florida’s instructional materials

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Floridas Instructional Materials

Specifications

JOURNALISMGrades 6-12

2004-2005 Adoption

Florida Department of EducationBureau of Curriculum, Instruction, and Assessment

Office of Instructional MaterialsJune, 2002


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TABLE OF CONTENTS

Florida Perspective ..........................................................................................................1Publishers Submissions ................................................................................................3 Major Priorities ................................................................................................................5

Content...........................................................................................................................6 Presentation.................................................................................................................14 Learning.......................................................................................................................23

Criteria for Evaluation ..................................................................................................39

Appendices..........................................................................................................................

Appendix A: Floridas Curriculum Requirements ...................................................47

Appendix B: Requirements for Braille Textbook Production..85

State of Florida 2002Florida Department of EducationOffice of Instructional Materials(850) 487-8791(850) 921-9059 FacsimileWeb Address: www.firn.edu/doe/instmat


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Florida Perspective Journalism, the gathering and reporting of news, is afundamental component of a democratic society. The study ofJournalism provides students with opportunities to learn andpractice the journalistic skills of gathering, analyzing,processing, creating and disseminating news and informationuseful to each other and to society. Students of journalism andmedia studies are prepared to be life-long learners who arecritical readers and writers, actively participating in school andcommunity life. Through these studies, students learn the

value of working together and the primacy of truth andresponsibility in the production of print, visual and verbalmessages.

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VPublishers SubmissionsSubmissions in the following areas will be considered

for adoption:Journalism I-IV

Mass Media I-II

M/J Journalism I-II

M/J Mass Media I-II

General Description

In the area of Content, the Journalism I-IV and theM/J Journalism I-II courses are intended to providestudents with varying levels of practical experience inthe production of print and electronic journalisticmedia. Content should include extensive writingprocess strategies, emphasizing those unique tojournalism. Also important are the following topics:production skills for various media; the history andethics of journalism; applications and issues inphotojournalism; organization and managementtechniques related to production of journalistic media;use of technology; analysis of journalistic media; andcareers in journalism.

In the area of Content, the Mass Media I-IV and M/JMass Media I-II courses are intended to providestudents with varying levels of skills in the analysisand production of mass media. Content shouldinclude study of various types and purposes of massmedia and ethics and responsibilities in the use ofmass media.

In the area of Presentation, effective Journalism andMass Media instructional materials must presentinformation in a logically organized manner,utilizing high-quality primary sources as exemplarymodels throughout the materials.

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Also, publishers are encouraged to giveconsideration to the creation of an electronic formatas a primary or secondary tool, including electronic,web-based, videotape and/or CD-ROMcomponents.

In the area of Learning, questions and assignments inthe instructional materials should lead studentstoward a constructivist stance where personal,critical, and creative response and inquiry areencouraged. Instructional materials should beactivity and publication oriented. Also, questionsand assignments should include all levels of BloomsTaxonomy, with the emphasis on the upper levels.Much of the work in these classes should involve

real-world application of skills and knowledge.Students should respond to the instructionalmaterials in a variety of ways, including viewing,listening, speaking, reading, writing, performing,and creating.

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Major Priorities for Instructional Materials

The priorities as described in this specifications document weredeveloped from research findings about what makes instructionalmaterials effective. These priorities have undergone review byindividuals who have served on state and district committees, bycurriculum specialists, by instructional designers, by evaluationspecialists, and by administrators of the statewide adoption system.

Instructional materials must be effective in three major priorityareas: content, presentation, and learning. The following sectionsdescribe essential features for each of these priority areas. Thesefeatures generally apply to all formats of instructional materials,whether print or other media/multiple media formats.

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The following sections describe the content features expected foreach of these priority areas.

A. ALIGNMENT WITH CURRICULUM REQUIREMENTS

Content must align with the states standards for the subject, grade level,and learning outcomes

Content must align with the Sunshine State Standards andCourse Descriptions for the subject areas of JOURNALISM andMASS MEDIA in Appendix A of this document. Thesecurriculum requirements also can be accessed at

www.firn.edu/doe/curric/prek12/frame2.htm

.

Correlations. Publishers are expected to provide correlation reportsin the form of charts, tables, or lists to show exactly where and towhat extent (mentioned or in-depth) the instructional materialscover each required standard.

Scope. The content should address Floridas required curriculumstandards for the subject, grade level, and learning outcomes,including thinking and learning skills.

Completeness. The content of the major tool should be completeenough to stand on its own. To be useful for classroom instruction,instructional materials must be adaptable to the instructional goals

and course outlines for individual school districts, as well as thestate standards. Content should have no major omissions in therequired content coverage, and be free of unrelated facts andinformation that would detract from achievement of Floridasspecified grade level expectations.

In the subj ect area of JOURNALISM , content should include

the history, terminology, and techniques of journalism gathering, organizing, drafting, designing, editing, and

publishing skills used for journalistic production in a variety

of formats, including electronic

techniques and skills of media production with emphasis onpractical experience in photography, layout, graphic design,electronic and desktop publishing, and advertising

production staff organization/management skills

FLORIDA STAT UTES1006.34(2)(b)KEYWORDS: educational

purpose performanstandards instructioobjectives curriculu

frameworks

1006.38KEY WORDS:written correlations

curricular objectivesperformance standard

1006.31(4)KEY WORD

curricular objectivesperformance standard

1006.31 KEY WORDS:independent

investigation

1003.42KEY WORDS:

adopted standards

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C. EXPERTIS E FOR CONTENT DEVELOPMENT

Expertise in the content area and in education of the intended studentsmust be reflected in the authors, reviewers, and sources that contributed to

the development of the materials.Authorship. The authors, consultants, and reviewers must haveactually contributed to the development of the instructionalmaterials and should have credentials that reflect expertise in thesubject area, course, course category, grade level, pedagogy,education, teaching, or classroom instruction. Qualifications mayinclude expertise in educational psychology or instructional design.

Sources. Primary and secondary sources should reflect expertinformation for the subject, such as relevant data from research,

court decisions, diaries, autobiographies, artifacts, or historicalsites. The type of sources considered appropriate will vary with theparticular subject area.In the subject areas of JOURNALISM and MASS MEDIA

expertise is expected to include authors and journalists

commonly accepted in the fields of JOURNALISM and MASS

MEDIA, curriculum development, teacher training, and

classroom research.

D. ACCURACY OF CONTENT

Content must be accurate in historical context and contemporary factsand concepts.

Objectivity. Content that is included in the materials shouldaccurately represent the domain of knowledge and events. Itshould be factual and objective. It should be free of mistakes,errors, inconsistencies, and contradictions within itself, and biasesof interpretation. It should be free of the biased selection of

information. Materials should distinguish between facts andpossible interpretations or opinions expressed about factualinformation. Visuals or other elements of instruction shouldcontribute to the accuracy of text or narrative.

Representativeness. The selection of content should notmisrepresent the domain of knowledge and events. It shouldinclude the generally accepted and prevalent truths, major

F L O R I D AS T A T U T E S1006.38 KEYWORDS:

free from allerrors

1006.31(4)(e)(e)

KEY WORDS:accurate,objective

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concepts, standards, and models of the profession or discipline ofthe subject area.

Correctness. Presentation of content should be free oftypographical and visual errors. It should include correct grammar,spelling, linguistics, terminology, definitions, descriptions, visuals,graphs, sounds, videos, and all other components of theinstructional materials.

E. CURRENTNESS OF CONTENT

FLORIDA STATUTES

1006.37(1)(e)KEYWORD: current

1006.38KEY WORD:up-to-date

Content must be up-to-date for the academic discipline and the context inwhich the content is presented.

