Source: WGBH Educational Foundation
Lack of connections in a student’s education is a common phenomenon in schools. Students may forget that certain topics were taught earlier in their education even if those topics were covered in a recent unit. Moreover, the student may not make connections between related topics and concepts in the same discipline—especially if the teacher never made them herself.
Such continuity of knowledge and skills in education is therefore a problem—and no less a dilemma in the sciences than in any other discipline. To avoid this, educators must build connections between topics and concepts.
For example, take Karen Spaulding’s approach to Earth science discussed in this video. Spaulding talks about creating links among topics within the sciences, and within her teaching of the Earth System in particular—such as between the fossil record and current Earth events.
This “systems approach” has a cohering effect on isolated topics. The approach has the ability to integrate ideas and subjects that may have been taught in a fragmented away across a sequence of units. As a teaching method, a holistic systems approach can help overcome how learning is broken up over the course of the school year.
Academic standards correlations on Teachers' Domain use the Achievement Standards Network (ASN) database of state and national standards, provided to NSDL projects courtesy of JES & Co.
We assign reference terms to each statement within a standards document and to each media resource, and correlations are based upon matches of these terms for a given grade band. If a particular standards document of interest to you is not displayed yet, it most likely has not yet been processed by ASN or by Teachers' Domain. We will be adding social studies and arts correlations over the coming year, and also will be increasing the specificity of alignment.