass the TESS test, and the result was positive all students passed the test and math teachers agreed that the use of the new technique played a key role in students preparation.
Strategy B phase 1
Mayda students didn't face problems in math skills but the teacher needed from their students to apply math skills in their real life while working together in order to understand how to apply math rules in daily life.
Strategy B phase 2
Student experienced a meaningful math activity that prepared them to the real life. they select a job,create a monthly budget,show income earned... Using different tools such as online newspaper,powering,and IRS website.
Strategy B phase 3-4
Teacher wanted from students to apply and develop previous knowledge in math to the real life.teacher prepared a spreadsheet template showing their student different situation they will face,and asked them to do a report about the work done. in this strategy the teacher used the constructivist method .
Dear Nouhal,
DeleteThank you! but you should be careful of which phase of the TIP model you are using! Check please the comments of "myenglishatelier" colleague.
Zeina
This comment has been removed by the author.
ReplyDeleteStrategy A, Phases 3 & 4:
ReplyDeleteThe teachers had integrated the directed strategy in order to supplement their classroom instruction. They had prepared the instructonal environment by implementing a computer-based system that included drills, tutorials, simulations and problem-solving activities. Such activities had played a key role in students' preparation and helped teachers to be more efficient at targeting students' specific needs.
Strategy B, Phase 1:
Students didn't have any academic problems concerning math. However, the teacher supported an idea that her students should work together to apply their math skills into real-life situations. This will help them later in their future lives, in college and work.
Strategy B, Phase 2:
The objectives were to compose a simulated family project, and to support cooperative work. So students were asked to select an imaginary job, estimate some expenses, and to create budgets and additional loans if needed. Finally, they should do a report showing their spending and what they learned about making ends meet.
Strategy B, Phases 3 & 4:
The strategy used by the teacher was the constructivist method. Students had worked in small groups to simulate families. The integration of technology had helped them in every step during their projects. Students were able to select a job, earn incomes, estimate expenses, and get a loan through online newspaper, real estate ads, and IRS websites. The teacher had prepared the environment by setting up a spreadsheet template where students created their monthly budget.
Good Haifa. But some things are missing. Please check the comments by "myenglishatelier" colleague.
DeleteThanks, Zeina
Phase 3 :
ReplyDeletethe directed strategy is used here (Drill & practice tool)
the teacher could send individual work to every student and recognize their problems
Phase 4:
the teacher decided with the principle on ways to supplement their classroom instruction where the computer based system played a role on students well preparation and students were very supportive
Suha dear,
DeleteNot enough information!
Zeina
Strategy A, phase 1:
ReplyDeleteThe problem addressed is that students were facing difficulties in the Maths portion of the TESS exam. They couldn’t go to high school if they didn’t pass the TESS exam. He realized that his method of teaching wasn’t efficient because the students’ grade were low. When he went to another school, noticed how teachers relied on a computer-based system that included problem solving activities they could access inside and outside the classroom. This method was very efficient and that’s why he decided to integrate it in his class.
Strategy A, Phase 2
Outcome: Every student passed the TESS exam
The students worked on problem solving activites in their rooms or from the computer lab. The system was able to help the students overcome their different weaknesses in Maths.
Strategy A, phase 3:
The teacher used a primarily directed method of teaching (computer-based system) because the students needed to learn specific skills that must be assessed with the traditional TESS exam
Strategy A, phase 4:
ReplyDeleteThe directed method was implemented using the computer based system that included tutorials and simulations which was able to address the different problems students have in Maths skills.
Strategy A, phase 5:
This system was proved to be successful because all the students passed the TESS exam. The students were able to overcome their different problems in Maths , and the objective was achieved.
This comment has been removed by the author.
ReplyDeleteStrategy B, phase 1:
ReplyDeleteThe students were fairly good at Maths skills but the teacher wanted to show them how to apply them to real Life situations. She also wanted them to learn how to solve problems in groups, just like they would in the future at work. She came up with an idea that would help them develop those skills.
Strategy B, phase 2:
Outcome:
For students to apply their maths skills to real life situations.
The teacher put students in small groups to stimulate “families”. They can select a type of “job” their “wage earner” will have, create a monthly budget on a spreadsheet template she has set up, showing income earned from an imaginery job versus estimated monthly expenses for each of them and for the family. They can also get a loan, if they start having problems with their budget expenses.
