Curriculum Alignment in Modern Education

Curriculum Alignment in Modern Education The goal of curriculum alignment is to make sure that every student can acquire necessary knowledge and skills that will help him or her in the future. Moreover, its purpose is to help learners cope with standardized tests. This paper will show how the task is addressed by educators who teach algebraic thinking at elementary level.Advertising We will write a custom essay sample on Curriculum Alignment in Modern Education specifically for you for only $16.05 $11/page Learn More The purpose of this lesson was to help student understand algebraic equivalence and find the correct order of operations for solving mathematical problems. This is the main competency that learners were supposed to acquire. The teacher, Ms. Soglin adhered to this purpose and every task that students were asked to do contributed to the eventual goal. Overall, the objectives of the lesson were clear and they manifested themselves in every activity of the class. Furthermore, the teacher r elied on the background knowledge and information from the previous lessons. According to the video, these students were used to working with pan balances in order to solve mathematical problems. This attribute is very important because students have to see the continuity of tasks that they do and understand why these activities are necessary Thus, in terms of this criterion the lesson corresponds to the professional standards that are set for teachers. The lesson had a clear delivery method; in particular, Ms. Soglin relied on inquiry. This method implies that a teacher should not give direct answers or instructions to the students; instead the task of a teacher is to encourage children to come up with their own answers and solutions by asking questions that are relevant to the experiences and background knowledge (Nilson, 2010, p. 175). For example, Ms. Soglin asked students whether such a tool as pan-balance had been familiar to them. In response, they compared a pan balance to a seesaw or scales. Moreover, Ms. Soglin did not simply explain how to solve pan-balance equations, but prompted students to offer their solutions to particular problems.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Overall, she avoided giving direct answers. Moreover, the method of guided inquiry is closely related to experiment. This is why the teacher encouraged students to work with pan-balances in order to understand how algebraic problems could be solved. This approach places more emphasis on student’s autonomy (Borich, 2011, p. 258). In this way, the teacher tried to make the activities more interesting and she achieved this goal. The lesson was intended for students with various learning styles. For example, there were children who preferred kinesthetic learning. Such children usually prefer to carry out some physical activity in order to understand the concept of algebraic equivalence (Martin, 2011, p. 225). This is why they worked directly with pan balances and weighed different objects to understand the concept of equivalence and solve problems. In turn, some of the students were visual learners. Their needs were also met. In particular, they could use various diagrams and drawings explaining equations. Finally, some of the children relied more on auditory learning. This is why Ms. Soglin explained the way in which pan balance equations could be solved. Thus, this lesson was adjusted to various learning styles. The activities of the lesson were intended for students of various intelligences. For example, manipulation of balances is mostly oriented toward bodily-kinesthetic intelligence, whereas oral explanations were supposed to benefit students with linguistic intelligence. Finally, the lesson provided for the assessment of student understanding. For example, Ms. Soglin asked children to explain how they intended to solve a math problem and use su ch operations as addition, subtraction, division, or multiplication. In this way, she determined whether students did understand the notion of algebraic equivalence and its implications. Reference List Borich, G. (2011). Effective Teaching Methods: Research-Based Practice, Seventh  Edition. New York: Allyn Bacon.Advertising We will write a custom essay sample on Curriculum Alignment in Modern Education specifically for you for only $16.05 $11/page Learn More Martin, D. (2011). Elementary Science Methods: A Constructivist Approach. New York: Cengage Learning. Nilson, L. (2010).Teaching at Its Best: A Research-Based Resource for College Instructors. New York: John Wiley Sons.

