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The round-robin letter has been the subject of much ridicule, particularly from the Guardian journalist Simon Hoggart, who pilloried examples of the genre in his newspaper column, as well as writing the book The Hamster That Loved Puccini: The Seven Modern Sins of Christmas Round-robin Letters. One example Hoggart cited read:
If your Christmas card preference is a glossy photo of your kids dressed up in their holiday finest, try to leave an area where you can add a personal note, or flip the photo over and inscribe a ...
Differentiated instruction and assessment, also known as differentiated learning or, in education, simply, differentiation, is a framework or philosophy for effective teaching that involves providing all students within their diverse classroom community of learners a range of different avenues for understanding new information (often in the same classroom) in terms of: acquiring content ...
A lesson plan is the teacher's guide for running a particular lesson, and it includes the goal (what the students are supposed to learn), how the goal will be reached (the method, procedure) and a way of measuring how well the goal was reached (test, worksheet, homework etc.). [2]
The leading families of products were the Reader Rabbit series for ages 2–8, the Treasure Mountain Reading-Math-Science series for ages 5–9, the Super Solver series for ages 7–12, the Student Writing & Publishing Center for ages 7-adult, and the Foreign Language Learning series for ages 15-adult.
Didactics is a knowledge-based discipline concerned with the descriptive and rational study of all teaching-related activities before, during and after the teaching of content in the classroom, which includes the "planning, control and regulation of the teaching context" and its objective is to analyze how teaching leads to learning.
Theorists like John Dewey, Jean Piaget and Lev Vygotsky, whose collective work focused on how students learn, have informed the move to student-centered learning.Dewey was an advocate for progressive education, and he believed that learning is a social and experiential process by making learning an active process as children learn by doing.
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