describe the relationship between guidance and curriculum?
364622
I agree with everything in the previous post.  Guidance becomes particularly important when schools start streaming students.  Students must be advised which level of a certain course is appropriate for their ability level and for their future goals.  To get into many universities, students must have a specific level for certain courses.  This is when guidance and subject teachers work in close collaboration to ensure that students' ability and future goals are matched with the appropriate courses. \n\nFurther, the responsibility of guidance has broadened to include any personal problems that students may be having.  Education is not only curriculum; if a student is having difficulty at home for example, s/he will not be able to use their full potential.  This again, is where guidance and subject teachers work collaboratively.
1065811
By putting into application what you have learned,this means using it or practicing.Take math for example,if you take a few math problems everyday and go through them,you are keeping up and it will not be forgotten.In English if you seek out the subjects you are studying and go over them by finding literature etc... that fall into your categories,the revision will stick.Discipline goes along way but in the end it is the shortest path since you study so much less at crunch time and the stress factor decreases so test times are less stressful and marks are generally higher.
258184
Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, good judgment and wisdom. Education has as one of its fundamental goals the imparting of culture from generation to generation
331295
More info...what subject or course, or is that relevant.
1013516
You need to look at state guidelines first. Your state education agency should have a website.  Then you need to reconcile those guidelines to district and campus expectations.  You also will want to check any assessments your state mandates (like TAKS in Texas) to ensure alignment.    \n\nMy guess is that your state probably already has a curriculum (it's pretty much mandated by NCLB requirements), and what you're needing to write is more of a guide and scope and sequence.  A scope and sequence lays out what activities can be done in a particular length of time for a particular topic.  For example, a scope and sequence would lay out specific activities for a 5-day set of lessons on tessellations. \n\nDoing a key word search will give you plenty of ideas for a scope and sequence or curriculum guide.  Begin with your state education agency.  Contact your local education service center and ask them for resources.  Chances are, they will have something you can use to keep you from re-inventing the wheel.  I know several school districts in Texas have their curriculum guides and scope and sequence plans on-line and available for use as a framework.\n\nI hope this helps.  No matter which guide you're writing, it can seem like a daunting task.  Get help from those who have already done it and build from there.
756238
DIfferentiate your instruction.  Check out the books by Carol Tomlinson on the subject.  You need to design lessons that allow for the content, format and assessment to be adapted to the needs of individual students.  Specific strategies depend a lot on which subjects you're teaching.\n\nBe sure to avoid seperating students by ability level.
1184968
1. The learning climate. resources, comfort, confidence to make mistakes.\n2. the students learning style, Visual auditory or kinasthetic. Tasks that suit their learning style.\n3.Subject matter that is interesting and relevant.\n4. Inclusion. Students have the opportunity to access the curriculum what ever their need.\n\nIf you elaborate more on the question, I can help more.
1155130
If you are in high school, by now, your guidance counselor should have already prepared a 4-year high school plan for the direction you wish to take.  In the 8th grade, counselors sit with the students and parents and they decide what courses they want to take throughout high school. These courses are somewhat based upon the direction the student wants to follow after high school. They could be business courses (Bus English, Bus Math, etc.), College Prep (college type courses including math, sciences, languages, history, etc.) or whatever path the student decides. The idea of SAT/ACT means that you want to persue college courses. Check with your counselor. One main reason for this is because each STATE has their own requirements for passing courses.  You might find yourself in the 12th grade and have missed something you need in order to graduate. As far as preparing - if you are in school - study. Stay on top of your assignments and go to the library- check out the Standardized testing section (SAT/ACT, etc) and take some notes. There is plenty of information to help you there. Good luck
622527
It's not really curriculum, but I would recommend the book "A Thomas Jefferson Education" by Oliver DeMille.  You can find it at gwc.edu in the bookstore section.
96370
It is not important to follow a plan in the day-to-day teaching of the class.  However, certain things need to be taught in order for the class to be accredited.\n\nI have had wonderful teachers that had no structure to their classes, other than an outline of which chapters we were going to be tested on.  We covered the material we had to, then we were allowed to ask questions about anything else regarding the class.
281652
1) The instructional materials are the materials that final stage of program development is required.It Will help to  administration of the program development.\n2) The instructional materials provide evidence that the instructional programme how to work, and they enable the people who attain those capabilities for which the programme is designed.
186415
The best place to look is your state's curriculum/content standards.  Each state chooses their own curriculum requirements for each grade level.  \n\nGo to your state's Dept. of Education and find the link. \n\nOtherwise, there are national councils that put out suggestions as well.  NCTM is the math council -- they have created a list that many states use as a guideline
377604
How do define education?\nWhat is your philosophy of student advising?\nGive examples of your teaching style.
