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A student working at the minimum required level will be able to: Describe the role of drawing in human civilization, Distinguish the two classifications of drawing, List the areas/professional disciplines of technical drawing, Describe the educational value of Technical drawing.

The Grade 12 Technical Drawing Teacher was developed by six consultants, teachers, and curriculum experts. The basic Technical drawing course in the second cycle of secondary education will enable students to acquire basic knowledge and skill for further studies pertinent to Technical drawing.

The following overview of the work in the seminars is based on the descriptions circulated in advance by the Seminar Leaders, the Guide to Curriculum Units, 2001, and the curriculum units themselves. Each Fellow has prepared a curriculum unit that she or he will use in a specific classroom. But each Fellow has also been asked to indicate the subjects and grade levels for which other teachers might find the curriculum unit to be appropriate. These are indicated parenthetically here for each unit.

The team application form requires the interested teachers to demonstrate how the team envisions working together in inter-grade and/or interdisciplinary ways and must outline plans for a culminating activity in the school. Teams may receive preference during the admissions process, and are required to submit a final report on their work together during the following school year. If a team is not admitted as such, however, the members of the team may be admitted to the program as individual Fellows. And the Institute encourages such Fellows to work as informal teams in their schools.

During their review, the Coordinators considered the findings of the school administrators and seminar leaders and made recommendations to the Director about which teachers the Institute should accept. By these means, the Institute seeks to ensure that all Fellows participate in seminars that are consistent with their interests and applicable in the courses they teach. The Institute accepted as Fellows 71 New Haven teachers, 47 in the humanities and 24 in the sciences. Two teams of teachers were admitted with the expectation that team members would coordinate their curriculum units and work together during the school year, planning cross-grade and cross-department instruction and school-wide activities. Only one of those teams, however, carried its plans to a conclusion in the seminar. A meeting of seminar leaders and Coordinators was held on February 27 to discuss the admissions process just completed, and to review the seminar and unit writing process and the policies and procedures of the Institute.

After the curriculum units were completed in July, they were compiled in a volume for each seminar. In October the volumes were deposited in the libraries of all elementary middle, and high schools, so that New Haven teachers, whether or not they have been Fellows, might use them in their own teaching. As in the past, the Institute prepared a Guide to the new units, based on synopses by the authors and their recommendations of the grade levels and school courses to which their units apply.

For the past eight years the Institute has admitted teams of at least three teachers from one school to a seminar with the expectation that the team members would work as a team. They would coordinate their curriculum units and work together during the school year, planning cross-grade and cross-department instruction and culminating school-wide activities, such as assembly programs, science fairs, or some kind of publication. Each team member, however, must write a unit that could be taught independently. This program, highly successful in several schools, has encouraged teachers who were previously reluctant to participate in seminars on an individual basis to apply to a seminar as part of a school team. 2351a5e196

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