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This reaction paper is with regard to the article, Ten Ways to Integrate Curriculum by Robin Fogarty.

Reaction Paper #2

Student’s Name

Institution

Summary

This reaction paper is with regard to the article, “Ten Ways to Integrate Curriculum” by Robin Fogarty. The article discusses three integration methods within single disciplines, namely the nested model, the connected model, and the fragmented model. It then proceeds to discuss integration modes across several disciplines, namely the integrated model, the threaded model, the webbed model, the shared model, and the sequenced model. The last two modes are the learner based immersed model and networked model.

The fragmented model is described as the traditional model that involves the organization of the curriculum across distinct and separate subjects. The connected model is defined as one in which interconnections, subtleties, and details within each subject are provided. The nested model is described as a three-dimensional model whereby the multiple dimensions of a topic are discussed during each lesson. The sequenced model is defined as a model which views topic and units as separate entities which are connected by a common framework. The shared model combines two different disciplines into a single area of focus. The webbed model integrates several concepts from multiple disciplines. The threaded model combines study skills, social skills, and thinking skills and applies then across all disciplines. The integrated model rearranges interdisciplinary concepts around overlapping ideas and topics. The immersed model is based on the expertise and interest of learners by personalizing interdisciplinary content. The networked model provides various channels for an explanation and exploration of interdisciplinary content.

Evaluation of the Information

I don’t agree with the perspective offered in the article that the fragmented model is an integrated model. This is because subjects such as Social studies, language arts, science, and math are viewed as being pure, separate, and independent. Different teachers teach them at different locations. The fact that students get the impression that each subject is different from other subjects negates the classification of the fragmented model as an integration model. The connection model is also not a fully integrated model because it is limited to the interconnections within one subject area. For instance, in the earth science subject, the teacher relates the astronomy unit to the geology unit by explaining their evolutionary relationship. To me, that is not integration because at the end of the day, the knowledge of the students will be limited to the earth science unit. If the teacher went ahead and explained the mathematical foundation of astronomy, that can qualify to be considered as integration. The nested model is an excellent of integration within the same subject or discipline. This is because it involves combining theoretical facts with the application of logical thinking skills. The combination is likely to boost the understanding capacity of a student significantly.

In my perspective, the sequencing model does not manage to achieve the purpose of integration. This is because it limits itself to similar units or topics within the same subject. The model does not achieve anything special because every curriculum has to be arranged chronologically and sequentially so as to make sense to students. The shared model is a brilliant integration model because it involves shared teaching and planning of two different disciplines. In such a scenario, students are able to grasp the similarities and difference and expand the scope of their knowledge. I feel that the webbed model is a highly commendable integration model because a cross departmental team is formed and teaches on a common theme that appears in different subjects. For instance, the theme of invention is present in industrial arts, language arts, social studies, math, and science. The threaded model is a double-edged sword in that the combination of different skills to understand interdisciplinary concepts may either improve the understanding capacity of the student or confuse the student. The immersed model is instrumental in advancing a learner’s interest and passion while the networking model is bound to play a significant role in helping a learner translate his or her theoretical skills into useful practical techniques. In conclusion, I am of the view that the webbed model is the best integration model as no concept, topic, or subject is left behind. The formation of cross-disciplinary teams in the webbed model guarantees that learners get access to diverse teaching methods and a wide scope of knowledge.

This proposal project set to explore the internal and external factors that helped and hindered undertaking development plans

Article analysis

Name

Professor

Institution

Course

Date

Introduction

This article is a proposal from the chief medical officer for a change in the General practice (GPs’) education from the postgraduate education allowance to practice professional development plans and personal development plans. It is a study using qualitative method on a number of GPs students showing obstacles, advantages, disadvantages and requirements of the new system. In practice, issues of workload, association and dealing with the vast dynamics in the world was shown to bring hindrance in undertaking plans the study also highlighted what was required for successful implementation (Wilcock, et al, 2003).

This proposal project set to explore the internal and external factors that helped and hindered undertaking development plans.

Factors in the paper having significant impact on developing a personal development plan

These factors in this paper have been subdivided into two internal and external for better elaboration

Internal

Change leaders within practice

Leaders are key person in running of any organization. Leadership that brings about change the people require was seen to be greatly appreciated and helpful. A leader with change initiative within a practice has ability to take it to higher levels even in development plans; he is the factor providing motivation to change even to GPs0 in practice (Wilcock, et al, 2003).