Dates or editions. Copyright dates for photographs and othermaterials and editions should suggest sufficient currentness ofcontent. Copyright dates and editions serve as indicators aboutcurrentness. However, neither the copyright date nor the editionguarantees currentness. In fact, second or third editions may ormay not reflect more up-to-date information than first editions.

Informed examination of the text, narrative, and visuals containedin the materials provides the most direct information aboutcurrentness of the materials.

Context. Text or narrative, visuals, photographs, and other featuresshould reflect the time periods appropriate for the objectives andthe intended learners.

Sometimes context should be current. For example, aphotograph used to show stages of human growth and

development will be more relevant when the clothing,

hairstyles, and activities reflect present-day styles.

Sometimes context should be historical. For example,illustrations and photographs of historical events should reflect

the historical time period. Sometimes context should be both current and historical. For

example, historic images alongside modern ones would convey

changes in styles over time.

For the subject area of JOURNALISM, the information mustinclude an up-to-date journalistic stylebook with a variety ofexamples illuminating various journalistic formats.

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F. AUTHENTICITY

Content should include problem-centered connections to life in a contextthat is meaningful to students.

Life connections. Instructional materials should includeconnections to the students life situations in order to make thecontent meaningful. Students might be expected to deal with timeconstraints, consider risks and trade-offs in decision-making, andwork with teams. Connections may be made to situations of dailyhome life, careers, vocation, community events and services, andleisure or recreation. Connections may include hopes and dreams,choices and activities.

In the subject areas of JOURNALISM and MASS MEDIA, schooland community publications and/or productions should beintegral components of the materials.

Interdisciplinary treatment. Instructional materials also shouldinclude interdisciplinary connections in order to make contentmeaningful. Examples of situations that connect a variety of subjectareas include building projects, playing sports, and retrievinginformation or objects, balancing budgets, creating products, andresearching information. In addition to subject area connections,

instructional materials should connect the course or coursecategory to other disciplines.

Examples of approaches to interdisciplinary connections include:

explanations and activities for using skills and knowledge fromother academic disciplines

assignments that require students to use collateral learning fromother disciplines rather than isolated knowledge or skills

the focus on common themes across several subject areas(infusion, parallel, transdisciplinary, or multidisciplinary

instruction)

FLORIDA STATUTES1006.31(e)KEY WORDS:

suited to the needs andcomprehension of pupils

1006.31(4)(b)KEYWORDS: humankindsplace in ecologicalsystemsconservationdangeroussubstances

1003.42KEY WORDS: civilgovernment functionsand interrelationships

1003.42KEY WORDS:

effectsupon the humanbody and mind

1006.31(4)(b)KEYWORDS: conservation ofnatural resources

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G. MULTICULTURAL REPRESENTATION

Portrayal of gender, ethnicity, age, work situations, and various socialgroups must include multicultural fairness and advocacy.

Multicultural fairness. It is not the number of pages devoted todiversity, equity, or works roles, but the substance of what is statedand portrayed that matters most. For this reason, it can bemisleading to count the number of pages or illustrations devoted toa social issue or group. It is more important to focus on theintegration of social diversity throughout a set of instructionalmaterials.

Through balanced representation of cultures and groups inmultiple settings, occupations, careers, and lifestyles, the materialsshould support equal opportunity without regard for age, color,gender, disability, national origin, race, or religion.

In addition to balanced representations, the portrayal ofindividuals and situations must exclude biases and stereotypes.These portrayals must promote an understanding and appreciationof the importance and contributions of diverse cultures andheritage.

Multicultural advocacy. The understanding and appreciation of

multiple cultures extends beyond fair representation. It involvesembracing a multicultural context, not just through pictures, butthrough information about ways to honor differences and deal withconflicts, promote a positive self-image for members of all groups,and provide for the development of healthy attitudes and values.

Effective treatment of multicultural issues requires consideration ofthe age and ability levels of students and whether or not it isappropriate to include multicultural issues in the study of aparticular topic, such as the memorization of a formula or equation.Overall, however, materials should reflect both multicultural

fairness and advocacy.

In the area of JOURNALISM and MASS MEDIA, examples ofjournalistic works, writers, and formats should reflect themulticultural nature of our society.

1003.42KEY WORDS:contributions of AfricanAmericansHispaniccontributionswomens contributions

1006.31(4)(a) and1006.341.KEY WORDS:address the broadracial, ethnic,socioeconomic, andcultural diversity of the

student population

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H. HUMANITY AND COMPASSION

Portrayal of the appropriate care and treatment of people and animalsmust include compassion, sympathy, and consideration of their needs andvalues and exclude hard-core pornography and inhumane treatment.

Inclusion of compassion. When providing examples in narrativeor visuals, materials sometimes depict the care and treatment ofpeople and animals. Generally, this means showing in some way ameasure of compassion, sympathy, or consideration of their needsand feelings.

Exclusion of inhumanity. In the context of personal and familyvalues, Florida expressly prohibits material containing hard-corepornography. In addition, although the definition of inhumane

treatment can sometimes appear to be controversial, as in scienceresearch, there is general agreement that instructional materialsshould not advocate any form of inhumane treatment.

As with the evaluation of multicultural representation, it isimportant to consider the context of the subject and the age andabilities of the students.

FLORIDA STATUTES1003.42KEY WORDS:to be a responsible andrespectful person

1003.42KEY WORDS:kindness toanimals

1006.31(4)(c)KEY WORDS:

humane treatment ofpeople and animals

1006.34(2)(b)KEY WORDS:age of thechildren

1006.34(2)(b)KEY WORD:

pornography

REFERENCES FOR CONTENT FEATURES

For a complete list of references and citations, please refer to Destination:Florida ClassroomsEvaluators Handbook, or request a list ofreferences from the Department of Education, Bureau of Curriculum,Instruction, and Assessment.

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Presentation

Features of presentation affect the practical usefulness of materialsand the ease of finding and understanding content. These featuresinclude:

A. COMPREHENSIVENESS OF STUDENT AND TEACHER

RESOURCES

B. ALIGNMENT OF INSTRUCTIONAL COMPONENTS

C. ORGANIZATION OF INSTRUCTIONAL MATERIALS

READABILITY OF INSTRUCTIONAL MATERIALS

PACING OF CONTENT

EASE OF USE OF MATERIALS

The following sections describe the presentation features expectedfor each of these areas.

Resources must be complete enough to address the targeted learningoutcomes without requiring the teacher to prepare additional teachingmaterials for the course.

Materials should contain support for students in completinginstructional activities and assessments and for teachers inimplementing all of the instructional elements. A variety ofcomponents can accomplish this purpose. Typically, materials willinclude test items, study guides, outlines and strategies forteaching, media supplements, learning activities, and projects.

The major components generally expected for student and teacherresources are listed below.

A. COMPREHENSIVENESS OF STUDENT AND TEACHER RESOURCES

FLORIDA STATUTES1006.34(2)(a)KEYWORDS:suitable, usable1006.34(2)(b)KEYWORDS:the degree to which thematerial would besupplemented orexplained

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Student resources. Student materials typically include the majortext or program with text or narration, visuals, assignments, andassessments. Formats may include print, audio, visual, computer,or other media.

Effective instructional materials generally integrate the use ofreference aids (e.g., index, glossary, maps, bibliography, graphicorganizers, and pictures) with the topic being studied. Items thatguide students through materials might include clearly labeledmaterials, directions and explanations, and assignments withmenus of choices.

Review and practice activities might include participation activitiessuch as simulations, role-playing situations, investigations, andhands-on practice assignments. Review activities might includeself-checks or quizzes. Formats might include worksheets,

workbooks, journals, lab books, lab logs, charts, or maps. Feedbackmight be in the form of answer keys in student materials or inteacher materials.

