Integrated Thematic Units Essay

Given an understanding of the similarities and differences of the three methods, it seems logical to examine why an interdisciplinary approach to research would be beneficial to creating useful, applicable solutions and research conclusions that can be widely applied. When viewed holistically, an interdisciplinary approach considers both internal and external factors influencing a phenomenon and how those factors come together to create a situation that can be widely understood.

Most of the world plays the role of a student at least once in their lives. We are taught and expected to learn, but that doesn’t necessarily mean that anything is actually learned and stored in our memories. Majority of times people learn enough just to get by; just to get that perfect grade or perfect score. The difference between a learner and a student is that a learner takes that next step and starts learning outside of the classroom, and starts focusing on knowledge, instead of what grade they are going to get. In his book, Becoming a Learner: Realizing the Opportunity of Education, Matthew Sanders explains and defends the importance of transitioning from a student to a learner.

An intеgratеd curriculum is a way to tеach studеnts that attеmpts to brеak down thе standard way of tеaching bеtwееn subjеcts and makе lеarning morе mеaningful and еnjoyablе to studеnts. Thе curriculum is intеgratеd so that childrеn 's lеarning in all corе subjеct arеas occurs primarily through projеcts and lеarning cеntеrs that tеachеrs plan and that rеflеct childrеn 's intеrеsts and idеas. Tеachеrs instruct childrеn 's participation in projеcts and еnhancе thе lеarning еxpеriеncе by using childrеn 's idеas, rеsponding to thеir quеstions, еngaging thеm in convеrsation, and challеnging thеir thinking. Thе curriculum

Essential Question: Is your Catholic Identity showing? Does my Catholic Identity go beyond the school walls?

Bastable asserts that “educating others is one of the most essential interventions that a nurse performs” (2014, p.114). Although in an interventional situation, the patient is the learner, it is just as important that the nurses caring for those patients have current, evidence based knowledge. In either case, two roles exist; educator and learner. Bastable (2014) adds that there are several aspects of the learner that must be assessed in order to competently achieve the educational goal.

2. One things i would do as a teacher if i followed an integrated curriculum philosophy would be having dramatic play with costumes and making a farm out of cardboard boxes to make

This study was originally planned for 70-minutes in each session, for twice a week for 5 consecutive weeks, but the patient was unable to participate in that time frame, so instead, the treatment was performed for the total of 8 treatments (once a week for 8 weeks). There were no treatments performed on the first and the last sessions due to thorough assessments performed by the therapist but, on the fifth week, there was a brief Interim reassessment performed at the beginning to check patient’s condition and proceeded with treatments.

During the week of my full time at Brennan Elementary, I was able to complete my Back-to-Back lesson during the first week of full time. During this week, my two lessons dealt with the students engaging in using context clues as well as using the short blurb on the back on the book to define what an author’s theme is. The standards that were being taught from during this lesson were as followed: Determine meaning and develop logical interpretations by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and investigating multiple interpretations - Summarize key details and ideas to support analysis of thematic development - & Analyze the relationship among ideas, themes, or topics in multiple media,

In the article, Tomlinson shared her personal experiences and strategy for engaging a student who was satisfied with doing just enough work in her class to keep from getting grounded. She noted specific instances when the student would rather doodle cartoons and disrupt class than complete literature, vocabulary and grammar lessons. Tomlinson noted her hesitancy of allocating time from studies of literature toward an unrelated topic; but agreed to help the student acquire the desired knowledge. Her strategy was to set the expectations, then spend time weekly supporting the student’s learning. Tomlinson described the student’s presentation of his findings as a “near religious experience” enjoyed by her entire class. She offered to help the student take his work by getting feedback from subject matter experts. But, she later recognized the student had gotten his reward. Given time and permission, he learned what he wanted to learn (Tomlinson, 2010). Tomlinson’s recollection led Morgan to argue that, when a student lacks interest in a subject, they will have little motivation to learn. The positive outcome was that, after graduating from college, the student recalled those lessons among the occasions he felt most connected to school. This recounting of differentiated learning supports Morgan’s position that teachers must create nurturing learning environments that allow students time to study what they want to study the way they want to study (Morgan 2014, p.

The researchers control in the analysis of qualitative data will be based on an interpretive epistemology. Also, the positionality of the researcher will influence the analysis. The thematic analysis provides the flexibility and richness in data collected by the researcher for a better understanding of the public health issue. Patterns and themes can be extracted from the data from the researcher’s point of view.

According to Bruan & Clarke Victoria (2006), “Thematic Analysis involves searching across a data set- be that a number of interviews or focus groups, or a range of texts to find repeated patterns of meaning.”

How to effectively evaluate student learning has been hot topic among educators, and will likely never cease to stop. When I first decided to become a teacher, I thought evaluating student learning was solely assigning grades. As I have gradually made the transition from student to teacher, I have generated a whole new understanding on what evaluating student learning should look like. I now know that there is a tremendous number of elements that should go into evaluating student learning, more than I would ever know. It’s not about the grade they received, it’s about how they got there. What they are good at, and what is giving them a little bit of trouble. Their thought process, home life, social groups and many, many more factors can play into how they learn, and how they need to be evaluated. Throughout this expectation I will show how I am striving to not just assign a student a grade to complete my “requirement” as a teacher, but to individually evaluate each student one-on-one to best stretch their mathematical knowledge and learning potential.

For my flexibility, it says that I take a highly flexible approach to life and are likely very open to new and changing ideas and circumstances. I agree with this point a lot, because throughout my life so far I have had to change things that I have done last minute to accomplish something else that was going on. Also, it says that I tend to embrace change in school, work and life in general. I agree with this too, because during school I always got excited when I got a new class because it was something different. Lastly, it says that flexibility allows me to be open to learning new concepts and exploring differing points of view. This one is a little harder for me to completely agree to, because yes I am open to new ideas but not all the time when exploring new concepts and points of view. One example is when I was suppose to tutor a girl in my high school and she was having problems finding a time that would work for both of us. I came up with a time during school that we could meet and I told her that she could come up with any day Monday through Friday at the time that we had determined would work best for both of us.

As Daniel J. Boorstin said, “Education is learning what you didn 't even know you didn 't know.”

At the 9th edition of the book, it says that there are five factors that influence effective curriculum. First, inclusive curriculum is a curriculum that is designed for all children in terms of their gender, abilities, disabilities, language, culture, ethnicity, and religion according to the textbook. This is where it gives importance on the strengths and accommodates the needs of the children in terms of the activities and materials. Second, integrated curriculum is a curriculum that designs to think as a whole child in terms of child’s skills, abilities, knowledge and in different areas of study that will support their learning. Third, emergent curriculum is a process of curriculum based on teacher’s observation and children’s interests, learning, and the ability to make choices. Fourth, multiple intelligence is where children have various kinds of intelligence, such as linguistic intelligence, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, naturalistic, and existential. Fifth, children have different methods of learning, such as the visual, auditory and tactile-kinesthetic learner.