Benefits of an Integrated Curriculum

Benefits of an Integrated Curriculum OVERVIEW Integrated curriculum is about making significant connections between subjects or skills that are usually addressing several different subject areas integrating curriculum can also improve learning experiences. An integrated approach to learning is designed to focus learning within the curriculum, setting perimeters and establishes the continuity of learning across the years and levels. Queensland Studies Authority documents contain the content and achievement standards for teachers to exercise within their classrooms, promoting student learning. The planning matrix lesson series relates to learners between year 1 3 as it is a can be integrated to curriculum. It also addresses the learning essentials, objectives, and values, applying differentiation, modifications, outcomes and scope and sequence. This integrated matrix relates to school because in health and nutrition plays a large role within todays society. The issue of health is recognised as an important concern over the last s everal decades. Nutrition is the focal point of health and well-being. Nutrition is related to human development, production and ultimately to the growth. We will discover how the following scenario relates to integrating matrix of being healthy. Consider the skills and knowledge necessary to understand how to eat nutritiously and become healthy citizens. There are some fundamental things that must be know and be able to do. How do you know the difference between nutritional and junk foods? The ability to decide what nutritional choices are available is crucial to being healthy. To choose the correct amount of food that incorporate the food groups. Therefore, given real-life situations make it relevant for the learner focusing on skills that can be used later on in life. The purpose of integrating curriculums is to build the knowledge, skills, creativity, physical, social and intellectual capabilities, as well as strengthening their emotional well-being. As part of the whole, schools play a role in teaching values of being healthy citizens. The citizen role descriptors are designed to be applied across year levels. These descriptors provide students, teachers and parents with a shared understanding of the roles within and across school contexts. (Education Queensland, 2010) Integrated learning contributes to promoting effective healthy practices. Therefore, this integrated lesson matrix promotes health and nutrition by ensuring that children understand that personal identity and relationships are important elements of a persons growth and development, and can demonstrate appropriate skills and strategies to enhance relationships, participate in groups and maintain a sense of healthy self-esteem. Also understands health of individuals, families and communities, and can take actions to promote the health. Along with understanding that active participation in physical activity contributes to a sense of wellbeing, community and social co nnectedness, and can critically evaluate the social and cultural influences that shape behaviours, routines and perceptions of the body. Department of Education and Training, (2008) .framework document states All state schools will provide a curriculum to maximise the capacity of all students to exit from schooling with the capabilities and values to be active and responsible citizens. (Education Queensland, 2010) Informed citizens can apply their learning skills and knowledge, Curriculum refers to everything a school does to support learners learning, and the knowledge and skills acquired by students. Integrating the curriculum maximises the learning experiences engages all students with diverse learning abilities, and challenging learning experiences. This planning matrix has applied the essential learning which describes what students are expected to know and cover the knowledge, skills and other attributes to learning. All schools will build their curriculum around the essential learnings and help students master them. (Education Queensland, 2010). The essential learning practices around Queenslands eight Key Learning Areas; these are The Arts, English, Health and Physical Education, Languages other than English, Mathematics, Science, Studies of Society and Environment, and Technology. The integrated curriculum matrix lesson are used identify those aspects of the essential learnings. The learning descriptions provided in Scope and Sequence Years 1-9 unpack or scaffold the Essential Learnings and support teachers to understand the curriculum (Education Queensland, 2010). These objective or outcomes relate cognitive domains of learning how students can perform or achieve in the areas of knowledge, comprehension, application, analysis synthesis and evaluation. Outcomes or objectives align with the curriculum focusing on the students learning, by evaluating a learners progress. Theses play a part in the affective domains of receiving, responding, valuing, organisation and classification. This evaluation relates to the framework on student learning. Outcomes promote the development of a deeper knowledge, understanding, which build on skills and values. The focus on expected learning sets the conditions for teachers to exercise their professional expertise and judgment about how best to promote student learning. (Queensland Studies Authority, 2010) The objectives describe what the student does as a result of the learning opportunities and environments that the teacher presents to them. Hence, they describe the result of the learning process. The