Review works best as a logical extension of content, goals,objectives, and lessons, with increased similarity to real-lifesituations. Review activities should require students to recall orapply previously taught knowledge and skills. Frequent shortreviews over time or space improve learning more than aconcentrated review. Assignments and stages of small practiceimprove speed and accuracy.

Other components might include enrichment and remediationactivities, additional resources, and tests and assessment toolseither in the student materials or in the teachers guide or edition.

For the subject area of JOURNALISM and MASS MEDIA, thefollowing types of STUDENT RESOURCES are particularlyimportant because students need diverse opportunities forlayout and writing practice and oral performance reporting and personal journalsjournalistic exemplars in a variety of formats, including

electronic

audio and video models of exemplary broadcasting portfolio development of various journalistic endeavors

Teacher resources. Teacher materials typically include a teachersedition with the annotated student text and copies ofsupplementary written materials with answer keys, worksheets,

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tests, diagrams, etc., so that the teacher has to use only one guide.Publishers may make available inservice training, workshops, orconsulting services to support teachers in implementinginstructional materials. However, teachers and administrators tendto favor materials that do not require extensive training.

Support, guidelines, resources, or features such as the onesdescribed below help teachers to effectively implement materials inclassroom and school settings.

(1) Components and materials that are easy to use:

Examples include clearance, license, or agreement for

copying and use of materials; clear description and

accurate directions for use of required equipment,

facilities, resources, and environment; clearly labeled

grade, lesson, content, and other information to identify

components; correct specifications for making media andelectronic programs work effectively.

(2) Materials to support lesson planning, teaching, andlearning: Examples include overview of components and

objectives; background for lectures and discussions;

technical terminology, and reinforcement and review

strategies; scope and sequence chart for activities and

planning; sample lesson plans; suggestions for

individualized study, small-group and large-group

presentations and discussions, school-to-work activities,field or laboratory experiences, and other extension

activities; suggestions for integrating themes across the

subject area or course curriculum and forming

connections to other disciplines; suggestions for parental

and community involvement; cultural highlights to

explain and expand on the materials.

(3) Suggestions for adapting instruction for varying needs:Examples include alternative approaches to teaching,

pacing, and options for varied delivery of instructionsuch as media, tools, equipment, and emerging

technology; strategies for engaging all students, such as

open-ended questions to stimulate thinking, journals,

manipulatives, explorations, and multisensory

approaches; suggestions for addressing common student

difficulties or adapting to multiple learning styles; and

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alternative reteaching, enrichment, and remediation

strategies.

(4) Guidelines and resources on how to implement andevaluate instruction: Examples include answers to work

assignments, practice activities, and tests; possibleoutcomes of projects or research; suggestions for using

learning tasks for classroom assessment; guidelines for

alternative assessments, such as sample checklists, peer

or performance assessments, portfolios, or projects.

(5) Resources to use in classroom activities: Examplesinclude copy masters to use for displays or photocopies;

bibliographies or lists of resources and references,

including network resources; classroom management

strategies and documentation on the manageability of theentire instructional program; in-service workshop or

consultation support from the publisher.

For the subject area of JOURNALISM and MASS MEDIA, thefollowing types of TEACHER RESOURCES are particularlyimportant because they encourage teachers to move from thelecture-oriented teaching model to the teacher as coach andmentor model that encourages a variety of classroominteractions in the study and application of journalisticendeavors. These resources should facilitate the following

types of classroom instructional activities: critical response and reflective practice techniques simulation of an on-the-job journalistic work environment flexible grouping and teaching rubric use for student and peer review of j ournalistic products open-ended, cognitively challenging, questioning techniques workshop techniques.

B. ALIGNMENT OF INSTRUCTIONAL COMPONENTS FLORIDA STATUTE

1006.29(4)KEY

All components of an instructional package must align with each other, as WORDS :

well as with the curriculum. instructionalmaterials majortoolinstruction ofa subject or course

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All components of an instructional packageteachers edition andmaterials, students edition and materials, workbook,supplementary materials, and othersmust be integrated andinterdependent and must correspond with each other. For example,master copies of handouts in a teachers edition should align with

student activities or assignments. They must match in content andprogression of instructional activities.

C. ORGANIZATION OF INSTR UCTIONAL MATERIALS

F L O R I D A S T A T U T E S1006.34(2)(a)KEYWORD:usable1066.34(2)(b)KEYWORD:degree to which thematerial would besupplemented andexplained

The structure and format of materials must have enough order and clarityto allow students and teachers to access content and explicitly identifyideas and sequences.

Providing an explicit and teachable structure can double the

amount of information remembered. Clear organization allowsstudents and teachers to discriminate important pieces ofinformation through skimming, reading, or browsing.

Clear organization may be accomplished through a combination offeatures, but generally not through one feature alone.

Access to content. Some features help in searching and locatinginformation, such as a table of contents; menu or map of content;directions on how to locate information or complete assignments;an index for quick reference; goals and/or objectives, outlines, lists,or checklists for major sections; bibliographies and lists of resources;

glossaries for quick access to major terms; introductions, keyconcepts and themes, visual cues, illustrations, labeled examples,and labeled reviews or summaries.

Visible structure and format. Other at-a-glance features signal theorganization of content, such as chapter or unit titles and/orframes; headings and subheadings; typographic cues such as bold,italics or changes in size of type; divisions of content such asborders, boxes, circles, highlighting, visual signposts, icons, or colorcues; diagrams, labels, and visuals placed near the related content;and numbering of pages and other components.

Objectives or a content outline may serve a similar purpose byintroducing main ideas, providing guideposts to use in searchingfor key information, or serving as a checklist for self-assessment.

Certain types of brief narrative sections also contribute to clearorganization. For example, the statement of a clear purpose withcontent organized around main ideas, principles, concepts, and

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Visual features. Visual features that improve readability include

print that is dark and clear, with good contrast paper with clean-cut edges without glare, or computer screens

without glare margins wide enough on a page or screen to allow easy viewing

of the text

visuals that are relevant, clear, vivid, and simple enough forstudents to understand

quantity of visuals suitable for the intended studentsbothlower ability students and higher ability students tend to

require more visuals

unjustified text (ragged on the right) rather than justified (linedup on the right)

visuals that contain information in a form different from the text graphs, charts, maps, and other visual representations

integrated at their point of use

colors, size of print, spacing, quantity, and type of visualssuitable for the abilities and needs of the intended students

FLORIDA STATUTES E. PACING OF CONTENT

1006.31(e)KEYWORDS: suited to theneeds andcomprehension ofpupils at theirrespective gradelevels

1006.34(2)(a)KEYWORD: suitable

1006.34(2)(b)KEYWORDS: the age of the

children

The amount of content presented at one time or the pace at which it ispresented must be of a size or rate that allows students to perceive andunderstand it.

It is important that materials contain bite-size chunks or blocks ofinformation. The chunks should not be so large, nor the pacing sofast, as to overwhelm students. Neither should the chunks be sosmall, nor the pacing so slow, as to bore them.

In the subj ect area of JOURNALISM , pacing must take intoconsideration the broad range of journalistic areas studied.Suggestions of alternative ways to organize the content withinthe school year would be beneficial.

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F. EASE OF USE OF MATERIALS

Both print and other media formats of instructional materials must be

easy to use and replace and be durable enough for multiple uses over time.

Warranty. The actual physical and technical qualities of materialsshould match the description contained in the publisherswarranty.