Strategy B, Phase 3:
The teacher relied on the constructivism strategy of teaching because she wanted students to develop global skills by applying their Maths skills to real life. Students were able to select a job using online news. They also estimated expenses using real estate ads. Towards the end of the year, they must do a report of their spendings.
Strategy B, Phase 4:
The teacher made her instructional environment by preparing unexpected monthly expenses for each group and they must adjust their spreadsheet budget to compensate for extra expenses. They also downloaded a tax form from the IRS website and were able to estimate taxes.
Strategy B, Phase 5:
The students submitted a report (power point ) which includes all their spending charts. They also told their teacher that this is the most important Maths activity they have done.
Strategy A, Phase 1:
ReplyDeletethe teacher was facing instructional problems in letting her students succeed in TESS-M. Bill was trying to find a solution to raise up the scores of his students, where he decided to implement a computer-based system in his school.
Phase 2:
All the students succeeded in TESS-M. Moreover, they built their math skills for solving future real life problems.
Phase 3:
The teacher was applying direct method based on the computer system implemented- including drills, tutorials, simulations,and problem solving- and that was considered as an effective way to target the student's needs.
Phase 4 and 5:
bill tried his best to prepare the instructional computerized enironment needed to work with (tutorials and simulations). As a result, Bill asked the principal to make this system as a permanent part of the school's budget' especially after the success and improvement of his students in math.
Strategy B, Phase 1:
Mayda's students did not have any testing problems, but she wanted to implement -using hyer own experience-math skills in her students' real life. That is , to solve problems cooperatively in work and college life.
Phase 2:
She asked her students to work together through simulating families, selecting jobs, creating a monthly budget, estimating expenses, and getting loans.
Phase 3:
The teacher was using the constructivist method, since she was relying on the student's cooperative work in solving real life problems by providing taxes, debts, loans, expenses...
Phase 4 and 5:
All the instructional and technical support was already present as the spread sheet template, downloading taxes from IRS website, and forming their report on powerpoints. this was positively evaluated by the students that considered it as one of the most meaningful math activities through 'making ends meet'.
Strategy A :
ReplyDeletePhase 1 :
The teachers faced instructional problems in order to help the students in succeeding in the math test (TESS-M) . The teacher realized that there were too many students who needed help and didnt like the idea of making all students work on skills that only some of them needed. Bill was impressed with the computer-based system to help him with his problem. The advantages of this system especially for this class is that students could take practice tests and teachers could get a list of skills on which they were having problems . The system has specific activities that address each child's needswhich resulted in the success of the students. For that reason, this system is a great solution rather than any other technologically-based tool.
Phase 2 :
The desired outcome is all students to succeed the test and to build the base in math skills for future education. The assessment in TESS-M proved the success of the desired outcome where all students passed . This system helped in targeting students' needs .
Phase 3: The teacher used a direct method.He relied on computer based system that includes drills, tutorials, simulations, and problem solving activities that the students could access in their rooms or from the computer lab.This enhanced student learning which is seen in the TESS-M scores.
Phase 4: Bill persuaded the principal to purchase a subscription to this system and agreed with the other teachers on how to use it to supplement their classroom instruction. They used this computer based system in order to meet the children's needs , by using activities which range from practice to real life problems.
Phase 5:test scores prove that this method was a success and the objective is fulfilled since all students passed that test.
Strategy B:
Phase 1 : the students did not face problems to pass the state's criterion test. However, she requires her students each year to do a project that makes them apply math skills on real-life situation. She also wants them to learn how to work cooperatively together to solve problems so that she would make this experience close to the ones they will have after graduating from school.
Phase 2 : The objective is to help these students learn how to apply math skills to real life situations .This is done by giving them activities to simulate families ,create a monthly budget , estimate expenses, and getting loans.
Phase 3: The teacher's approach is constructivist.She constructed activities that would simulate real life experiences such as estimating expenses, loans,unexpected monthly expenses,spreadsheet budgets, interest rates, and taxes.
Phase 4: The resources that are needed for the activities are: online news paper help wanted sections-online newspaper and real-estate ads-unexpected monthly expenses-spreadsheets-IRS website- charts-powerpoint.
Phase 5: They were evaluated on their reports using powerpoint to show what they learned about making ends meet. The process is evaluated positively by the students when they told her that this was the most meaningful math activity they have ever done.