objective s are what you want to learners to know or learn, what they are able to do, what resources they will have with each lesson, what connections will students make within their community and how will they demonstrate their learning. Both objectives and outcomes comprise the broader overall achievement within scope and sequence of learning. The learning descriptions that make up the sequences are student-centred. This means that they describe what the student should be able to do as a result of the learning opportunities and environments created and presented to them by the teacher. (Education Queensland, 2010). In todays classrooms as teachers we need to know that learners come to the classroom with a variety of experiences and different skills for learning, and that the lesson plans have to ensure that all the needs of learning is meet Hence, the matrix shows an area of diversity, which it may be required to add support of a lesson or to enhance the lesson for gifted learners, Therefore, a lesson can be adapted to suit the needs of some learners. The modifications or extensions of the lesson do not change the learners outcome. The learning of all students is one that recognises and celebrates diversity and engages all students in intellectually challenging learning experiences. (Education Queensland, 2010) The approach of values in education is utilised to enrich students intellectually, physically, socially, morally, spiritually and artistically. Therefore, allowing growth to react constructively and positively to a range of challenges. Any explicit and/or implicit school-based activity which promotes student understanding and knowledge of values, and which develops the skills and dispositions of students so they can enact particular values as individuals and as members of the wider community. (Australian Government Department of Education, 2005) All schools provide values that are designed and organized to the framework policy Teachers educate learners these values by using the following guided principles. Helping students understand and apply values, purpose of schooling, values of the school community, whole school environment safe and supportive learning environment, a curriculum which meets individual needs of students. Each individual school adds other values relating to its own environment or community. The main values learners are Care and Compassion, Doing your best, Fair Go, Freedom, Honesty and Trustworthiness, Integrity Respect Responsibility and Understanding, Tolerance and Inclusion. (National Framework of Values Australian Department of Education, 2005) Assessment provides the learners a chance to demonstrate the extent and deepness of their learning. Assessment plays a large role with the curriculum framework; it is an ongoing process in a classroom environment. It gathers evident and information to determine what a learner knows, and understands. Through implementation of the Queensland Curriculum, Assessment and Reporting Framework, teachers will collect evidence of students achievements. (Education Queensland, 2010) Some lesson plans dont necessarily need an assessment, but it should have some sort of evaluation or reflection of that lesson to ensure that objectives or outcomes were reached. In conclusion an integrated matrix requires several factors for organising the content. As teachers we need to consider outcomes, objectives, diversity within the class environment, assessments, and the lesson content itself, what value should be promoted, and which key learning area is best for the lesson outline.. For teaching requires a variety of methods; such organisation involves integration, sequences and focus. (Brady L : Kenndy, 2007) The advantages of an integrated curriculum, can lead to better opportunity for creative teaching and learning activities, time to provide for individual diversity and more opportunity for teacher planning and supportive evaluation, providing strong value foundations, preparing learners for life success through their learning and education. Topics are selected to develop significant understanding and activities are designed to develop planned understandings the integrated matrix unites with the key learning areas of the curriculum. It involves s tudents learning so that they develop and consolidate the required knowledge and skills to meet the anticipated future demands of work and citizenship. (Education Queensland, 2010) As a result the integration of learning is designed to focus learning within the curriculum, integrated curriculum is usually delivered with strategies such as active learning, experiential earning, problem solving, and real-life contexts. References Australian Government Department of Education. (2005). National Framework For Values in Australian Schools. Retrieved April 24, 2010, from Values Education in Australian Schools: http://www.curriculum.edu.au/verve/_resources/Framework_PDF_version_for_the_web.pdf Brady L : Kenndy, K. (2007). Cirriculum Construction (3rd ed.). Pearson Education Australia. Davies, A. Cameron,C. Politano, C.. (n.d). Making themes work. Canada: Peguis Publishers Limited. Department of Education and Training. (2008). Department of Education and Training. Retrieved March 10, 2010, from P-12 Curriculum Framework: http://education.qld.gov.au/curriculum/framework/p-12/index.html Education Queensland. (2010). Education Queensland Teaching and Learning. Retrieved April 24, 2010, from Tommorrow Citizens: http://www.learningplace.com.au/deliver/content.asp?pid=45266 Marsh, C. (2001). Key Concepts for understanding cirriculum 2. London: RoutledgeFalmer.

