So far, we have focused on bridging the goals or content of a curriculum to events, beliefs, and ideas from students' lives. In studying human growth in a health class, for example, a teacher might ask students to bring photos of themselves as a much younger child. In this case a concept from the curriculum human growththen is related to a personal event, being photographed as a youngster, that the student finds meaningful.
But teachers can also create bridges between curriculum and students' experiences in another way, by relating the process of learning in school with the process of learning outside of school. Much of this task involves helping students to make the transition from supervised learning to self-regulated learning or put differently, from practice that is relatively guided to practice that is relatively independent.
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