Florida Standards and Incorporating
Technology
Bureau of Standards & Instructional Support
January 2016
www.FLDOE.org
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Goals
• Find courses and standards in CPALMS.
• Find a lesson plan on CPALMS focused on meeting a specific
standard.
• Identify useful technology tools to integrate into this lesson.
• Observe classroom use of technology based on applicable
look fors.
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Agenda
•
•
•
•
Standards and Course Descriptions
Standards and Incorporating Technology
Classroom Look Fors
Digital Classrooms Plans
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Standards and Course Descriptions
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???
Self-Assessment
• How familiar are you with CPALMS?
• What are some items you can find on CPALMS that will help you guide
instruction?
• How have you used CPALMS in your classroom, school, or district?
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CPALMS
•
•
•
•
www.cpalms.org and www.floridastandards.org
Source for standards information and course descriptions
FREE online toolbox for standards implementation
Information, resources/tools, and professional development
aligned to the Florida Standards
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Course Descriptions and Standards
• Course descriptions tell which standards are in a particular
course.
• Standards tell what to teach, not how to teach. They are
placed in alpha-numeric order.
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Scenario
You are a fifth grade teacher. In order to see the appropriate standards
and benchmarks you need to teach, you will need to access the course
descriptions for fifth grade.
As an example we will look at how to access the fifth grade social studies
course descriptions.
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Accessing a Course Description
Course Description
View CPALMS Website
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Accessing a Course Description
View CPALMS Website
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Accessing a Course Description
View CPALMS Website
Find your
Grade Level
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Accessing a Course Description
View CPALMS Website
Find your
Course
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Accessing a Course Description
View CPALMS Website
For secondary
grades there
are often more
sub-subject
categories.
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Accessing a Course Description
View CPALMS Website
If desired, Export
Course Description to
a Word or PDF
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Standards
Your class is learning about the various Native American tribes and their
culture, beliefs, and way of life (NGSSS SS.5.A.2.3. - Compare cultural
aspects of Native American tribes from different geographic regions of
North America including but not limited to clothing, shelter, food, major
beliefs and practices, music, art, and interactions with the environment.)
In addition to teaching this social studies standard, you would like to
integrate ELA standards into the lesson. For example, you know that you
want your lesson to contain both a research and writing component. You
also wish to integrate technology if it will enhance the quality of the
lesson and improve student outcomes for demonstrating proficiency or
mastery of the content.
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Accessing Lesson Plans by Standard
View CPALMS Website
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Accessing Lesson Plans by Standard
View CPALMS Website
1
There is more than
one way to find a
standard.
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3
1.
2.
3.
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Type a word, phrase or
standard into the search
box.
Filter by grade, subject, or
other criteria.
Select the subject and then
the grade from the drop
down menu to see all of
the standards.
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Accessing Lesson Plans by Standard
View CPALMS Website
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Accessing Lesson Plans by Standard
View CPALMS Website
To view Lesson Plans
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View CPALMS Website
To export Lesson
Plan into a different
format
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Accessing Lesson Plans by Standard
View CPALMS Website
Lesson Plan
exported into Word
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ELA and Technology Integration
SS.5.A.2.3
Lesson Plan
A Reading/Writing/Speaking Approach to the Ways in Which Geography Shapes How
People Live – Part I: This two-lesson study of American History (Pre-Columbian North
America) examines the ways in which geography shapes how people live. Part I of the
study places emphasis on reading and writing about the early Native American tribes
and the ways in which their geography (climate, landforms, natural resources) played a
role in how they lived (food, clothing, shelter, tools, art).
Part II of the study requires students to take the knowledge they learned in Part I and
apply it to the creation of an oral multimedia project (with a visual arts piece) that
depicts how they would have lived in a country of their choice based on that country's
geography.
Integration of ELA Standards
Integration of Technology
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Final Lesson Objectives
• Students will conduct research using print and digital sources to find information.
• Students will use this information to write an informative/explanatory text on various
cultural aspects of Native American tribes.
• Students will use interactive technology tools to produce, publish, and present their work.
Look at the ELA Standards below. Which are being covered in this lesson? The correct
answers are included on the next slide.
A.) LAFS.5.RL.3.7-Analyze how visual and multimedia elements contribute to the meaning of a text.