The Autobiography of Benjamin Franklin-Response Paper

Running head: PATH TO AUTO-IMPROVEMENT 1 The Autobiography of Benjamin Franklin: The Path to the Auto-improvement Luis A. Cruz Prof. Jerry Wallace HIST 1301 University of Texas at El Paso PATH TO AUTO-IMPROVEMENT 2 The Autobiography of Benjamin Franklin: The Path to the Auto-improvement The main reason that Franklin had to write his autobiography was to show how to live the life in a better way, at least in Franklin? experience. Franklin added two letters that eventually convinced him to finish his project of writing his autobiography. The letters (one from Mr. Able James and the other from Mr. Benjamin Vaughan) said to Franklin about the importance that had others would know about his life. Actually this book was not destined to talk about his role during the American Revolution. In fact, this book is about a way to get a life of excellence. During his autobiography Franklin remarked the facts that he thought more relevant for the auto-betterment.The main factors that I like were: the importance of reading, the education that Franklin? s father gave him and the accepting mistakes. During four parts of the autobiography, Franklin talked about how the books make him better. Franklin? s love for the books during his childhood was very important for his success. It is easier to acquire knowledge from books if you like reading than if it is just done as a task. His abilities for reading grew enough to develop his writing. At the time Franklin had developed reading (to gain knowledge) and writing (to transmit it) he is converted in a respectable man.In the most part of his life, due his knowledge, Franklin was very helpful in the development of the town where he lived. Also, with reading, Franklin reshaped his life style. For example, just consuming vegetables (sometimes ate fish), or just drinking water and nothing of beer although others laughed of it. Maybe getting a healthy life helped to the long life of Franklin. PATH TO AUTO-IMPROVEMENT 3 Next, Franklin? s father was too important in his development as person.I think the most important fact was when Franklin stole some quarry stones for a wharf. But when his father took notice of this, he taught to Franklin that when something bad is done to accomplish anything, then this does not worth it. Also, Franklin during his childhood and youth notice the importance of knowledge. Franklin saw his father as a respected man due his impartiality and capacity to solve problems. This example became a model to live in society for Franklin. Finally, Franklin showed the significance of accepting mistakes.Franklin said that he committed a very big mistake when he loses contact with Miss Read. At the time he returned from England, he married with Miss Read. Franklin believed that left her in the past was a big mistake because when they are married, they became happier. Also, accepting mistakes meant for Franklin the happiness. When he took notice that he could not be perfect, then just does not live mo re under pressure to reach perfection. This did not mean leave his life style. In conclusion, I think this is a very helpful book.Actually I believed that it would be more engaged with American history, but eventually, the lessons were very interesting like the importance of reading, the thirteen virtues, or working for the community. On the other hand, I think that the book is very hard to read due the differences and useless of some words, it is necessary a dictionary. Also, the way to write an autobiography is not the better. I remembered had read The Autobiography of Malcolm X, and this had a better sequence. Although this book was not made as a history resource, it helps to know the way of life in this era.

