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).

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Elementary

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:

• identify academic knowledge and skills that are required in specific occupations
• demonstrate the difference between the knowledge of a skill and the ability to use the skill
• solve problems that call for applying academic knowledge and skills.

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 (*).

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Intermediate

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:

• apply academic knowledge and skills using an interdisciplinary approach to demonstrate the relevance of how these skills are applied in work-related situations in local, state, national, and international communities
• solve problems that call for applying academic knowledge and skills
• use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology).

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 (*).

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Commencement

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:

• demonstrate the integration and application of academic and occupational skills in their school learning, work, and personal lives.
• use academic knowledge and skills in an occupational context, and demonstrate the application of these skills by using a variety of communication techniques (e.g., sign language, pictures, videos, reports, and technology)
• research, interpret, analyze, and evaluate information and experiences as related to academic knowledge and technical skills when completing a career plan.

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 (*).

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