Number of partners within practice

The more the number of GPs in a practice, the more the benefit in undertaking the personal practice development plan as the different doctors hold different responsibilities in the practice thus sharing the workload provided they have a culture of interpractice collaborative working. Those in large practices held this view while those in small practices saw it as a lot of work and a complex plan for the practice (Wilcock, et al, 2003).

Contribution from the practice team

Once the participants are active in collaborative working the personal practice development plan is easily achieved, collaboration among staff and a spirit of teamwork is very vital to this

External

Revalidation

There is an advantage in using a single process such as personal practice development plan or personal development plan in a bid to meet the three essentials for profession continuity.

Change from general medical service to personal medical service

This is an advantage since personal; medical service has similar requirements to that of PPDPs so this change would bring about information for a PPDP. The money gotten in PMS can be invested in additional staff who would help within PPDPs (Wilcock, et al, 2003).

Practice locality

A practice within a primary care trust locality with practices with a lot in common increases collaborative work through joint meetings to formulate the way forward to PPDP.

Facilitation guidelines

The GP tutors in the external workshops were very helpful in creating insight on this issue plus guidelines. A plan facilitator was also seen effective in this to assist in professional plan formulation.

Factors hindering

Retirement or death of a partner

Ones contribution in a practice becomes vital overtime, they own a certain part in the plan they do best, losing them creates a niche in the practice leading to need for replacement and search for perfect replacement, which is hard.

Learning style

The different learning styles in undertaking PPDPs and PDPs were uncomfortable especially reflecting and then documenting.

Task of change

Change is not an easy thing it is easier coming from within than imposed. Use of gp tutors and local educators may be seen as if the change is being imposed making it hard. The change in workload, collaboration and personal adjustment is at times too much (CIB, and, IFS, 1999).

Time

Time needed to compile development plans is a lot and the increased overload makes it hard for the practices to come up with PPDPs and PDP. The gps take their time over weekends to do this and it is not encouraging (CIB, and, IFS, 1999).

Locality

Those in rural areas had a hard time accessing postgraduate centers creating a communication problem for dynamics information.

Other factors affecting personal plan development

Motivation from previous successes in this field creates a positive influence on the GPs to take up a PDP, seeing that others have made it in their practices is a motivation (CIB, and, IFS, 1999).

Availability of resources and means to execute the plans in the PPD is also a factor promoting their execution.

Other limitations apart from those mentioned include stereotypes on failure of this developments plans than successes, this may be made worse by low self efficacy as this need high esteem and believe in one self (CIB, and, IFS, 1999).

References

Wilcock, P., Campion-Smith, C., & Elston, S. (2003). Practice professional development planning: A guide for primary care. Abingdon, U.K: Radcliffe Medical Press

Chartered Institute of Bankers., & Institute of Financial Services. (1999). Introduction to team and personal development. London: Chartered Institute of Bankers

This project represents 20% of your grade

This project represents 20% of your grade. It is designed so that you can demonstrate your understanding of the topics covered in the course. You will be graded according to the Grading Rubric attached. Read the Rubric, it is a “road map” to what is required. You may work either alone or with a partner. If working with a partner, both names MUST appear on the report.

Time Schedule:

All work is to be completed and turned in by the end of the scheduled Final Exam class period.

April 28th : Pick your Data Set and partner (if applicable), get approval to base your project on that Data Set and group (10% of Project Grade). Present your choice to me by e-mail (barrettb@wcsu.edu) on or before April 28th. Approvals will be given by return e-mail.

Thursday May 12th: Scheduled Final Exam Period (5/12/2022, 8:30-10:00), Projects due the end of the scheduled exam period.

The Project:

You are to write a report based on some Data you have selected. Choose a Data Set with ≥ 100 data points and do an analysis of that data. You are to write as if you are making a presentation of your analysis of the Data Set. In your report you must cover/include/calculate/formulate/mention (get the idea?) the following as related to your Data Set.

Provide a description of the Data in text, numbers and pictorial form (graphs, tables, etc.)

Provide Descriptive Statistics on the Data;

Is the data Normally distributed,

Provide probabilities and/or probability distributions describing the data;

Calculate a Confidence Interval for the mean and one for the chosen Proportion.

Select a segment (sample) of the data, based either on time or other parameter, and do a Hypothesis Test for the mean of the segment against the total data set;

Discuss the relationship between the Confidence Interval and the Hypothesis Test of the mean;

Select TWO segments(samples) of the data either based on time or other parameter, and calculate a Confidence interval for the difference in the means;

Select TWO segments(samples) of the data either based on time or other parameter, and do Hypothesis Test for Two Samples for the mean;

Select TWO segments (samples) of the data calculate a proportion for some characteristic of the data and do a Hypothesis Test for Two Samples for the proportion;

If possible do a Regression Analysis on your data set, if not possible, state why;

For one of the following you are to use both “BootStrap” and traditional formula calculation methods to calculate results. In doing this you are to compare the results achieved by both methods and discuss the differences and similarities of same.

