Florida Standards and Incorporating Technology

1. Florida Standards and Incorporating Technology Bureau of Standards & Instructional Support January 2016

2. 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.

3. Agenda • Standards and Course Descriptions • Standards and Incorporating Technology • Classroom Look Fors • Digital Classrooms Plans

4. Standards and Course Descriptions

5. ??? • 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? Self-Assessment

6. 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

7. 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.

8. 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.

9. Accessing a Course Description Course Description View CPALMS Website

10. Accessing a Course Description View CPALMS Website

11. Accessing a Course Description View CPALMS Website Find your Grade Level

12. Accessing a Course Description View CPALMS Website Find your Course

13. Accessing a Course Description View CPALMS Website For secondary grades there are often more sub-subject categories.

14. Accessing a Course Description View CPALMS Website If desired, Export Course Description to a Word or PDF

15. 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.

16. Accessing Lesson Plans by Standard View CPALMS Website

17. Accessing Lesson Plans by Standard There is more than one way to find a standard. View CPALMS Website 1 2 3 • 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.

18. Accessing Lesson Plans by Standard View CPALMS Website

19. Accessing Lesson Plans by Standard To view Lesson Plans View CPALMS Website

20. To export Lesson Plan into a different format View CPALMS Website

21. Accessing Lesson Plans by Standard Lesson Plan exported into Word View CPALMS Website

22. 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

23. 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.

24. 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.

25. 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.

26. LAFS.5.RI.3.7 FEL – Florida Electronic Library http://www.flelibrary.org/k12.php 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.

27. Other Resources • www.loc.gov – teacher resources by state standard • www.history.com • District instructional materials and library resources

28. Standards and Incorporating Technology

29. 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.

30. 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

31. 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.

32. Edutopia Resource for Information about Technology Integration View Full Site

33. TIM Matrix View Full Site The Technology Integration Matrix (TIM) illustrates how teachers can use technology to enhance learning for K-12 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.

34. 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 813-974-9979Director, FCITUniversity of South Florida, College of Education http://fcit.usf.edu

35. Student centered vs. Teacher centered As the level of Tech Integration increases, the classroom experience becomes more student-centered.

36. Selecting the Right Tech. Tool • Based on standards • Tech. tool allows students to complete higher quality work • Tech. tool helps students understand content

37. 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.

38. 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.

39. 5th Grade ELA matrix continued

40. 5th Grade ELA matrix continued

41. 5th Grade ELA matrix continued Instructional Technology Webpage: http://www.fldoe.org/academics/standards/subject-areas/instructional-technology

42. 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.

43. 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

44. 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.

45. Classroom Look Fors

46. 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.

47. 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.

48. 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.

49. 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.