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Welcome to TIPS!. (Teaching Interdisciplinary Problem Solving). History of TIPS. A U.S. Department of Education Technology Innovation Challenge Grant. Awarded in 1999. In 5 th Year of a 5 year grant. One year extension for 2004-2005 school year. Awarded to Bronx HS district.

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Welcome to TIPS!

(Teaching Interdisciplinary Problem Solving)


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History of TIPS

  • A U.S. Department of Education Technology Innovation Challenge Grant. Awarded in 1999.

  • In 5th Year of a 5 year grant. One year extension for 2004-2005 school year.

  • Awarded to Bronx HS district.

  • About 600 teachers have participated

  • Goal to integrate technology into the curricula through analysis of public policy and the study of Supreme Court cases

  • Each teacher receives about 80 hours of Professional Development.


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TIPS Staff

  • Ira Gelernter- Co-Director (Bronx)

  • Fred Fisher- Staff Developer

  • Art Fortin- Staff Developer

  • David Gelfand- Staff Developer

  • Kate O’Hara-Staff Developer


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TIPS and Professional Development

Use of Technology:

  • Laptop computers for instructional use

  • LCD projectors for classroom use

  • Workshop training in general technology- After school and during four full-day programs


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TIPS and Professional Development-(2)

Non-Technical:

Use of TIPS Techniques in the classroom

  • Conlaw

  • Public Policy Analysis (PPA)

  • Science PPA

  • Global History PPA

  • International PPA

  • U.S. History PPA


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TIPS and Professional Development-(3)

These techniques can be used in:

  • Computer labs.

  • Classrooms – with or without an internet connection.

  • As paper-based research that doesn’t require computer or internet access (some access is considered desirable)


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TIPS and the Internet

Seeks to have students identify public problems and study possible solutions- it also studies solutions tried in the past.

The TIPS Website is the portal most students use to get started in the program.

The TIPS Website


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Parts of TIPS

  • Public Policy Analyst (PPA)

    • A structured study of public problems with the objective of developing suggested solutions and testing their validity.

  • ConLaw

    • The study of Supreme Court Cases and their impact on people’s lives.


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    Conlaw

    • A related part of TIPS that studies Supreme Court Cases.

    • A process has been developed to study and understand the nature of a particular court case and how it has impacted society.


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    The Public Policy Analyst

    • The other major part of TIPS.

    • Students are asked to analyze a public problem– or from the past. (PPA)- (SPPA)

    • They then develop a policy to address that problem and analyze it as well.

    • For historical events the process involves looking at what policies were developed and analyzes their effectiveness. (GHPPA)-(USHPPA)-(IPPA)


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    WebQuests

    The six main sections of a TIPS WebQuest:

    • The Introduction

      Orients students and captures their interest. It gives an overview of the activity. The introduction (and the entire WebQuest) is written in the second person (“You” or “Your group”), for it is directed to your students. Some creative WebQuests use a scenario that is first presented in the Introduction. Be sure to define the context and location of your WebQuest in the Introduction.


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    The Task

    describes the general goals or objectives of the WebQuest. It is any product(s) that students are expected to produce such as a PowerPoint, an oral presentation on an analysis of a Supreme Court case using CompuLEGAL, a storyboard that depicts the development of new policies to deal with air pollution by using the Public Policy analysis, etc.


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    The Process

    explains strategies students should use to complete the task(s) that have been stated in section two. The exact links for the various six steps of the PPA process are used or the particular link to the CompuLEGAL case being studied.


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    The Resources are the websites and documents students will use to complete the task. Also, other website links related to the topic may be included.

    The Evaluation measures the results of the activity. Usually, it should contain a rubric that clarifies the teacher’s criteria for evaluating the various tasks or products that the student must produce. It also includes specific state/city standards from at least two academic disciplines (since TIPS is interdisciplinary).


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    The Conclusion

    sums up the activity and encourages students to reflect on its process and results. It can also be used to introduce the next WebQuest.