B.) LAFS.5.RI.3.7-Draw on information from multiple print or digital sources, demonstrating the ability
to locate an answer to a question quickly or to solve a problem efficiently.
C.) LAFS.5.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning words; consult
reference materials, both print and digital.
D.) LAFS.5.W.1.2-Write information/explanatory texts to examine a topic and convey information
clearly.
E.) LAFS.5.W.2.6-With some guidance, use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others.
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Correct Answers
Final Lesson Objectives
• Students will conduct research using print and digital sources to find information.
• Students will use this information to write an informative/explanatory text on various
cultural aspects of Native American tribes.
• Students will use interactive technology tools to produce, publish, and present their work.
Look at the ELA Standards below. Which are being covered in this lesson?
A.) LAFS.5.RL.3.7-Analyze how visual and multimedia elements contribute to the meaning of a text.
B.) LAFS.5.RI.3.7-Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
C.) LAFS.5.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning words; consult
reference materials, both print and digital.
D.) LAFS.5.W.1.2-Write information/explanatory texts to examine a topic and convey information
clearly.
E.) LAFS.5.W.2.6-With some guidance, use technology, including the Internet, to produce and
publish writing as well as to interact and collaborate with others.
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Explanation for Answers
A.) LAFS.5.RL.3.7-Analyze how visual and multimedia elements contribute to the meaning of a text.
This standard requires the student to “analyze” visual and multimedia elements. The social studies lesson
requires doing research, writing a text, and creating a presentation. None of these are specifically
referenced in the standard.
B.) LAFS.5.RI.3.7-Draw on information from multiple print or digital sources, demonstrating the ability to
locate an answer to a question quickly or to solve a problem efficiently.
The lesson requires students to research various sources which is specifically stated in the standard.
C.) LAFS.5.L.3.4-Determine or clarify the meaning of unknown and multiple-meaning words; consult
reference materials, both print and digital.
The focus of the lesson is not on word-meaning. It is concentrated on doing research, writing a text, and
creating a presentation. None of these elements are mentioned within this standard.
D.) LAFS.5.W.1.2-Write information/explanatory texts to examine a topic and convey information clearly.
This standard is focused on writing a text. The lesson itself requires research in order to inform the reader
about a specific topic.
E.) LAFS.5.W.2.6-With some guidance, use technology, including the Internet, to produce and publish
writing as well as to interact and collaborate with others.
The lesson is focused on doing research, writing a text, and creating and publishing a final product. All of
the elements of the lesson are included; therefore, this standard is integrated into the lesson.
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LAFS.5.RI.3.7
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
FEL – Florida Electronic Library
http://www.flelibrary.org/k12.php
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Other Resources
• www.loc.gov – teacher resources by state standard
• www.history.com
• District instructional materials and library resources
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Standards and Incorporating Technology
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What is Technology?
When referring to technology in the classroom, people have
their own interpretation about what technology is.
• Hardware?
• Software?
• Networks?
• Internet?
For this presentation, we will use the term “technology” to
refer to instructional tools used by students and teachers in
the classroom.
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What is Technology Integration?
• More than teaching basic computer skills and software
programs
• Must support standards and curricular goals
• Routine and transparent
• Supports key components of active engagement and
frequent interaction
Integrate Technology - Edutopia
Levels of Technology Integration - TIM
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When and How Should Technology Be Used?
• Once the standards-based lesson is written, you should decide if
technology will enhance the quality of instruction or increase retention of
material.
• You should aim to use tools that encourage student engagement and
autonomy.
• As learning becomes more transformational, teachers talk and do less,
and students talk and do more.
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Edutopia
Resource for Information about Technology Integration
View Full Site
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View Full Site
TIM Matrix
The Technology Integration Matrix
(TIM) illustrates how teachers can use
technology to enhance learning for K12 students. The TIM incorporates
five interdependent characteristics of
meaningful learning environments:
active, constructive, goal directed
(i.e., reflective), authentic, and
collaborative (Jonassen, Howland,
Moore, & Marra, 2003). The TIM
associates five levels of technology
integration (i.e., entry, adoption,
adaptation, infusion, and
transformation) with each of the five
characteristics of meaningful learning
environments. Together, the five
levels of technology integration and
the five characteristics of meaningful
learning environments create a
matrix of 25 cells.
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View Full Site
Using the TIM
Teachers use the TIM to assess
themselves to determine the
level of tech integration for a
specific lesson or their classroom
instruction as a whole.
