Teachers don’t merely deliver the curriculum. They develop, define it, and reinterpret it too. It is what teachers think, what teachers believe and what teachers do at the level of the classroom that ultimately shapes the kind of learning that young people get. (Hargreaves 1994, p. ix) Hargreaves, A. (1994). Changing teachers, changing times: teachers’ work and…

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The mathematics of fountain design: a multiple-centres activity by Marshall Gordon describes a study about a variation of differentiated instruction in mathematics which caters to students of all ability needs. The lesson is about transforming quadratic equation. The article was published online in January 4, 2013 in the journal Teaching Mathematics and its Application. Here’s…

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Learning theorists have provided us with a set of ideas about how people learn that have practical implications for teaching. 1. The Role of our Brain Our brains are set up to process information coming in from the outside world, to make sense of these stimuli, and to draw connections. Different parts of the brain…

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