Intrapreneuship-Global

Slide: Many big companies had benefitted from the ideas of their employees that not just bringing innovation but adding to its revenue stream. Several global cases have been renowned especially to big companies’ history on how their respective intrapreneurs made the business to be the pioneer of a certain business idea. 1. Most renowned â€Å"Skunk Works† 2. Spencer Silver and Art Fry’s development of post-it notes at 3 M company Modern Day 1. Steve Jobs and a group of 20 Apple Computer engineers created the Macintosh computer 2. Intel's core chip-making business. . Google 4. Microsoft 5. Sony playstation I. Global Case Intrapreneurs take existing businesses and transform them. Whereas an entrepreneur would take an idea and build a business around it, an intrapreneur takes an existing business and branches it out into uncharted waters. In a September 1985 Newsweek article, Steve Jobs was quoted as saying, â€Å"The Macintosh team was what is commonly known as in trapreneurship; only a few years before the term was coined—a group of people going, in essence, back to the garage, but in a large company. (http://infospace. ischool. syr. edu/2012/06/25/intrapreneurship-what-who-and-why-its-important/) Intrapreneurship is being practiced in a corporate management style that integrates risk-taking and innovation approaches, as well as the reward and motivational techniques that are more traditionally thought of as being the province of entrepreneurship. Many big companies had benefitted from the ideas of their employees that not just bringing innovation but adding to its revenue stream.Several global cases have been renowned especially to big companies’ history on how their respective intrapreneurs made the business to be the pioneer of a certain business idea. I. Global Case * Skunk Works is an official alias for Lockheed Martin’s Advanced Development Programs (ADP), formerly called Lockheed Advanced Development Projects. Thi s working group within the well-known defense manufacturer has been responsible for the development of numerous cutting edge aircraft and other innovations since 1943, when it was established to work on secret projects for the United States Air Force.In some companies, a working group of intrapreneurs may be referred to as a â€Å"skunkworks project† in reference to Lockheed's famous subdivision. (http://www. wisegeek. com/what-is-an-intrapreneur. htm#did-you-know) Skunk Works is responsible for a number of famous aircraft designs, including the U-2, the SR-71 Blackbird, the F-117 Nighthawk, and the F-22 Raptor. Currently its largest officially known project is the F-35 Lightning II, which will be used in the air forces of several countries.Skunk works devoted their work revolutionary projects outside of the company’s * Spencer Silver and Art Fry’s development of post-it notes at 3m is also an impressive example of intrapreneurship. Way back in when a 3m employe e couldn't keep his hymns marked properly in his church choir book. After attempting various methods, he decided he'd try using some non-permanent adhesive that was available at his workplace. By placing this adhesive on the back of his markers, he found he could keep them secured in place and then easily peel them off when he was done.Modern day * Intel also has a tradition of implementing intrapreneurship. Intel established an in-house â€Å"new business initiative† in 1998 to bootstrap new businesses that employees propose, regardless of whether the concepts had anything to do with Intel's core chip-making business. In contrast to a venture capital program that Intel has had in place for a decade, the new business initiative provides financing for businesses that the company's own employees start. The idea for the whole thing came from our employees, who kept telling us they wanted to do entrepreneurial things,† said Craig Barrett, president and chief executive offic er of Intel. â€Å"They saw that we were putting a lot of investments into external companies and said that we should be investing in our own ideas. † (http://www. utdallas. edu/~chasteen/Reinventing%20the%20intrapreneur. htm) * Steve Jobs and a group of 20  Apple Computer  engineers created the Macintosh computer without â€Å"adult supervision,† mainly to compete with Apple's mainstay, the Apple II — not to mention Mr.Jobs's nemesis, Apple CEO John Scully * Microsoft Microsoft , one of the companies that poached great Xerox technology, has suffered from a brain drain that may pose a bigger threat than any U. S. Supreme Court decision, as veteran executives use their own millions to start their own firms. That's why both of these companies are now emphasizing internal entrepreneurial efforts. They are among the following ten corporations that have made intrapreneurship a keystone of their business. Seamus Blackley, a game designer, joined Microsoft in early 1999.His last big project, â€Å"Trespasser,† a dinosaur-shooting game based on Michael Crichton's The Lost World (Knopf, 1997), bombed in the market. He figured he'd keep a low profile as a graphics programmer, but then he dreamed up a new idea on an airplane flight and quickly banded with three other engineers to create a video game console using personal computer technology. (http://www. utdallas. edu/~chasteen/Reinventing%20the%20intrapreneur. htm) * Google is also known to be intrapreneur friendly, allowing their employees to spend up to 20% of their time to pursue projects of their choice.

Becoming A Professional Baseball Player - 2103 Words

It starts off as just a dream. One that is born the first time you wrap your fingers around a bat or slip on your fathers old worn leather glove. For most of us, that dream passes us by without us even realizing it. But for a select few, that dream could very well become a reality. Unfortunately, even for the gifted few, chasing that dream will never be easy, especially when that dream is to become a professional baseball player. It’s a long trip to the Major League, one filled with many twists and turns. In baseball, the workload that each player goes through increases immensely as they advance through High School, College and the Minor Leagues. Baseball is a game played with a bat and ball and is played between two teams of†¦show more content†¦In order to switch between batting and fielding, the team on the field must record three outs. After each team both fields and hit, it is considered an inning. A single game comprised of a total of nine innings, and the team with the most amount of runs at the end of the game wins. It is this sport that evokes more nostalgia among Americans than any other. So many people end up playing this game sometime during their life that it has become known as the national pastime†. It is also known as being one of the only democratic games. Unlike other sports like football and basketball, baseball has no bias to a person height or weight and can be played by basically anyone. This great game originated before the American Civil War and was originally called â€Å"rounders† (Michlich). It was nothing more than a simple and humble game that was played on fields across Am erica. In 1871 the first professional baseball league was born but it wasn’t until the beginning of the 20th century, until it became popular in large cities across America. As the sport grew the teams were divided into two leagues, the National and American and during the regular season, a team played only against other teams within its league (Michlich). The team with the most victories in each league was said to have won the pennant† and the two pennant winners met after the end of the regular season in something called the World Series (Michlich). The winner, in a best of seven series,