Techniques Magazine Techniques March 2011 : Page 49

PhOTO BY ISTOCk.COM to solve problems (NCTM, 2000). In Virginia, eighth-grade students learn these terms and principles in their math courses as well as in their technology education course. During instruction, and reinforced by a balsa bridge building activity, technology teachers use the same terminology and stress the same principles as do math teachers. Technology teachers should make every possible connection with the math course and inform students that what they are doing in the technol-ogy course is applying the information that they learned (or will learn) in their math course. The integrated approach simply uses the same terms and principles that other courses present to students. A technology teacher could use the integra-tion approach very easily. To realize the greatest success, the teacher should com-municate with the math teacher(s) and learn specific uses of facts, figures and ter -minology. The teachers may then desire to start working more closely together and attempt an interdisciplinary approach to instruction. CTE and core teachers must work closely together to use the interdisciplin-ary curriculum method. The method is beneficial when a student receives infor -mation in one course and that informa-tion is reinforced in another. For example, a family and consumer sciences teacher will explain that food sources were once living organisms made of complex mol-ecules, including carbohydrates, fats and proteins. The lesson would discuss the origin of foods but it would also address cellular composition, multi-cellular or-ganisms, and ecosystems, all of which are middle school science standards (AAAS, 1993). During the lesson, the culinary arts teacher would explain how these factors affect taste as well as how the human body reacts to them. Students would benefit the most if the culinary arts teach -er would present this information concur-www.acteonline.org March 2011 Techniques 49

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