Use. Materials must be designed for practical use in the classroomand school environments. They must be easy to identify and store.Teachers and students must be able to access and use the materials.Some of the factors influencing their ease of use include number ofcomponents, size of components, packaging, quality of materials,

equipment requirements, and cost to purchase or replacecomponents.

The best choice about weight, size, and number of volumesdepends on several factors, such as the organization of the content,how well separate volumes may fit time periods for instruction,and the ages of students. Technical production requirements, suchas page limits or different types of bindings, may lead to multiplevolumes.

Examples of classroom use include repeated copying ofconsumable materials and repeated use of other materials by

students over time. Students should be able to easily use thematerials and take home, in a convenient form, most of the materialthey need to learn for the course.

Technology-rich resources should work properly and run withouterror. Electronic media for student use should be encoded toprevent accidental or intentional erasure or modification. As withtextbooks, electronic media should allow students to easily accessand interact with them without extensive supervision or specialassistance.

The physical and technical qualities of materials should match withthe resources of the schools. Materials such as videos, software,CD-ROMs, Internet sites, and transparencies may serveinstructional purposes well, but have little value unless they can beimplemented with the schools equipment. Sometimes, a publisherprovides training, inservice, or consultation to help in effective useof the materials.

FLORIDA STAT UTES1006.29(4)KEY WORDS:instructionalmaterials majortoolinstruction1006.38(3)(a)KEYWORDS: specificationsof the physicalcharacteristics1006.34(2)(a)KEYWORDS: suitable, usable,desirable1006.34(2)(b)KEYWORDS: the age of thechildren1006.34(2)(b)KEYWORDS:the degree to which thematerial would besupplemented orexplained1006.38(5)KEY WORDS:notto exceed the lowestprice1006.38(6)(7)(8)(9)KEYWORDS:reduceautomaticallyfree ofchargeequal inqualitysupplementary fair use

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Durability. Students and teachers should be able to have materialsthat will be durable under conditions of expected use. For example,boxes, books, or other materials should not fall apart after normalclassroom use. The packaging and form of materials should beflexible and durable enough for multiple uses over time. Durabilityincludes considerations such as

high-quality paper, ink, binding, and cover back, joints, body block, and individual pages worry-free technology that runs properly, with easy to hear, see,

and control audio and visuals, and

the publishers guarantee for replacement conditions andagreements for reproduction needed to effectively use the

materials

Cost. Floridas Department of Education Commissioner will consider theimpact of cost in making final decisions. Cost, while not a direct factorin ease of use, influences the ease with which materials can beobtained or replaced. The impact of cost can be complex toestimate. It requires considering the number of materials availableat no additional cost with the purchase of the major program ortext, the cost over the adoption period of several years, and thenumber of free materials to support implementation. Attractivefeatures such as higher quality paper and visuals and greater use of

color may escalate cost, without enhancing learning effectiveness.

REFERENCES FOR PRESENTATION FEATURES

For a complete list of references and citations, please refer to Destination:Florida ClassroomsEvaluators Handbook, or request a list ofreferences from the Department of Education, Bureau of Curriculum,Instruction, and Assessment.

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Learning

The following features have been found to promote learning andapply to most types of learning outcomes.

A. MOTIVATIONAL STRATEGIES

B. TEACHING A FEW BIG IDEAS

C. EXPLICIT INSTR UCTION

D. GUIDANCE AND SUPPORT

E. ACTIVE PARTICIPATION

F. TARGETED INSTR UCTIONAL STR ATEGIES

G. TARGETED ASSESSMENT STRATEGIES

Instructional materials must include features to maintain learnermotivation.

Expectations. Materials should positively influence theexpectations of students. Examples include:

positive expectations for success novel tasks or other approaches to arouse curiosity meaningful tasks related to student interests, cultural

backgrounds, and developmental levels activities with relevance to the students life thought-provoking challenges such as paradoxes, dilemmas,

problems, puzzles, controversies, and questioning of traditional

ways of thinking

The following sections describe the learning features expected foreach of these priority areas.

A. MOTIVATIONAL STRATEGIES FLORIDA STATUTES1006.31(e)KEY WORDSsuited to the needs an

comprehension of pupat their respective gradlevels

1006.34(2)(a)KEYWORDS: suitable, usabldesirable

1006.34(2)(b)KEY

WORDS: the age of thechildren

1006.38(4)KEY WORDSdiagnostic, criterion-

referenced

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challenges that are neither too difficult to achieve nor so easythat students become bored

hands-on tasks in a concrete context, and images, sounds,analogies, metaphors, or humorous anecdotes

variety, including the opportunity for students to ask their ownquestions, set their own goals, and make other choices during

learning

Feedback. Materials should include informative and positivefeedback on progress. Examples include:

frequent checks on progress, including testing explanatory feedback with information about correctness of

responses, how to avoid or correct common mistakes, and/or

different approaches to use

varied forms of assessments (self-assessment, peer assessment,and some learning tasks without formal assessments)

Appearance. Materials should have an appearance generallyconsidered attractive to the intended students.

B. TEACHING A FEW BIG IDEAS

FLORIDA STATUTES1006.31(e)KEYWORDS:suitedtothe needs andcomprehension ofpupils

at their respective gradelevels

1006.34(2)(a)KEY

WORDS: suitable, usable

1006.34(2)(b)KEYWORDS: educationalpurpose

Instructional materials should thoroughly teach a few important ideas,concepts, or themes.

Focus. Thoroughly teaching a few big ideas provides focus for thelearners attention. It provides an organizing framework forintegrating new information.

Completeness. The thorough teaching of a few big ideas may focuson developing a deeper and more complete understanding of themajor themes of a discipline, the content of the subject area,relationships to other disciplines, and the thinking and learningskills required for achieving the specified learning outcomes.

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C. EXPLICIT INSTR UCTION

Instructional materials must contain clear statements of information andoutcomes.

Clarity of directions and explanations. To support success inlearning, instructional materials should include clear presentationand explanations of

purposes, goals, and expected outcomes concepts, rules, information, and terms models, examples, questions, and feedbackFor example, development of specific thinking skills requires anexplicit statement of the particular thinking skills to be learned,

along with the strategies or steps to follow. Explicit instruction forthinking skills might also involve showing examples of successfulthinking contrasted with examples of poor thinking processes.

FLORIDA STATUTES1006.31(e)KEY

WORDS: suited to theneeds andcomprehension ofpupils at their

respective gradelevels

1006.34(2)(a)KEY

WORDS: suitable,usable

1006.34(2)(b)KEYWORDS: educational

purpose

Similarly, the development of learning skills requires explicitdirections about when and how to do activities such as notetaking,outlining, paraphrasing, abstracting and analyzing, summarizing,self-coaching, memory strategies, persistence, preview andquestioning, reading and listening, reflecting, and reciting.

Exclusion of ambiguity. Instructional materials should avoid termsand phrases with ambiguous meanings, confusing directions ordescriptions, and inadequate explanations.

D. GUIDANCE AND SUPPORT

Instructional materials must include guidance and support to helpstudents safely and successfully become more independent learners andthinkers.

Level. The type of guidance and support that helps students tobecome more independent learners and thinkers is sometimes

referred to as scaffolding. Scaffolding is a solid structure of supportthat can be removed after a job has been completed. As studentsgain proficiency, support can diminish, and students can encountermore complex, life-centered problems. Information and activitiesshould provide guidance and support at the level that is neededno more and no less. Too much can squelch student interest, andtoo little can lead to failure.