Strategy A Phase 3
ReplyDeleteThisvphase highlights on integrating the strategy. The teacher decided to rely on a computer based system that included drills, tutorials, simulations, and problem solving activities that would enhance the ability of the students to take practice tests and teachers could get a list of skills on which they have problems. Moreover, the system would recommend specific activities, on and off the system matched to each child's needs.
Strategy A phase 4
ReplyDeleteThe teacher decided to implement the computer based system, where the students could access in their rooms or from the computer lab.
Strategy A Phase 5
In this phase the outcome was positive, all the students passed the Tess-M and all teachers agreed that the computer based activities had played a key role in their results, so the objective was accomplished.
Strategy B phase 1
ReplyDeleteIn this case there isn't a real instructional problem, but the teacher wants to do an on going project to show how math skills apply to real life situations. She wants them to work together to solve problems just as they should be doing in college and in work situation.
StrategyB phase 2
The desired objective is to help students use math skills in dealing with daily life challenges. She asked them to stimulate families, select a job, create a monthly budget, show income earned , estimate expenses and get a loan.
Strategy B phase 3
The teacher decided to address both teaching methods. The constructivist method and the complex method. She wanted her students to organize their data of income earned, to expense variables in addition to a loan in a spreadsheet that would compensate the extra expenses.
Strategy B phase 4
The teacher's instructional environment was by setting a spreadsheet template, giving them the monthly expenses, helping them get a loan and downloading the taxes from the IRs. Moreover, they used the powerpoint tool.
Strstegy B phase 5
The students were able to finalize the report of using math skills in real life experiennces. They were also able to present the charts in a powerpoint presentation. The students were encouraged and satified from this activity.
Strategy A: phase 3,4:
ReplyDeleteThe teacher used the directed teaching method by using a computer-based system that includes drills, tutorials, simulations, & problem solving activities that they may access at home or at school. The system would recommend specific activities, ranged from very basic math skills to solving real-life problems, matched to each child's needs.
Strategy B: Phase 3-4:
To show the students how math skills apply to real-life situations, the teacher used the constuctivist method. She formed small groups to simulate families. She recommended them to use spreadsheet template she has set up to fill by imagining the income of an imaginary job, and they adjust their spreadsheet budget to compensate for extra expenses. She makes them also get a loan if they got far with their expenses. They used also online resources to look out online newspapers and real estate ads to see how much it costs to rent a house. Finally, the students used powerpoint to present the results of their work.
Strategy B, phase 1:
ReplyDeleteThe students didn't face drastic problems in math skills, but the teacher noticed that they needed to apply math skills in their real-life situation and to work together to solve problems as they do in work situations. when applying this, the teacher didn't refer to any previous experience before. she did it by herself
strategy B, phase 2:
The teacher wanted the students to use math skills in their real-life situations and work in groups to solve real life work problems. She asked them to simulate families, select a job, create a monthly budget, show income earned, estimate expenses and get a loan.
Strategy A, Phase 3:
The teacher used directed method by relying on computer based system that includes drills, tutorials, simulations and problem solving activities. The system they were working on, recommended specific activities matching the child's needs. These skills were assessed through traditional exam TESS-M
strategy A, phase 4:
The teacher prepared the environment by using a computer system having tutorials and simulations and by using the system to meet the child's needs. also, they can go home and practice some tests
strategy B, phase 3:
ReplyDeleteThe teacher's method was constructivist because she wanted her students to develop global skills in math (solving real life situation)and highly complex method topics(estimating expenses, adjusting their budget with extra expenses, getting a loan etc.). Then they produce a report.
strategy B,phase 4:
The teacher prepared for students the instructional environment. She has set up for them a spreadsheet template, gave them unexpected monthly expenses, made them get a loan and download a tax return from IRS. They used powerpoint to show charts of spending and spreadsheets to calculate expenses
strategy A phase 2 : The teacher is trying to let the students apply math skills in their reallife activities in anotherway is to have a math background.And this can be practiced throuh group work activities.
ReplyDeletesrategy A phase 3 : the teacher explains the math skills through using computers which includes problemsolvingactivities , simulations and others.these skills were assessed through the traditional exam TESS.
ReplyDeleteStrategy A phase 4 : the teacher prepared a well computerized environmemt inorder to meet the students needs.
ReplyDelete