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College Brochure

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College Brochure
College Brochure
High School
“Teacher Supported”
High schools and teachers
require attendance.
Teachers remind students of
assignments, tests, & make-up
Teachers tell students what to
Summarize main ideas.
Outline notes.
Provide study guides.
Formulate questions.
Teachers guide research and the
location of information.
Teachers give students
supplementary information.
Teachers monitor student
performance by providing
grade sheets.
Teachers discipline
inappropriate talking in class.
Teachers usually require less
outside studying than college.
Teachers provide in-class study
time and students often study
with many distractions.
Others schedule a student’s
time for classes, sports, and
Students often choose elective
courses based on interest.
“Student Directed”
Successful students attend all
classes although attendance may
not be required.
Students complete assignments &
take tests on time.
Successful students determine
what to learn and know how to
study using their own learning
Successful students...
Use effective textbook reading
skills to learn content.
Take effective notes &
study them regularly.
Create their own study guides,
maps, and graphic organizers.
Generate questions & answers
from varying perspectives.
Successful students possess li-
brary and internet research skills.
Successful students seek back-
ground information or supple-
mentary resources.
Successful students monitor their
own performance and set
improvement goals.
Teachers do not tolerate
inappropriate talking in class.
Successful students study 2-3
hours for each one hour of class
Successful students use study
areas on campus and create a
study area at home.
Successful students must develop
personal time management
systems for college classes, study
time, work, and social life.
Successful students choose
courses based on program,
degree, or transfer requirements.
High School
“Student Focused”
Teachers give short lectures that
often duplicate reading
High school classes are usually
limited to 30 or fewer students.
High school classes meet daily.
Teachers provide necessary
background knowledge.
Teachers focus student learning
with questions.
Teachers cover all content in
Teachers provide organization.
High School
“Teacher/Parent Directed”
Students have daily contact
with teachers and receive
regular feedback.
Teachers and parents direct
academic accommodations and
services for students with
special needs.
Teachers provide extra help.
Friends and family support
“Content Focused”
Teachers present extended
lectures that supplement
assigned readings.
College classes are usually
larger with 40 – 100 plus
College classes meet 2-3 times
per week.
Teachers assume students have
background knowledge and
Teachers expect students to
generate questions.
Students are responsible for all
material whether or not it is
presented in class.
Students must have systems of
organization for assignments,
notes, and handouts (notebooks/
“Student Directed”
Successful students have limited
contact with teachers and must
seek feedback.
Successful students seek out
academic accommodations and
special assistance.
Successful students seek out peer
tutoring and further academic
assistance during instructor
office hours.
Students may not be in contact
with a family support system and
need to create a new support
High School
“Teacher Structured”
Teachers usually give structured
assignments with explicit
Teachers often use T/F,
multiple-choice, and short
answer test formats.
Teachers give frequent tests and
provide make-up tests and
Grades are based on quality,
completion, and effort given to
all assignments.
Teachers offer extra-credit
opportunities to improve grades.
“Student Structured
Successful students organize
and interpret assignments and
conduct research inde-
Teachers give complex exam
questions requiring analysis,
application, and synthesis of
ideas and theories using
multiple-choice and essay
Teachers give fewer tests (2-3
per semester) and generally
do not allow for make-ups or
Grades reflect the quality of
the product & adherence to
college-level thinking and
Teachers may not offer extra-
The conceptual framework for this brochure is based on the
work of many outstanding educators in the field of
developmental education.
© 2004 MNADE Executive Committee
Resources & Support
Student Responsibility Academic Environment
Resources & Support
College Brochure