FLORIDA STATUTES

1006.31(e)KEYWORDS: suited to theneeds andcomprehension ofpupils at theirrespective gradelevels

1006.34(2)(a)KEYWORDS: suitable,usable, desirable

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Guidance and support can be accomplished by a combination ofthe following features: organized routines advance organizers or models such as

0condensed outlines or overviews

1simplified views of information

(3) visual representations of new information during initial

instruction

(4) sample problems

(5) questions to focus on key ideas or important features

(6) examples of solved problems

(7) explanations of how the problems were solved

(8) examples of finished products or sample performances

(9) analogies, metaphors, or associations to compare one idea to

another prompts or hints during initial practice step-by-step instructions immediate and corrective feedback on the accuracy of

performance of each step or task, on how to learn from

mistakes, and on how to reach the correct answer

simulations with features for realistic practice opportunities for students to do research, and to organize and

communicate results

In the subject areas of JOURNALISM and MASS MEDIA, copious

models of exemplary student and professional journalists and

broadcasters work are encouraged to illustrate information

discussed throughout the instructional material

Adaptability. Guidance and support must be adaptable todevelopmental differences and various learning styles. Forexample, young children tend to understand concepts in concrete

terms and overgeneralize new concepts. Some students need moretime, some tend to be more impulsive than reflective, some havetrouble distinguishing relevant from irrelevant information, andsome have better written than spoken language skills.

Approaches for developmental differences and learning styles ofstudents, include

a variety of activities such as

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(1) structured and unstructured activities(2) independent and group work(3) teacher-directed and discovery learning(4) visual and narrative instruction(5) hands-on activities(6) open-ended activities(7) practice without extrinsic rewards or grades(8) simple, complex, concrete, and abstract examples(9) variable pacing or visual breaks

a variety of modalities for the various multiple intelligences ofstudents, such as

(1) linguistic-verbal

(2) logical-mathematical

(3) musical

(4) spatial

(5) bodily-kinesthetic

(6) interpersonal

(7) intrapersonal

E. ACTIVE PARTICIPATION OF S TUDENTS

Instructional materials must engage the physical and mental activity ofstudents during the learning process.

Assignments. Instructional materials should include organizedactivities of periodic, frequent, short assignments that are logicalextensions of content, goals, and objectives.

Student responses. Assignments should include questions andapplication activities during learning that give studentsopportunities to respond. Active participation of students can beaccomplished in a variety of ways. For example, information andactivities might require students to accomplish the types ofactivities listed below.

respond orally or in writing create visual representations (charts, graphs, diagrams, and

illustrations)

generate products generate their own questions or examples think of new situations for applying or extending what they

learn

FLORIDA STATUTES

1006.31(e)KEYWORDS: suited to the

needs andcomprehension ofpupils at theirrespective gradelevels

1006.34(2)(a)KEYWORDS: suitable,

usable, desirable

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complete discovery activities add details to big ideas or concepts from prior knowledge form their own analogies and metaphors practice lesson-related tasks, procedures, behaviors, or skills

choose from a variety of activities

F. TARGETED INSTRUCTIONAL STR ATEGIES

Instructional materials should include the strategies known to besuccessful for teaching the learning outcomes targeted in the curriculumrequirements.

Alignment. Research has documented the strategies that effectivelyteach different types of learning outcomes. The learning strategiesincluded in instructional materials should match the findings ofresearch for the targeted learning outcomes. Different types oflearning outcomes require different strategies. For example, astrategy for memorizing verbal information might be helpful, but itwould not align with the strategies required for learning a conceptor for learning how to solve a problem.

Completeness. Not only should strategies be aligned, but they also

should be complete enough to effectively teach the targetedoutcomes. For example, while the explanation of a problem-solvingmethod or model would be appropriate, other strategies alsowould be necessary in order for students to learn how to resolvedifferent types of problems.

FL O R I DA S T AT U T E S1006.31(e) K EY

W OR D S: su ited to th en eed s andco m p rehension of

pupils at th eirresp ective g radelevels

1006.34(2)(a) K EY

W OR D S: su itable,usa b le, desira b le

1006.34(2)(b ) K EY

W OR D S: th e a g e o f th ech ild ren

1003.42 K EY W O R D S:

ap pro ved m etho d s of

in stru ction

Research summary. Researchers sometimes use different terms forsome similar outcomes. For example, thinking skills andmetacognition refer to some of the same types of skills. Thefollowing alphabetical list includes terms as they have appeared inresearch, even though some terms clearly overlap with each other.

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attitudes cognitive strategies comprehension/

understanding concepts creativity critical thinking insight metacognition

motor skills multiple intelligences problem solving procedural knowledge,

principles, and rules

scientific inquiry thinking skills verbal information,

knowledge, or facts

The following section summarizes the research findings for each ofthese types of learning outcomes.

Effecti ve Teaching St rategies

To teach Attitudesfor example, learning the benefits ofreading

Explain and show consequences of choices, actions, orbehaviors.

Provide relevant human or social models that portray thedesired choices, actions, or behaviors

To teach Cognitive Strategies (learning how to learn)forexample, self-monitoring and reflecting upon the

effectiveness of the reading process selected and used

Encourage or teach (a) organizing and summarizinginformation; (b) self-questioning, self-reflection, and self-

evaluation; and (c) reference skills.

Encourage or teach when and how to use these differentskills.

To teach Comprehension/Understandingfor example,comprehending and understanding information in a reading

selection

Outline, explain, or visually show what will be learned ina simple form.

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Explain with concrete examples, metaphors, questions, orvisual representations.

Require students to relate new to previously learnedinformation.

Require students to paraphrase or summarize newinformation.

Require students to construct a visual representation ofmain ideas (map, table, diagram, etc.).

Give students opportunities to add details, explanations,or examples to basic information.

Require application of knowledge or information. To teach Conceptsfor example, learning the concepts of

figurative language, metaphors, and similes

Provide clear definition of each concept. Point out important and unimportant features or ideas. Point out examples and non-examples of the concept,

showing similarities and differences.

Include practice in classifying concepts. Include a wide range of examples in progressive

presentation of more complex examples.

Emphasize relationships between concepts. To teach Creativityfor example, exploring dif ferent types of

reading selections and sources or creating an evaluation toolto identify the impact of mood or meaning

Provide examples of creativity. Include models, metaphors, and analogies. Encourage novel approaches to situations and problems. Show and provide practice in turning a problem upside

down or inside out or changing perceptions.

Encourage brainstorming. Include questions and problems with multiple answers. Provide opportunities of ungraded, unevaluated creative

performance and behavior.

To teach Critical Thinkingfor example, differentiating factfrom opinion or determining the validity of arguments

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Create conflict or perplexity by using paradoxes,dilemmas, or other situations to challenge concepts,

beliefs, ideas, and attitudes.

Focus on how to recognize and generate proof, logic,argument, and criteria for judgments.

Include practice in detecting mistakes, false analogies,relevant v. irrelevant issues, contradictions, buggy

algorithms, and predictions.

Provide practice in drawing inferences from observationsand making predictions from limited information.

Explain and provide practice in recognizing factors thatinfluence choice and interpretations such as culture,

experience, preferences, desires, interests, and passions,

as well as systematic thinking.

Require students to explain how they form newjudgments and how and why present judgments differ

from previous ones.

To teach Insightfor example, comprehending the symbols inliterary works

Include inquiry and discovery activities. Provide challenging thinking situations with concrete

data to manipulate.

Promote careful observation, analysis, description, anddefinition.

To teach Metacognition (learning how to think)for example,rereading and self-correcting

Explain different types of thinking strategies and when touse them.

Encourage self-evaluation and reflection. Include questions to get students to wonder why they are

doing what they are doing.

Guide students in how to do systematic inquiry, detectflaws in thinking, and adjust patterns of thinking.