Administrators and coaches use
the TIM as an assessment to
observe teachers and their
ability to integrate technology
effectively for a specific lesson or
classroom instruction as a
whole.
Note:
Reaching the higher levels of the TIM
for a lesson or an entire curriculum is
not realistic. The level is often
dependent on the age of students and
their familiarity with the technology.
The level of tech integration should
be based upon the highest level
attained in a given time period.
James L. Welsh, Ph.D.
jlwelsh@usf.edu
813-974-9979
Director, FCIT
University of South
Florida, College of
Education
http://fcit.usf.edu
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Student centered vs. Teacher centered
As the level of Tech Integration increases, the classroom experience becomes
more student-centered.
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Selecting the Right Tech. Tool
• Based on standards
• Tech. tool allows students to complete higher quality work
• Tech. tool helps students understand content
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Activity
Discuss the following in groups of 2 or 3 people or reflect on these items
on your own. Feel free to share your responses with your group.
• Thinking back to the 5th grade social studies lesson, choose some
appropriate tools to use. After choosing your tools, explain or think about
why you chose them. Remember that some will be used by students while
others may be used by the teacher.
• Discuss or think about some of the tools purchased or adopted in your
school or district that would be helpful with teaching this lesson.
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ELA Standards and Technology Matrix (Grade 5)
This matrix focuses on
the ELA standards in 5th
grade that are most
conducive to integrating
technology into
instruction.
Suggested tools and
activities are included to
provide guidance for
integrating technology
into the teaching of each
standard.
Note:
This matrix does NOT include
all of the ELA standards.
ELA Standards and Technology Matrix (Grade 5)
Technology
Grade
Standards
5
LAFS.5.RL.3.7
Analyze how visual and multimedia elements contribute to the meaning, tone, or
beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale,
myth, poem).
-
5
LAFS.5.RI.3.7
Draw on information from multiple print or digital sources, demonstrating the
ability to locate an answer to a question quickly or to solve a problem efficiently.
- child-friendly research database such as Primary Search from EBSCOhost
- child-friendly search engine such as Safe Search Kids from Google
5
LAFS.5.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group
related information logically; include formatting (e.g., headings), illustrations, and
multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or
other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases,
and clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or
explain the topic.
e. Provide a concluding statement or section related to the information or
explanation presented.
-
online video/media albums such as Voicethread
online poster creators such as Glogster
online artifacts collector such as Museum Box
word cloud creator such as Wordle.
5
LAFS.5.W.2.6
With some guidance and support from adults, use technology, including the
Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a
minimum of two pages in a single sitting.
-
online blogs such as EduBlog
wikis such as Wikispaces
online keyboarding applications such as Keyboarding Challenge from ABCYa.com
office/productivity software such as Microsoft Word
5
LAFS.5.W.3.8
Recall relevant information from experiences or gather relevant information from
print and digital sources; summarize or paraphrase information in notes and
finished work, and provide a list of sources.
- kid-friendly search engine such as Safe Search Kids from Google
- online note-taking application such as Study Blue
5
LAFS.5.SL.1.2
Summarize a written text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally.
- YouTube or TeacherTube Videos
- online magazines such as Time For Kids
5
LAFS.5.SL.2.5
Include multimedia components (e.g., graphics, sound) and visual displays in
presentations when appropriate to enhance the development of main ideas or
themes.
-
5
LAFS.5.L.3.4
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 5 reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., cause/effect relationships and comparisons in text) as a
clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues
to the meaning of a word (e.g., photograph, photosynthesis).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation and determine or clarify the precise
meaning of key words and phrases.
- online dictionary/thesaurus software such as Wordsmyth
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online presentation software such as Prezi
online poster creator such as Glogster
mind-mapping application such as Popplet
eBooks
online graphics software such as Pixlr
audio recorder such as mp3 recorder or smartphone
online poster creators such as Glogster
online movie creators such as iMovie
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5th Grade ELA matrix continued
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5th Grade ELA matrix continued
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5th Grade ELA matrix continued
Instructional Technology Webpage:
http://www.fldoe.org/academics/standards/subject-areas/instructional-technology
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Example of Using Tech. Tools to Meet Standards
• LAFS.68.WHST.2.6- Use technology, including the Internet, to produce and
publish writing and present the relationships between information and ideas
clearly and efficiently.
