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The first teaching materials, written for Years 7 and 8 (ages 11–13) science lessons, were called Cognitive Acceleration through Science Education (CASE). After three years the results of intervening in science teaching in a dozen classes were compared with control classes which were taught in the usual way.
Exercise books may act as a primary record of students' learning efforts. For younger pupils, books are often collected at the end of each lesson for review, scoring, or grading. Loose worksheets may be pasted into the book so that they are bound with other work. In some schools, exercise books may be colour-coded depending on the subject.
At the Russian School of Mathematics, students begin multi-step problems as early as the first grade, learning to build on previous results to progress towards the solution. In the 1960s, collections of mathematical exercises were translated from Russian and published by W. H. Freeman and Company : The USSR Olympiad Problem Book (1962), [ 8 ...
The National Science Foundation (NSF) initially funded the creation of the TeachEngineering library through its National Science Digital Library (NSDL) program. [6] [9] University engineering faculty, graduate students and K-12 teachers from the University of Colorado Boulder, Colorado School of Mines, Duke University and Tufts University who had independently developed K-12 engineering ...
One adaptation as created by Hill [7] [8] is an extension of the traditional KWL chart to include a column for "Further Wonderings" at the end of the table. This allows for the students' knowledge to continue beyond what they have learned within the classroom. The idea behind this extra column is to encourage the students to continue to learn. [8]
"It is expected that students will view and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters)" [7] Example from the New Zealand curriculum document Mathematics Standards for Years 1-8, by the end of year 5:
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