To teach Motor Skillsfor example, writing legibly or usingelectronic tools proficiently

Provide a mental and physical model of desiredperformance.

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Provide practice with kinesthetic and corrective feedback(coaching).

To teach Multiple Intelligencesfor example, retelling vs.rewriting or learning certain rhythms

Verbal-linguistic dimension focuses on reasoning withlanguage, rhythms, and inflections, such as determining

meaning and order of words (stories, readings, humor,

rhyme, and song).

Logical-mathematical dimension focuses on reasoningwith patterns and strings of symbols (pattern blocks,

activities to form numbers and letters).

Musical dimension focuses on appreciation andproduction of musical pitch, melody, and tone.

Spatial dimension focuses on activities of perceiving andtransforming perceptions.

Bodily kinesthetic dimension focuses on use and controlof body and objects.

Interpersonal dimension focuses on sensing needs,thoughts, and feelings of others.

Intrapersonal dimension focuses on recognizing andresponding to ones own needs, thoughts, and feelings.

To teach Problem Solvingfor example, forming predictions,inferences, logical endings, or conclusions

Assure student readiness by diagnosing andstrengthening related concept, rule, and decision-making

skills.

Provide broad problem-solving methods and models. Include practice in solving different types of problems. Begin with highly structured problems and then

gradually move to less structured ones.

Use questions to guide thinking about problemcomponents, goals, and issues.

Provide guidance in observing and gatheringinformation, asking appropriate questions, and

generating solutions.

Include practice in finding trouble, inequities,contradictions, or difficulties and in reframing problems.

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Include drill and practice to improve speed, consistency,and ease of using problem-solving steps.

To teach Procedural Knowledge, Principles, and Rulesforexample, determining when and how to use alphabetical and

numerical systems for organizing information Define context, problems, situations, or goals for which

procedures are appropriate.

Explain reasons that procedures work for different typesof situations.

Define proceduresprocedures include rules, principles,and/or steps.

Provide vocabulary and concepts related to procedures. Demonstrate step-by-step application of procedures. Explain steps as they are applied. Include practice in applying procedures.

To teach Scientific Inquiryfor example, transferringinformation gathered and recorded into a formal presentation

Explain process and methods of scientific inquiry. Explain and provide examples of (a) typical solution

procedures, (b) how to form hypotheses, (c) how to

speculate, and (d) how to identify and interpret

consequences.

Encourage independent thinking and avoidance of deadends or simplistic answers.

Require students to explain experiences with inquiryactivities and results of inquiry activities.

To teach Thinking Skills (also refer to critical thinking andmetacognitive skills)for example, comparing and contrasting

ideas

Introduce different types of thinking strategies. Explain context or conditions of applying different

strategies. Provide definitions, steps, and lists to use in strategies. Include examples of different types of thinking strategies,

including how to think with open-mindedness,

responsibility, and accuracy.

Emphasize persisting when answers are not apparent.

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Provide practice in applying, transferring, andelaborating on thinking strategies.

Integrate metacognitive, critical, and creative-thinkingskills.

To teach Verbal Information, Knowledge, or Factsfor example,new vocabulary or labels

Provide a meaningful context to link new informationand past and/or future knowledge.

Organize information into coherent groups or themes. Use devices to improve memory such as mnemonic

patterns, maps, charts, comparisons, groupings,

highlighting of key words or first letters, visual images,

and rhymes.

Include some overlearning and mastery through practicein rehearsal, recall, or restatement of information (refer tocomprehension).

Point out parts, main ideas, pattern, or relationshipswithin information or sets of facts.

For the subject areas of JOURNALISM and MASS

MEDIA, reading about and writing/creating

journalistic products should be a dynamic and

interactive process including the following

opportunities:

opportunities for authentic classroom discourse opportunities for students to think of new situations

for applying or extending what they have studied and

learned about journalistic features and modes

opportunities for students to create products in avariety of ways for a variety of audiences

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G. TARGETED ASSESSMENT STRATEGIES

Instructional materials should include assessment strategies that areknown to be successful in determining how well students have achievedthe targeted learning outcomes.

Alignment. The assessment strategies should match the learnerperformance requirements for the types of learning outcomes thathave been targeted for the subject matter, course, or coursecategory. Different strategies are appropriate for assessing differenttypes of learning outcomes. For example, a strategy for testing theacquisition of verbal information would not match therequirements for testing whether or not a student has learned aconcept or learned how to solve a problem.

The term assessment, as used in this section, refers to testing orother strategies that assess student progress as a result of learningactivities. The results of such assessment provide information aboutwhere to strengthen instruction. But it is very important to ask theright questions. If the type of question matches the type of learningoutcome, then students and teachers have relevant informationabout learning progress.

Completeness. In addition to including assessment strategies thatalign with the performance requirements of the targeted learningoutcomes, the strategies should be complete enough to effectively

assess the learners performance requirements required by thetargeted learner outcomes. For example, a test item that requiresthe student to state a rule does not assess whether or not thestudent knows how to use the rule.

Research summary. The research summary for effective assessmentstrategies for different types of learning outcomes follows the samealphabetical sequence as the previous section.

Effective Assessment Strategies

To assess Attitudes: Provide various situations. Require choices about behaviors.

To assess Cognitive Strategies: Provide learning tasks.

FLORIDA STATUTES1006.31(e)KEY WORDS:

suited to the needs andcomprehension ofpupils at theirrespective grade levels

1006.34(2)(a)KEYWORDS: suitable, usabledesirable

1006.34(2)(b)KEYWORDS: the age of thechildren

1006.38(4)KEY WORDS:

diagnostic, criterion-

referenced

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Require students to choose good strategies for learningand/or to learn new materials without teacher guidance.

Require students to discuss and explain methods usedfor various learning tasks.

To assess Comprehension/Understanding: Provide topic. Require summary or restatement of information. Provide new context. Require application of information. Provide several statements using words different from

the initial teaching.

Require identification of the correct meaning. To assess Concepts:

Provide new examples and non-examples. Require identification or classification into the correct

categories.

To assess Creativity: Provide new problems to turn upside down, study, or

resolvethese could be puzzles, dance performances,

drama performances, or products to create.

Require products or solutions to fit within the particularfunctions and resources.

Provide situations requiring novel approaches. To assess Critical Thinking:

Require students to evaluate information or results. Require the use of analysis and research.

To assess Insight: Provide situations for inquiry and discovery. Provide situations for manipulation.

To assess Metacognition (learning how to think): Provide different situations or problems. Require students to identify types of thinking strategies

to analyze and evaluate their own thinking.

To assess Multiple Intelligences: Provide situations in the modality that is targeted, e.g.,

verbal-linguistic, musical, or other modality.

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Provide situations in several modalities, to allow choice Require performance in the targeted or chosen

modalities.

To assess Motor Skills: Provide situations and resources for performance of the

skill.

Include checklist for evaluation. To assess Problem Solving:

Require students to choose types of problem-solvingstrategies for different situations.

Require solutions to structured and unstructured, simpleand complex problems.

To assess Procedural Knowledge, Principles, and Rules: Provide situations that require students to recognize the

correct use of procedures, principles, or rules with

routine problems.

Require students to state procedures, principles, or rules. Require students to choose which ones to apply in

different situations.

Provide situations that require students to demonstratethe correct use of procedures, principles, or rules withroutine problems.

To assess Scientific Inquiry: Provide situations or problems that require speculation,

inquiry, and hypothesis formation.

Provide research, hands-on activity, and conclusions. To assess Thinking Skills (also refer to critical thinking and

metacognitive skills):

Require students to summarize different types ofthinking strategies.