Google Slides for collaborative creation.
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Example of Using Tech. Tools to Meet Standards
• SC.912.P.8.4- Explore the scientific theory of atoms (also known as atomic
theory) by describing the structure of atoms in terms of protons, neutrons and
electrons and differentiate among these particles in terms of their mass,
electrical charges and locations within the atom.
• PhET Simulations – Build an Atom
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Example of Using Tech. Tools to Meet Standards
• SS.7.C.2.1- Define the term
"citizen," and identify legal
means of becoming a United
States citizen.
• Have students create an
infographic.
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Classroom Look Fors
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• Data collected during classroom observations can be used in
a process of continuous improvement to develop more
skillful practitioners.
• Administrators, coaches, and peers should have a good
understanding of what they are looking for during a
classroom observation of any kind.
• In this case, the observer would take note of the content or
standards as well as the technology integrated into the
lesson that will enable the student to master the concept.
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• Referring back to the definition of technology integration,
the main point is the content or standard(s).
• The lesson would generally be based on content unless you
are observing during a time in which the teacher is teaching
the use of a new tool. Teaching a new tool should be a rare
occurrence.
• In a typical lesson, the content is the focus, not the
technology. The technology should be seamlessly used to
enhance student learning of the content.
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Frameworks
• For maximum impact, both the observer and the teacher
must be familiar with a framework containing specific
criteria used in classroom observations.
• Generally the framework is displayed in a rubric.
• There must be a common understanding of the criteria and
each component.
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Frameworks
• The framework must be research based. All districts in
Florida have a teacher observation framework.
• The frameworks used in Florida differ, but have similar
domains.
• As examples, the following slides illustrate the domains of
the Danielson, Marzano and 5D frameworks.
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Classroom Look Fors
Comparison of 3 Frameworks
5D
1Purpose
Student
2 Engagement
Curriculum &
3 Pedagogy
Assessment for
4 Student Learning
Classroom
Environment &
5 Culture
Danielson
Planning and
Preparation
Classroom
Environment
Marzano
Classroom Strategies and
Behaviors
Instruction
Professional
Responsibilities
Reflecting on Teaching
Collegiality and
Professionalism
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Planning and Preparation
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Observations
During an informal or unscheduled classroom observation,
the observer will not have as much information as there
would be for a formal observation.
Although the observer may not have prior access to lesson
plans and an opportunity to discuss planning and preparation,
observations may be made that would lead you to wonder
about these areas. These “wonderings”, in any domain, lead
to conversations with the teacher.
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Observations
It is very important to collect data in a non-judgmental or
biased manner.
Concentrate on what you see, not on what you do not see and
refrain from making quick judgments.
One powerful shift to look for in any observation is to notice
who is doing the work. The following slide contains potential
look fors about ownership.
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Teacher Directed to Student Ownership
• Who is the keeper of knowledge in the classroom?
• Are lessons dependent on teacher PowerPoints? Textbooks?
• Or, dependent on student research and citations to support
the research? Student models and explanations of their
thinking?
• Has the classroom made the shift from teacher directed to
student ownership of learning?
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Digital Classrooms Plans
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What are Digital Classroom Plans?
• Digital Classroom Plans provide an outline of how the
district is going to use its technology resources efficiently
and effectively to meet student performance outcomes
selected by the district.
• Each district discusses the resources it has as well what it
needs in order to leverage technology to increase student
achievement.
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Why are Digital Classroom Plans Important?
• Integrating technology into the teaching of courses and
standards is often the key to meeting student performance
outcomes.
• Districts must create a plan for how they will make this
happen.
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Digital Classroom Plans
• As required by The State of Florida Statutes, each school
Board shall submit to the department a Digital Classrooms
Plan (DCP) that has been adopted by the district school
board.
• The district plan shall meet the unique needs of students,
schools and personnel in the district.
• Digital Classroom Plans determine the district’s expectations
for student performance.
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Digital Classrooms Plans
• A Digital Classrooms Program allocation has been
established to assist districts in this effort.
• The Digital Classrooms Program outlined in statute includes
five main component areas:
1. Student Performance Outcomes
2. Digital Learning and Technology Infrastructure
3. Professional Development
4. Digital Tools
5. Online Assessment Support
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Digital Classrooms Plans
• Bureau of Educational Technology
• District Classroom Program Highlights
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