I love this chart, created by Tony Borash, and adapted from Henrico County’s Teaching Innovation Progression (TIP) Chart: 
I use the TIP Chart when working with teachers on increasing student-driven learning via best practices surrounding technology infusion. Here are a few snippets from recent visits at the Bill R. Johnson CTE Center in Crowley ISD.
Mr. H teaches a Correctional Services class. The lesson I recently observed involved students creating radio communication tools. They were given access to the Course Communication List and then collaborated as a team to determine if they needed anymore 10-codes or codewords. Students accessed their research and information fluency skills to research other department 10-codes for examples as well as to think about codes that would have helped in previous scenarios they experienced in prior classes. Their jobs were to create tools that explained proper radio communication and proper use of duress codes to other law enforcement classes. They were split into two groups for the project. One of the students is the Captain of the class (voted as such by his peers), so he appointed the topic to each team leader. Lieutenants (Team Leaders) were charged with making sure their teams remained on task. There was a group participation rubric to guide the teamwork aspect, as well. Prior to this lesson, Mr. H had shown students some various tech resources (Marvel Comic Maker, Storyboard That, video, Prezi, etc.) that they could use to create a final project that would teach about their particular communication tool. Students were actively engaged throughout the class period.
Mr. C teaches Advanced Commercial Photography. I visited during a lesson on studio lighting. For this lesson, the students worked in groups to research a studio portrait style that they found visually interesting. Then they worked to replicate that lighting style by first using lightingdiagram.com to virtually place their subject, camera, lights and background. Once complete, the pair/small group went to the studio to use that diagram to place subject, lights, and camera in a similar arrangement to see if their capture was the same look as the one they researched. Through research and collaboration based on prior knowledge, the students learned about the placement of lights, exposure, shadows, form, key lights, fill lights, background/hair/rim lights, while using online software to plan before they shoot. Their critical thinking skills were tested if the lighting diagram planning failed to yield the “look” they were hoping to achieve. Mr. C intentionally designed this opportunity to allow students to synthesize research, communicate/collaborate with peers, and apply critical thinking skills to address an authentic task.
Mr. M teaches an Advanced Film class. During my most recent visit, the school was having a pep rally. Mr. M’s class was responsible for filming the event. They had to employ knowledge of recording equipment by using proper monitoring of equipment to ensure quality recordings; setting appropriate levels before recording using broadcast standard tools; identifying standards for logging notes or comments in the original recording process. The students were given crew positions the day before the pep rally and were to fulfill the requirements of each position during the production phase of the pep rally projects. The setup was similar to other events some of the students had previously filmed so those students were able to take on the teacher role in different aspects of production. One student was the director who decided where the cameras were set up and what shots the cameras needed to cover. The director wore a headset that allowed him to talk to the other students to give them instructions throughout the production.
I saw evidence of student-driven learning in various areas. The students accessed prior knowledge and experience to address the authentic task of filming the pep rally. Communication and collaboration among peers took place throughout the pep rally to ensure quality results. More communication and collaboration happened after the pep rally during the editing process. Students used critical thinking and problem-solving skills to determine key placement for setup, camera lighting and positioning.
You may not teach photography, corrections, or film, but what strategies did these three employ that you could apply in your classroom? This journey to student-driven classrooms is about transforming instructional practice, and these teachers are setting the pace.
Other posts on this subject include:
Solving Real-World Problems in High School Engineering
Student-driven learning in the math classroom
What Student-Driven Learning Actually Looks Like (Hint: It Looks Fun)
“But that’s not how I learn” – Part 2 of What Student-Driven Learning Really Looks Like