Provide situations that require students to choose thebest type of thinking strategy to use.

Require students to detect instances of open- v. closed-mindedness.

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Require students to detect instances of responsible v.irresponsible and accurate v. inaccurate applications of

thinking strategies.

Provide situations that require the student's persistencein order to discover or analyze information to obtainanswers to specific questions.

Require students to apply specific thinking strategies todifferent real-world situations.

To assess Verbal Information, Knowledge, or Facts: Require students to recall information. Require students to restate information.

For the subject areas of JOURNALISM and MASS MEDIA, it isimportant to use a variety of methods of assessment. Also, thefollowing guidance regarding assessment is important:

For journalism study to be dynamic and interactive,assessment must take place as an ongoing part of theinstruction and learning process.

Informal assessments, particularly teacher observation, arepowerful forms of assessment.

Particularly in a product-oriented course such as ofjournalism, students need to be able to learn from theirmistakes without being penalized, especially during theinitial stages of new instruction.

REFERENCES FOR LEARNING FEATURES

For a complete list of references and citations, please refer to Destination:

Florida ClassroomsEvaluators Handbook, or request a list ofreferences from the Department of Education, Bureau of Curriculum,Instruction, and Assessment.

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STATE COMMI TTEE EVALUATI ON FORM

DIRECTIONS: Use this form along with the criteria in the instructional materials specifications to independently

review each submission.

As part of your independent review for each of the criteria, rate and comment on how well the submission satisfies

the requirements. Possible ratings are as follows: THOROUGHLY, HIGHLY, ADEQUATELY, MINIMALLY,or NOT AT ALL .

At your state committee meeting, you will discuss your review and agree on the summary of RATINGS, COMMENTS,

and the OVERALL EVALUATION for each submission. Your committee will then VOTE for or against adoption and

will make suggestions for notations to include in the Florida Catalog of Instructional Materials. Your committees

decisions will appear on one Committee Consensus Questionnaire.

IDENTIFICATION OF SUBMISSION

Subject Area Committee

Course for Which Recommended

Name of Publisher

Title of Submission

X CONTENT

A. ALIGNMENT WITH CURRICULUM REQUIREMENTSContent aligns with the states standards for the subject, grade level, and learning outcomes.

THOROUGHLY HIGHLY ADEQUATELY MINIMALLY NOT AT ALL

What COMMENTS, if any, do you have about the strengths or concerns for the following issues? (Please give specific

examples with page numbers. Extra space for notations is provided on page 8.)

V CORRELATIONS_________________________________________________________________________________

V SCOPE__________________________________________________________________________________________

V COMPLETENESS ________________________________________________________________________________

B. LEVEL OF TREATMENT OF CONTENTThe level of complexity or difficulty of content is appropriate for the standards, student abilities and

grade level, and time periods allowed for teaching.




V OBJECTIVES_____________________________________________________________________________________

V STUDENTS_______________________________________________________________________________________

V TIME____________________________________________________________________________________________

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C. EXPERTISE FOR CONTENT DEVELOPMENT

Expertise in the content area and in education of the intended students is reflected in the authors,

reviewers, and sources that contributed to development of the materials.




V AUTHORSHIP____________________________________________________________________________________

V SOURCES _______________________________________________________________________________________

D. ACCURACY OF CONTENTContent is accurate in historical context and contemporary facts and concepts.




V OBJECTIVITY___________________________________________________________________________________

V REPRESENTATIVENESS__________________________________________________________________________

V CORRECTNESS__________________________________________________________________________________

E. CURRENTNESS OF CONTENTContent is up-to-date for the academic discipline and the context in which the content is presented.




V DATES OR EDITIONS_____________________________________________________________________________

V CONTEXT_______________________________________________________________________________________

V INFORMATION___________________________________________________________________________________

F. AUTHENTICITY OF CONTENTContent includes problem-centered connections to life in a context that is meaningful to students.




V LIFE CONNECTIONS______________________________________________________________________________

V INTERDISCIPLINARY TREATMENT_________________________________________________________________



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G. MULTICULTURAL REPRESENTATIONPortrayal of gender, ethnicity, age, work situations, and social groups includes multicultural fairness

and advocacy.




V MULTICULTURAL FAIRNESS______________________________________________________________________

V MULTICULTURAL ADVOCACY____________________________________________________________________

H. HUMANITY AND COMPASSIONPortrayal of the appropriate care and treatment of people and animals includes compassion,

sympathy, and consideration of their needs and values and excludes hard-core pornography and

inhumane treatment.


What COMMENTS, if any, do you have about the strengths or concerns for the following issues? (Please give specificexamples with page numbers. Extra space for notations is provided on page 8.)

V INCLUSION OF COMPASSION______________________________________________________________________

V EXCLUSION OF INHUMANITY _____________________________________________________________________

SUMMARY A NALY SIS FOR CONTENT

In general, how well does the submission satisfy CONTENTrequirements? THOROUGHLY HIGHLY ADEQUATELY MINIMALLY NOT AT ALL

XPRESENTATIONA. COMPREHENSIVENESS OF STUDENT AND TEACHER RESOURCES

Resources are complete enough to address the targeted learning outcomes without requiring the

teacher to prepare additional teaching materials for the course.




V STUDENT RESOURCES___________________________________________________________________________

V TEACHER RESOURCES___________________________________________________________________________



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B. ALIGNMENT OF INSTRUCTIONAL COMPONENTSAll components of an instructional package align with each other, as well as with the curriculum.


What COMMENTS, if any, do you have about the strengths or concerns for the following issue? (Please give specific


V ALIGNMENT_____________________________________________________________________________________

C. ORGANIZATION OF INSTRUCTIONAL MATERIALS

The structure and format of materials have enough order and clarity to allow students and teachers to

access content and explicitly identify ideas and sequences.




V ACCESS TO CONTENT____________________________________________________________________________

V VISIBLE STRUCTURE AND FORMAT_______________________________________________________________

V LOGICAL ORGANIZATION________________________________________________________________________

D. READABILITY OF INSTRUCTIONAL MATERIALSNarrative and visuals will engage students in reading or listening as well as understanding of the

content.




V LANGUAGE STYLE_______________________________________________________________________________

V VISUAL FEATURES_______________________________________________________________________________

E. PACING OF CONTENTThe amount or content presented at one time or the pace at which it is presented is of a size or rate

that allows students to perceive and understand it.


What COMMENTS, if any, do you have about the strengths or concerns for the following issue? (Please give specific


V PACING________________________________________________________________________________________



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F. EASE OF USE OF MATERIALSBoth print and other media formats of instructional materials are easy to use and replace and are

durable enough for multiple uses over time.




V WARRANTY_____________________________________________________________________________________

V USE_____________________________________________________________________________________________

V DURABILITY_____________________________________________________________________________________

SUMMARY ANAL YSIS FOR PRESENTAT ION

In general, how well does the submission satisfy PRESENTATIONrequirements? THOROUGHLY HIGHLY ADEQUATELY MINIMALLY NOT AT ALL

X LEARNINGA. MOTIVATIONAL STRATEGIES

Instructional materials include features to maintain learner motivation.




V EXPECTATIONS__________________________________________________________________________________

V FEEDBACK______________________________________________________________________________________

V APPEARANCE____________________________________________________________________________________

B. TEACHING A FEW BIG IDEASInstructional materials thoroughly teach a few important ideas, concepts, or themes.




V FOCUS__________________________________________________________________________________________

V COMPLETENESS_________________________________________________________________________________



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C. EXPLICIT INSTRUCTION

Instructional materials contain clear statements of information and outcomes.