760054
Guidance counselors are part of the educational system.  Teachers need to know what guidance counselors can do, so that they can better refer students to the counselor.  In addition to providing advice to students on personal problems that affect school function, counselors often work as student advocates in meetings with officials, they can serve as an intermediary between the school and the family, and they can provide "good offices" to help resolve problems between the student and a faculty member.  \n\nOn the other hand, they are not therapists, and they cannot "fix" kids, although sometimes they can make referrals.  In any event, teachers need to know what counselors can and cannot do, so it is good that your program teaches that.\n\nI hope this helps.  Good luck!!
393764
Assessments are crucial to the curriculum so that you will know that the curriculum is being taught successfully. It's not just about what the kids are learning but about the whole curriculum process. Start from the National Standards--that's what your kids need to know. The curriculum should lead up to that by the end of the year. Break it down into sequential units so that, as you teach the concepts, you can tell where you need to go next--backwards or forwards. Do you need to teach it a different way or are the kids learning it quickly enough to go on at a faster pace. Keep in mind the way the kids learn and what you have to adjust as you teach and then you'll have a better grasp on it for the next year.\nFor me, Rubrics tend to work best when evaluating what the kids can do or know about the subject. It seems to work better than "paper tests". (I teach music.)
944247
Right now I am working in a pre-school laboratory at my college.  I have a mentor teacher who is supposed to teach me the aspects of teaching and monitor my work.  The worst thing she does is give unclear instructions then gets upset when I don't produce the desired results.\n\nShe asked me to have a description of my agenda for the day  posted on the parent board.  Then she got upset that I didn't have it formatted in a certain way.  How am I supposed to know that: "have a description," translates into "I want it done exactly like this"?  Sorry, I guess I don't speak Mentor Teacher.  I need someone else to translate for me.
1111032
Definitions of curriculum on the Web:\n\n    * course of study: an integrated course of academic studies; "he was admitted to a new program at the university"\n      wordnet.princeton.edu/perl/webwn\n\n    * In education, a curriculum (plural curricula) is the set of courses and their contents offered by an institution such as a school or university. In some cases, a curriculum may be partially or entirely determined by an external body (such as the National Curriculum for England in English schools). In the US, the basic curriculum is established by each state with the individual school districts adjusting it to their desires.\n      en.wikipedia.org/wiki/Curriculum\n\n    * A curriculum is composed of those classes prescribed or outlined by an institution for completion of a program of study leading to a degree or certificate.\n      www.pueblocc.edu/students/terms.htm\n\n    * All the courses offered by a college or university. Also, the course of study required for a specific degree.\n      www.collegeincolorado.org/Expert/glossary.asp\n\n    * means the planned interaction of pupils with instructional content, materials, resources, and processes for evaluating the attainment of educational objectives.\n      www.doe.state.in.us/asap/definitions.html\n\n    * [SCOPE NOTE: Courses offered by a school or a particular course of study; can be instructional or training-related; includes lesson plans] Related terms: Education; Instructional materials; Training materials\n      cirrie.buffalo.edu/thesc.html\n\n    * A complete program of learning which includes the following components:\n      www.pa.org/about/glossary_misc.php\n\n    * A program of courses that meets the requirements for a degree in a particular field of study.\n      www.ksu.edu/grad/catalog/glosabbr.htm\n\n    * or program means the formal educational requirements necessary to qualify for certificates or degrees.\n      www.highered.nysed.gov/ocue/accreditation/handbook/definitions.htm\n\n    * An organized program of study and courses required for a specific degree program.\n      catalog.oregonstate.edu/ChapterDetail.aspx\n\n    * A designated set of related courses focused on a field of study.\n      www.msdnaa.net/curriculum/glossary.aspx\n\n    * the aggregate of modules or courses directed toward a common goal of a given organization. May also refer to a collection of required readings.\n      www.ibstpi.org/glossary.htm\n\n    * The set of courses in a particular degree program. More generally, the courses (in total) offered in a college or university.\n      uwadmnweb.uwyo.edu/registrar/bulletin/common.html\n\n    * This field only applies to resources that have been identified as French Immersion. A subject list applies to all program types (Core French, Adult French/English, etc..) can be found in the Controlled Vocabulary in the Advanced Search. The following guidelines have been established for matching subjects to curriculum areas:\n      www.langcanada.ca/public/esl-als/glossary-glossaire_e.html\n\n    * A series of related courses.\n      www.conferzone.com/resource/glossarycd.html\n\n    * Usually refers to the set of courses, exercises, field work, etc, that make up a certain part of a programme. Often, a curriculum covers the contents of a whole degree programme, but it can also describe just one part of it. Example: ‘A French language course forms part of the curriculum of the international business programme.’ Diplom (D), Diplôme (F): Roughly equivalent to a bachelor’s degree. Used in several Continental European countries. ...\n      www.studyeurope.hobsons.com/study_guides/SE13/Glossary.htm\n\n    * Structure which a higher education institution should follow when delivering a degree in social work.\n      www.dh.gov.uk/PolicyAndGuidance/HumanResourcesAndTraining/SocialCareTraining/NewSocialWorkDegree/AcronymsLinksGlossary/fs/en\n\n    * the program of learning developed for students\n      www.cpf.ca/English/FAQ/FSL%20Gl