USS Idaho BB-42 World War II Battleships

USS Idaho BB-42 World War II Battleships USS Idaho  (BB-42)   Overview Nation:  United StatesType:  BattleshipShipyard:  New York  ShipbuildingLaid Down:  January 20, 1915Launched:  June 30, 1917Commissioned:  March 24, 1919Fate:  Sold for scrap Specifications (as built) Displacement:  32,000 tonsLength:  624  ft.Beam:  97.4 ft.Draft:  30 ft.Propulsion:  Geared  turbines turning 4 propellersSpeed:  21  knotsComplement:  1,081  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes Design Construction Having conceived and moved forward with five classes of dreadnought battleships (,  ,  ,  Wyoming, and  New York), the US Navy concluded that future designs should utilize of a set of common tactical and operational traits.   This would allow these vessels to operate together in combat and would simplify logistics.   Designated the Standard-type, the next five classes were propelled by  oil-fired boilers instead of coal, did away with amidships turrets, and carried an â€Å"all or nothing† armor scheme.   Among these alterations, the change to oil was made with the goal of increasing the vessel’s range as the US Navy believed that this would be critical in any future naval war with Japan.   The new all or nothing armor approach called for key  areas of the battleship, such as magazines and engineering, to be heavily protected while less important spaces were left unarmored.   Also, Standard-type battleships were to be capable of a  minimum top sp eed of 21 knots and have a tactical turn radius of 700 yards or less.    The characteristics of the Standard-type were first employed in the  Nevada-  and  Pennsylvania-classes.   As a successor to the latter, the  New Mexico-class at first was envisioned as the US Navys first dreadnought design to mount 16 guns.   Due to extended arguments over designs and rising costs, the Secretary of the Navy elected to forgo using the new guns and ordered that the new type to replicate the  Pennsylvania-class with only minor changes.   As a result, the three vessels  of the  New Mexico-class, USS  New Mexico  (BB-40), USS  Mississippi  (BB-41), and USS  Idaho  (BB-42), each carried a main battery of twelve 14 guns mounted in four triple turrets.   These were supported by a secondary armament of fourteen 5 guns.   While  New Mexico  received an experimental turbo-electric transmission as part of its power plant,  the other two battleships carried more traditional geared turbines.      Ã‚        Ã‚   The contract for construction of Idaho went to the New York Shipbuilding Company  in Camden, NJ and work commenced on January 20, 1915.   This proceeded over the next thirty months and on June 30, 1917, the new battleship slid down the ways with Henrietta Simons, granddaughter of Idaho Governor Moses Alexander, serving as sponsor.   As the United States had become engaged in World War I in April, workers pressed to complete the vessel.   Completed too late for the conflict, it entered commission on March 24, 1919, with Captain Carl T. Vogelgesang in command. Early Career Departing Philadelphia,  Idaho  steamed south and conducted a shakedown cruise off Cuba.   Returning north, it embarked Brazilian President Epitacio Pessoa at New York and carried him back to Rio de Janeiro.   Completing this voyage,  Idaho  shaped a course for the Panama Canal and proceeded on to Monterey, CA where it joined the Pacific Fleet.   Reviewed by President Woodrow Wilson in September, the battleship carried Secretary of the Interior John B. Payne and  Secretary of the Navy Josephus Daniels on an inspection tour of Alaska the following year.   Over the next five years,  Idaho  moved through routine training cycles and maneuvers with the Pacific Fleet.   In April 1925, it sailed for Hawaii where the battleship took part in war games before proceeding on to make goodwill visits to Samoa and New Zealand. Resuming training activities,  Idaho  operated from San Pedro, CA until 1931 when it received orders to proceed to Norfolk for a major modernization.   Arriving on September 30, the battleship entered the yard and had its secondary armament expanded, anti-torpedo bulges added, its superstructure altered, and new machinery installed.   Completed in October 1934,  Idaho  conducted a shakedown cruise in the Caribbean before proceeding back to San Pedro the following spring.   Conducting fleet maneuvers and war games over the next few years, it shifted to Pearl Harbor on July 1, 1940.   The following June, Idaho sailed for Hampton Roads to prepare for an assignment with the Neutrality Patrol.   Tasked with protecting the sea lanes in the western Atlantic from German submarines, it operated from Iceland.   It was there on December 7, 1941, when the Japanese attacked Pearl Harbor and the United States entered World War II. World War II      Immediately dispatched with Mississippi to reinforce the shattered Pacific Fleet, Idaho reached Pearl Harbor on January 31, 1942.   For much of the year, it conducted exercises around Hawaii and the West Coast until entering Puget Sound Navy Yard in October.   While there the battleship received new guns and had its anti-aircraft armament enhanced.   Ordered to the Aleutians in April 1943, it provided naval gunfire support for American forces when they landed on Attu the following month.   After the island was recaptured, ​Idaho shifted to Kiska and aided in operations there until August.   Following  a stop in San Francisco in September, the battleship moved to the Gilbert Islands in November to aid in the landings on Makin Atoll.   Bombarding the atoll, it remained in the area until American forces eliminated Japanese resistance.    On January 31, Idaho supported the invasion of Kwajalein in the Marshall Islands.   Aiding the Marines ashore until February 5, it then departed to strike other nearby islands before steaming south to bombard Kavieng, New Ireland.   Pressing on to Australia, the battleship made a brief visit before returning north as an escort for a group of escort carriers.   Reaching Kwajalein, Idaho  steamed on to the Marianas where it commenced a pre-invasion bombardment of Saipan on June 14.   Shortly thereafter, it moved on Guam where it struck targets around the island.   As the Battle of the Philippine Sea raged on June 19-20,  Idaho  protected the American transports and reserve forces.   Replenishing at Eniwetok, it returned to the Marianas in July to support the landings on Guam.    Moving to Espiritu Santo, Idaho underwent repairs in a floating dry dock in mid-August before joining American forces for the invasion of Peleliu in September.   Beginning  a bombardment of the island on September 12, it continued firing until September 24.   In need of an overhaul,  Idaho  left Peleliu and touched at Manus before proceeding on Puget Sound Navy Yard.   There it underwent repairs and had its anti-aircraft armament altered.   Following refresher training off California, the battleship sailed for Pearl Harbor before ultimately moving on to Iwo Jima.   Reaching the island in February, it joined in the pre-invasion bombardment and supported the landings on the 19th.   On March 7, Idaho  departed to prepare for the invasion of  Okinawa.    Final Actions Serving as the flagship of Bombardment Unit 4 in the Gunfire and Covering Group,  Idaho  reached Okinawa on March 25 and began attacking Japanese positions on the island.   Covering the landings on April 1, it endured numerous kamikaze attacks in the following days.   After downing five on April 12, the battleship sustained hull damage from a near miss.   Making temporary repairs, Idaho  was withdrawn and ordered to Guam.   Further repaired, it returned to Okinawa on May 22 and provided naval gunfire support to the troops ashore.   Departing on June 20, it shifted the Philippines where it was engaged in maneuvers in Leyte Gulf when the war ended on August 15.   Present in Tokyo Bay on September 2 when the Japanese surrendered aboard USS  Missouri  (BB-63),  Idaho  then sailed for the Norfolk.   Reaching that port on October 16, it remained idle for the next several months until being decommissioned on July 3, 1946.   Initially placed in reserve, Idaho  was sold for scrap on November 24, 1947.    Selected Sources: DANFS: USS  Idaho  (BB-42)NHHC: USS  Idaho  (BB-42)USS  Idaho  Pride