V CLARITY OF DIRECTIONS AND EXPLANATIONS____________________________________________________

V EXCLUSIONS OF AMBIGUITY_____________________________________________________________________

D. GUIDANCE AND SUPPORTInstructional materials include guidance and support to help students safely and successfully become

more independent learners and thinkers.




V LEVEL__________________________________________________________________________________________

V ADAPTABILITY__________________________________________________________________________________

E. ACTIVE PARTICIPATION OF STUDENTSInstructional materials will engage the physical and mental activity of students during the learning

process.




V ASSIGNMENTS___________________________________________________________________________________

V STUDENT RESPONSES____________________________________________________________________________

F. TARGETED INSTRUCTIONAL STRATEGIES Instructional materials include the strategies known to be successful for teaching the learning

outcomes targeted in the curriculum requirements.




V ALIGNMENT_____________________________________________________________________________________

V COMPLETENESS_________________________________________________________________________________



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G. TARGETED ASSESSMENT STRATEGIESInstructional materials include assessment strategies known to be successful in determining how well

students have achieved learning outcomes targeted in the curriculum requirements.




V ALIGNMENT_____________________________________________________________________________________

V COMPLETENESS_________________________________________________________________________________

SUMMARY AN ALYSIS FOR LEARNING

In general, how well does the submission satisfy LEARNINGrequirements? THOROUGHLY HIGHLY ADEQUATELY MINIMALLY NOT AT ALL

OVERALL EVALUATION 1. If given responsibility for teaching the course, would you choose these materials for classroom use?

qYES qNO2. What notations do you think should be included in the Catalog?

___________________________________________________ __________________________

Committee Member Signature Date



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APPENDIX A

Floridas Curriculum Requirements

COURSE DESCRIPTION - GRADES 6-8

Subj ect Area: Language ArtsCourse Title: M/J Journalism 1

Basic Assumptions for Language Arts Education:

Reading, writing, speaking, listening, and viewing competencies are integratedthroughout students learning experiences.

Benchmarks for the Sunshine State Standards are repeated as needed in coursesequences. As students progress from one course to the next, increases shouldoccur in the complexity of materials and tasks and in the studentsindependence in the application of skills and strategies.

Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language

arts.

A. Maj or Concepts/Content. The purpose of this course is to enable studentsto develop basic skills in the production of print or electronic journalisticmedia.

The content should include, but not be limited to, the following:- varied print and electronic journalistic media - information-gathering and organizational techniques- writing and editing techniques- production techniques- history of journalism- analysis of journalistic mediaThis course shall integrate the Goal 3 Student Performance Standards of theFlorida System of School Improvement and Accountability as appropriateto the content and processes of the subject matter. See Department ofEducation website. www. firn.edu/doe/

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B. Special Note. Hands-on activities are integral to this course. This coursemay require students to participate in activities beyond the school day.

The content of this one-year course may be adjusted to accommodate ashorter schedule such as a wheel or one-semester course.

C. Course Requirements. These requirements include, but are not limited to,the benchmarks from the Sunshine State Standards that are most relevant tothis course. Benchmarks correlated with a specific course requirement mayalso be addressed by other course requirements as appropriate. Thebenchmarks printed in regular type are required for this course. Theportions printed in italic ty pe are not required for this course. Some

requirements in this course are not addressed in the Sunshine StateStandards.

After successfully completing this course, the student will:

1. Demonstrate awareness of the similarities and differences invaried types of journalistic media (e.g., electronic media, photos,videos, periodicals) and their targeted audiences.

2. Demonstrate knowledge of basic techniques used in j ournalismfor gathering and organizing information.

LA.B.1.3.1 organize information before writing according to thetype and purpose of writing.

LA.B.2.3.4 use electronic technology including databases andsoftware to gather information and communicate newknowledge.

3. Demonstrate knowledge of basic writing and editing techniques.LA.B.1.3.2 draft and revise writing that

is focused, purposeful, and reflects insight into thewriting situation;

conveys a sense of completeness and wholenesswith adherence to the main idea;

has an organizational pattern that provides for alogical progression of ideas;

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has support that is substantial, specific, relevant,concrete, and/or illustrative;

demonstrates a commitment to and an involvementwith the subject;

has clarity in presentation of ideas; uses creative writing strategies appropriate to the

purpose of the paper;

demonstrates a command of language (wordchoice) with freshness of expression;

has varied sentence structure and sentences that arecomplete except when fragments are usedpurposefully; and

has few, if any, convention errors in mechanics,usage, and punctuation.

LA.B.1.3.3 produce final documents that have been edited for correct spelling;

correct punctuation, including commas, colons, andsemicolons;

correct capitalization;

effective sentence structure;

correct common usage, including subject/verb agreement,common noun/pronoun agreement, common possessiveforms, and with a variety of sentence structures, includingparallel structure; and

correct formatting.

LA.B.2.3.3 select and use appropriate formats for writing,including narrative, persuasive, and expository formatsaccording to the intended audience, purpose, andoccasion.

4. Demonstrate use of basic production techniques suited tospecified journalistic media (e.g., newspapers, magazines,electronic media, photojournalism).

LA.D.2.3.2 use literary devices and techniques in thecomprehension and creation of written, oral, and visualcommunications.

LA.D.2.3.4 understand how the multiple media tools of graphics,pictures, color, motion, and music can enhancecommunication in television, film, radio, andadvertising.

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5. Demonstrate awareness of the history of journalism, includinglaws, ethics, and developments related to specified media.

LA.D.2.3.6 understand specific ways that mass media canpotentially enhance or manipulate information.

LA.D.2.3.7 understand that laws exist that govern what can andcannot be done with mass media.

6. Analyze a variety of journalistic documents or electronic media.

LA.E.2.3.1 understand how character and plot development, point ofview, and tone are used in various selections tosupport a central conflict or story line.

LA.E.2.3.4 know ways in which literature reflects the diversevoices of people from various backgrounds.

LA.E.2.3.8 know how a literary selection can expand or enrichpersonal viewpoints or experiences.

COURSE DESCRIPTION - GRADES 6-8

Subject Area: Language Arts

Course Title: M/J Journalism 2

Basic Assumptions for Language Arts Education:

Reading, writing, speaking, listening, and viewing competencies are integratedthroughout students learning experiences.

Benchmarks for the Sunshine State Standards are repeated as needed in coursesequences. As students progress from one course to the next, increases shouldoccur in the complexity of materials and tasks and in the studentsindependence in the application of skills and strategies.

Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language

arts.

A. Maj or Concepts/Content. The purpose of this course is to enable studentsto develop intermediate-level skills in the production of print or electronicjournalistic media.

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The content should include, but not be limited to, the following:

- varied print and electronic journalistic media

- information-gathering and organizational techniques

- writing and editing techniques- production techniques

- history of journalism- analysis and evaluation of journalistic media

This course shall integrate the Goal 3 Student Performance Standards of theFlorida System of School Improvement and Accountability as appropriateto the content and processes of the subject matter. See Department ofEducation website. www.firn.edu/doe/doe

B. Special Note. Hands-on activities are integral to this course. This coursemay require students to participate in activities beyond the school day.

The content of this one-year course may be adjusted to accommodate ashorter schedule such as a wheel or one-semester course.

C. Course Requirements. These requirements include, but are not limited to,the benchmarks from the Sunshine State Standards that are most relevant tothis course. Benchmarks correlated with a specific course requirement mayalso be addressed by other course requirements as appropriate. The

benchmarks printed in regular type are required for this course. Theportions printed in italic ty pe are not required for this course. Somerequirements in this course are not addressed in the Sunshine StateStandards.

After successfully completing this course, the student will:

1. Demonstrate

florida’s instructional materials

Documents