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Personal Freedom in High School |
Personal Freedom in College |
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Your time is usually structured by others. |
You manage your own time. |
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You can count on parents and teachers for guidance and to remind you of your responsibilities |
You will be faced with new moral and ethical decisions. You must balance responsibilities
and set priorities. |
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Guiding Principle: You will usually be told what your responsibilities are and corrected
if your behavior is out of line. |
Guiding Principle: You're old enough to take responsibility for your decisions and
their consequences. |
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High School Classes |
College Classes |
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The school year is 36 weeks long; some classes extend over both semesters and some
do not. |
The academic year is divided into three separate 11 week quarters, plus 3 days at
the end of the quarter for final exams. |
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Teachers carefully monitor class attendance. |
Some instructors factor attendance into final grades. |
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You are provided with textbooks at little or no cost. |
You must budget $200 or more for textbooks each quarter. |
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Studying in High School |
Studying in College |
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Study time outside of class can be as little as 2 hours per week, and this may be
for last-minute test preparation. |
You should plan to study 2 to 3 hours outside of class for each in-class hour throughout
the quarter to achieve mastery. You will need to review class notes and assignments
regularly. |
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Class participation is often all that is necessary to learn what is needed. |
Substantial reading and writing assignments may not be directly reviewed in
class. |
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Guiding Principle: You are usually told in class what you need to learn from assigned
readings. |
Guiding Principle: It's up to you to read and understand the reading assigments.
Lectures and other assignments presume you have already done so. |
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High School Teachers |
College Teachers |
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Teachers approach you if they believe you need assistance. |
Most instructors expect you to initiate contact if you need assistance. |
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Teachers provide you with information you missed when you were absent. |
Instructors expect you to get notes from classmates for information you missed. |
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Teachers often write information on the board to be copied into your notes. |
Good note-taking skills are a must; instructors expect you to identify the important
points. |
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Teachers often take time to remind you of assignments and due dates. |
Instructors expect you to consult the course syllabus for all important class information. |
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Tests in High School |
Tests in College |
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Frequent tests covering small amount of material. |
2 or 3 tests per quarter, may be cumulative, covering large amounts of material. |
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Teachers may rearrange test dates to avoid conflict with school events. |
Instructors in different courses usually schedule tests without regard to the demands
of other courses or outside activities. |
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Grades in High School |
Grades in College |
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Consistently good homework or "extra credit" may raise your overall grade when
test scores are low. |
Grades on tests and major papers usually comprise most of the course grade. |
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Initial low test grades may not have an adverse affect on your final grade. |
Generally, all tests contribute substantially to your final grade. A low initial
test is a "wake-up call". |
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Guiding Principle: Effort counts. Teachers reward a good-faith effort. |
Guiding Principle: Results count. Instructors expect quality work. |