Standard 2—Integrated Learning
Students will demonstrate how academic knowledge and skills are applied in the workplace and other settings.
Key ideas are
identified by numbers (1).
Performance indicators are identified by bullets.
Sample tasks are identified by triangles (s).
1. Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
Students:
This is evident,
for example, when students:
s describe jobs in the local
community; list academic knowledge and technical skills needed to
perform a specific job, and make a diorama showing a person
engaged in work*
s retell a story about how a
school cafeteria employee uses mathematical and English language
arts skills on the job
s interview a person from the
community in an occupation of interest and describe for the class
how the competencies they are learning in school (mathematics,
science, health, English language arts) are used in the selected
occupation
s integrate
mathematical/science concepts to plan and design a garden,
basketball court, or fish pond
s describe jobs in the local
community, list academic knowledge and technical skills needed to
perform a specific job, and make a diorama showing a person
engaged in work
s apply mathematical skills
to purchase items from a grocery store, compare prices, total
their purchases, and count change
s explain why being able to
tell time is important to an airline pilot, a football referee,
or a teacher
s participate in a
show-and-tell exercise to inform their classmates how reading,
writing, speaking, and mathematics are used by a poet, musician,
nurse, clown, or police officer
s select four samples of
their work (completed hands-on projects depicting various
occupations) and describe the academic knowledge and technical
skills needed for those particular jobs.*
Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).
1. Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
Students:
This is evident,
for example, when students:
s match an inventory of
academic knowledge and technical skills to specific careers in
which they would be useful
s prepare job descriptions
with emphasis on language arts and mathematics requirements
s work in teams to complete a
promotional campaign, applying the principles of various
disciplines (e.g., art, music, language arts and languages other
than English) to sell products on a national level*
s attend a school or
community theater production and then interview the director,
cast, and stage crew, and prepare a presentation illustrating
academic knowledge and technical skills applied in various
theater careers*
s complete a project that
demonstrates how two or more academic disciplines are applied to
implement news media presentations
s prepare a report based on a
shadowing experience, describing the various jobs observed and
the academic knowledge and technical skills needed for these jobs
s use mathematical skills to
compute performance statistics for a school athletic team
s edit the work of other
students for a school newsletter
s use language arts skills to
evaluate a student debate
s select six samples of their
work (completed hands-on projects depicting various occupations)
and describe the academic knowledge and technical skills that are
applied for occupations.*
Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).
1. Integrated learning encourages students to use essential academic concepts, facts, and procedures in applications related to life skills and the world of work. This approach allows students to see the usefulness of the concepts that they are being asked to learn and to understand their potential application in the world of work.
Students:
This is evident,
for example, when students:
s read a series of job
descriptions or training plans of interest to identify the
necessary application of academic knowledge and technical skills
that are required for particular careers as well as the job
outlook (decline/growth) and possible earnings*
s interview a medical
specialist and develop a presentation using a variety of
tools/technology to depict knowledge and skills that are required
for this career*
s select several local
employers as well as employers with global operations and
complete a project (e.g., video, photo collage, or report) that
reflects the academic knowledge and technical skills required,
along with the job outlook and potential earning capacity in a
competitive international marketplace*
s complete an internship
which focuses on a particular career of interest (e.g.,
architect, electrician, or veterinarian) and develop a slide
presentation to demonstrate how concepts from mathematics,
science, and/or English language arts are applied in a particular
career*
s work in teams to formulate
a historical presentation on specific careers and demonstrate how
job requirements and training are changing due to new technology
s use various forms of
technology and communication techniques (e.g., a CD-ROM, a video,
slide show and sign language) to describe and illustrate how
societal, economic, and governmental changes may require
exploring a variety of careers and developing broad-based
transferable skills that are needed for gainful employment*
s produce an annual career
plan that includes eight samples of their work (e.g., completed
hands-on projects, reports based on internships and/or depicting
various occupations) and describe why they selected the
particular samples of work, and indicate possible career choices
of interest*
s use effective skills and
techniques in a simulated job interview.
Sample tasks appropriate for inclusion in a student’s career plan are followed by (*).