The course will guide you through an in-depth review of all of the 10 major topics areas. Plus, it contains important information about the exam itself and strategies for answering the exam questions. Participants are challenged to test their knowledge with focused quizzes throughout the course.
Perkins Imagine that we have the opportunity to observe two classrooms where the teachers are discussing the Boston Tea Party.
Both teachers have been integrating certain ideas across several subject matters, but they do not have the same agenda. In classroom A, the teacher highlights an integrative theme mentioned earlier in this book, dependence and independence.
The students have already read the history of the Boston Tea Party.
To foster collaborative learning, the teacher divides the class into groups of two or three. The students set out to diagram some of the intricacies behind the Boston Tea Party. For example, the Boston tea sellers were not entirely dependent on British tea; there was a thriving black market in Dutch tea.
This time, I want you to highlight relationships of dependency. Who depends on whom, how much, and in what ways? A distinction was promised between content and skills integration, yet the two teachers seem to be doing essentially the same thing. In both classrooms A and B, the students are working in groups, making diagrams, and highlighting dependency relationships.
Where, then, lies the difference?
The difference cannot be seen clearly in one lesson on one topic. However, if we look across several lessons in different subjects, we begin to see the essence of two contrasting attempts at integration across the curriculum.
In classroom A, the approach is thematic: In another lesson, an introduction to the concept of ecology, the teacher involves the students in discussing not concept mapping patterns of dependence and independence in the food web.
In exploring a short story about a child who runs away from home, the students make up additional episodes for the story, showing how the child just shifts his dependencies rather than become independent.
However, in classroom B, where the students also study ecology and read the story about the boy who ran away, matters play out differently.
As part of their ecology unit, the students make a concept map of the ecological system of a pond: They highlight cause-and-effect relationships and predict the behavior of the system over time.
After the students read the short story, the teacher asks them to prepare concept maps of the problems the child faces upon running away from home: These examples illustrate the difference between content-oriented integration and skill-oriented integration.
In this chapter, we focus on the potentials of integrating thinking and learning skills across the curriculum. When, how, and why might we cultivate such an approach to integration?
What are its promises and its pitfalls?To develop an online grade encoding, inquiry and evaluation system. To develop a system that will lessen the registrar’s tasks in encoding of grades.
Specific. The grade encoding and inquiry processes rely on Internet connection. For this study, College of Engineering Computer Engineering Department would be taken as the main subject for the trial application. To design an Online Grade Inquiry System that allows both parents and students to access to the said system.
2. 2. To design a system relative to the above that is easy to use for those parents who are computer illiterate.
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The researcher conclude that the Online Grade Encoding and Inquiry System via Sms technology for San Mateo Municipal College will lessen the task of registrar in encoding the grades of students. The system can also send grades automatically. The.
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