Confidence interval for the difference in means;

Hypothesis test for the difference in means;

Draw some Conclusions from the data based on your analysis of the statistics above (part 12). Support your conclusions with p-values, confidence intervals, tables, and graphs.

Use the tools and formulas as gone over in class. You may Bootstrap your results, Calculate using Formulas, or Both, unless stated otherwise in these instructions.

Finding Your Data:

The usual way is to do a web search for data sets. There are a host of government websites full of tables of data that can be used for your project data set.

Some Agency Acronyms (a quick search will give the agency name and website)

CDC, DEA, DOD, DOE, DOL, DOT, FDA, FEMA, NCHS, NOAA, OSHA, NASA, NCER, NCIC, NCID, NCIRC, NCIS, USDA, USGSYou do not need to limit yourself to US agencies you could also search other country’s agencies.

Note: Some of the Data Sets you may find are actual population numbers so it would not make sense for you to calculate confidence intervals as that would be foolish. (Having population data means you know the exact population mean and do not need a confidence interval) For the purposes of this project you are to treat all data as SAMPLE data.

Organizing Your Data:

I recommend that once you have decided on your data download or enter it into a spreadsheet program, probably Excel, and manipulate/organize into a form you can paste into Statkey (or other program of your choice). Do all your subsets and ordering or filtering in the Spreadsheet program, then paste into the Statistics program you are using.

MAT 120 Final Report – Grading Rubric April 26th .

Yes 5 No 0 114935-594995

Name:_______ ___________ Point Value

Category 4 3 2 1

Introduction (Organization) The introduction is inviting, states the main topic and previews the structure of the paper The introduction clearly states the main topic and previews the structure of the paper, but is not particularly inviting The introduction states the main topic but does not adequately preview the structure of the paper nor is it particularly inviting There is no clear introduction of the main topic or structure of the paper

Mathematical Terminology and Notation (Counts 2x’s – that is score for this category is doubled) Correct terminology and notation are always used, making it easy to understand what was done. Correct terminology and notation are usually used, making it fairly easy to understand what was done. Correct terminology and notation are used, but it is sometimes not easy to understand what was done. There is little use, or a lot of inappropriate use, of terminology and notation.

Focus on Topic There is one clear well focused topic. Main idea stands out and is supported by detailed information. Main idea is clear but the supporting information is general. Main idea is somewhat clear but there is a need for more supporting information. The main idea is not clear. There is a seemingly random collection of information.

Completion of all Tasks (Counts 2x’s – that is score for this category is doubled) All problems and Tasks are completed. All but one or two of the problems and Tasks are completed. All but four of the problems or and Tasks are completed. More than four of the problems and Tasks are not completed.

Mathematical Concepts Explanation shows complete understanding of the mathematical concepts used to solve the problem (s). Explanation shows substantial understanding of the mathematical concepts used to solve the problem (s). Explanation shows some understanding of the mathematical concepts needed to solve the problem (s). Explanation shows very limited understanding of the underlying concepts needed to solve the problem (s) OR is not written.

Neatness and Organization The work is presented in a neat, clear, organized fashion that is easy to read. The work is presented in a neat and organized fashion that is usually easy to read. The work is presented in an organized fashion but may be hard to read at times. The work appears sloppy and unorganized. It is hard to know what information goes together.

Mathematical Errors 90-100% of the steps and solutions have no mathematical errors Almost all (85-89%) of the steps and solutions have no mathematical errors Most (75-84%) of the steps and solutions have no mathematical errors More than 75% of the steps and solutions have mathematical errors

Diagrams and Sketches Diagrams and/or sketches are clear and greatly add to the reader’s understanding of the procedure(s). Diagrams and/or sketches are clear and easy to understand. Diagrams and/or sketches are somewhat difficult to understand. Diagrams and/or sketches are difficult to understand or are not used

Support for Topic Completion Relevant, telling, quality details give the reader important information that goes beyond the obvious or predictable. All problems are completed. Supporting details and information are relevant, but one key issue or portion of the storyline is unsupported. All but one of the problems are completed. Supporting details and information are relevant, but several key issues or portions of the storyline are unsupported. All but two of the problems are completed. Supporting details and information are typically unclear or not related to the topic. Several of the problems are not completed.