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why there is a need to articulate lessons from grade school to high school?
Articulation Agreements with Destination High Schools Just as elementary students fear the changes involved in moving to middle school, some middle grades students may develop anxieties about moving on to high school. [ However, in non-K-12 unified districts, open enrollment agreements often mean that middle school students transition to high schools in a different district in which there may
be little, if any, articulation with the feeder middle school. If this is the case, the middle school will need to initiate articulation with the most likely destination high schools. Again, counselors can work with students to develop personalized learning plans that help narrow the choice of a potential high school to one that will best meet individual student needs and goals. In spite of the difficulties, there are many ways middle grades staff members can develop transition programs that will help students make a successful move to high school. Researchers find that social, emotional, and academic factors contribute to the difficulties associated with students’ transition from middle school to high school. Among other things, students worry about: Having friends Feeling comfortable in a large school Finding classrooms Succeeding in difficult classes Understanding teacher expectations Interacting with older, more mature students Interpreting block schedules Managing time Finding time for social activities1 In one survey, former middle grades students listed four things that would have helped with their transition to high school: Regular connections with high school students so they could learn more about what to expect. Preparation with the skills and strategies needed for high school success. Development of strong connections with adults (for planning and goal setting). Summer bridge options during the eighth-grade summer.2 The following sections include some of the many creative ways that middle grades teachers and administrators work with area high schools to help their students prepare for success. ]
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as a teacher, why there is a need to understand fully well the dimension of curriculum design?
Weegy: D ESIGNS FOR S CIENCE L ITERACY 43 CURRICULUM DESIGN mistakes were made in implementing the design. Or the curriculum would match the design quite closely, but we would not get the results we expected. [ In other words, we would discover or decide that modifications are needed, an eventuality we had anticipated and planned for. This brief sketch obviously oversimplifies the process of curriculum design even as an ideal, and of course it does not pass muster as a description of what actually hap- pens, if for no other reason than that total K-12 curriculum design is rarely undertak- en. But perhaps it suffices to make our main point: the general principles of design used in other fields can apply as well to the design of curricula. On that premise, we now proceed to explore curriculum design in somewhat more detail. A TTRIBUTES OF C URRICULUM D ESIGN If designing curricula is like designing any object, process, or system in important respects, it follows that it has these attributes: Curriculum design is purposeful. It is not just to “ have ” a course of study. Its grand purpose is to improve student learning, but it may have other purposes as well. Whether the purposes are in harmony or in conflict, explicit or implied, immediate or long-range, political or technical, curriculum designers do well to be as clear as possi- ble about what the real purposes are, so that they can respond accordingly. ] (More)
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Asked 8/25/2013 7:54:41 PM
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what is your reflection in uderstanding fully well the dimensions of curriculum design
Weegy: Based on my research, active participation defines that, it is the involvement, either by an individual or a group of individuals, in their own governance or other activities, with the purpose of exerting influence. [ [ Like a simple example in a classroom, the teacher will try to give a certain topic that will eventually lead the students to participate and give ideas on the topic provided. Both sides can actually contributes ideas and by this idea, an influence or believe may come out of that certain topic given by the teacher. Which in turn will help the teacher achieve his/her goal for the class and they will come up with something unique ideas or action because of active participation of the class in general ] ] (More)
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Asked 8/25/2013 8:43:08 PM
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if you are to design a curriculum for your own school what are the things you need to consider?
Weegy: Curriculum of love and respect. For this everyone may grow to a better person. (More)
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Asked 8/25/2013 11:47:59 PM
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