212:"Conferring can give us the force that makes our mini-lessons and curriculum development and assessment and everything else more powerful. It gives us an endless resource of teaching wisdom, an endless source of accountability, a system of checks and balances. And, it gives us laughter and human connection -the understanding of our children that gives spirit to our teaching." Calkins believed that there were three main components to every conferring session: Research, Decide, and Teach. Research focused on where the student was in their current writing, Decide would help the teacher choose what to teach the student, and Teach would use modeling and guiding practice to further advance student learning. In their book
288:), not just those students who are able to self-direct. In future research, it is important to continue to study these schools who are piloting personalized learning to see how their needs change over time. Because these programs are still relatively new, it would be helpful to understand the perceptions of teachers who are using these programs for five years or longer to continue assisting teacher and school sites as they mature in their personalized learning use. Additionally, research which compares teacher perception of personalized learning compared to student academic outcomes will be helpful once schools new to personalized learning overcome their fifth year of implementation.
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achieve by themselves and with support they are able to achieve a higher level of learning. However, there is still some level in which the student is incapable of reaching, no matter what support is provided. For example, a student may be working on double digit addition. Their current knowledge may already provide them with the skills to move on to triple digit addition without any help. If the student is introduced to multiplication, however, they will need help to understand that multiplication is a quicker way to represent the same number being added onto itself a defined number of times. Where this help occurs is the student's
204:. Even with help though, it is not reasonable to expect the student to learn how to solve a calculus problem. The struggle for teachers is how to provide the right amount of help to each student. If a teacher provides information to the whole class too quickly, some students are left behind trying to figure out the first step. Conversely, if a teacher provides information to the whole class too slowly, some students will finish rapidly and be left with nothing to do. Conferring is a tool that teachers have used to help mitigate that issue.
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Dr. Ces'Ari Garcia-Delmuro advocated in her research on personalized learning for other researchers to continue including teacher voice in their studies of personalized learning programs as a way to improve these programs for teachers and students. She said more studies should be conducted that focus
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can be a powerful tool for personalized learning as it allows learners access to research and information, and provides a mechanism for communication, debate, and recording learning achievements. However, personalized learning is not exclusive to digital technologies or environments. In the rhetoric
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As stated above by the 2017 United States
National Education Technology Plan, "Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized the needs for each learner." Conferring is a process in which this can be accomplished. Conferring, as
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to manage and facilitate student-led instruction. Proponents argue that classroom learning activities must build upon students' prior knowledge and teachers need to allocate time for practice. Advocates argue that teachers must continuously assess student learning against clearly defined standards
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schools implementing personalized learning. Furthermore, donors that are giving to the advancement of personalized learning need to consult new research to ensure that they are donating to programs that benefit all students including those who belong to vulnerable populations (students in special
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Using a mix method case study approach in observing a group of 4th grade students, Javaye
Devette Stubbs posed the question: "How does the implementation of one-on-one conferring promote higher order thinking skills in students with difficulties in reading?" The results from her pre and post-test
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as "the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers". More plainly, a student has a certain level they can
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In 2005, Dan
Buckley defined two ends of the personalized learning spectrum: "personalization for the learner", in which the teacher tailors the learning, and "personalization by the learner", in which the learner develops skills to tailor his own learning. This spectrum was adopted by the (2006)
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wrote that while personalized learning may sound like a useful strategy for education, in practice it is mostly just about selling technology products. Personalized learning promises a strategy to specifically adjust education to the unique needs and skills of individual children, he argued, but
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The information can be summarized into three main takeaways. First, building student knowledge is dependent on the current level of knowledge the student has and what kind of support they are provided. Second, conferring is a model that can provide student support through a structured four-part
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Personalized learning refers to instruction in which the pace of learning and the instructional approach are optimized for the needs of each learner. Learning objectives, instructional approaches, and instructional content (and its sequencing) may all vary based on learner needs. In addition,
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in a second-grade classroom working on a book project, Smith found that the work produced "looks similar to what is produced by native
English speakers". Smith later suggests that the success of the two students were largely tied to the writing conferences, and goes on to state that writing
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by Lucy
Calkins, Amanda Hartman, and Zoe Ryder White. In the work, Calkins and her co-writers describe how effective writing workshops for students included individual writing conferences (conferring), where teachers would sit and talk with their students about their writing. Per the book,
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around 21st
Century Skills, personalized learning is often equated with 'customization' (as found in the business world), with digital personalization used to frame the learning experience as highly efficient. Problematic in this is the discounting of the highly relational and
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and Dennis
Shirley write that while there are advantages in students being able to access information instantly on-line, one should not mistake such processes for "something deeper, more challenging, and more connected to compelling issues in their world and their lives".
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Learning, in any context, requires some form of feedback. In schools, this feedback is almost entirely thought of as the teacher providing feedback to the student. The idea of providing feedback to advance student learning is best understood in the framework of the
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defined by Julie Kallio, is a "regular, goal-oriented meeting between the teacher and student(s) where they talk about learning progress, process, and/or products." Conferring, more simply, is a way to provide more personalized feedback.
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found that "even those with reading difficulties did show a significant gain in higher order thinking skills". In a separate study, the educator Antony Smith examined the effectiveness of using teacher-student writing conference for
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really it means merely "adjusting the difficulty level of prefabricated skills-based exercises based on students' test scores... requires the purchase of software from one of those companies that can afford full-page ads in
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Programs can only be designed by highly trained human beings who, through the teaching machine, can reach countless students and enable each to take an active role in a highly personalized learning environment.
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technology. Therefore, if an idea like personalization is presented from the start as entailing software or a screen, we ought to be extremely skeptical about who really benefits."
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Herrington, J., & Oliver, R. (2000). An instructional design framework for authentic learning environments. Educational
Technology Research & Development,48(3), 23–48.
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Lindgren, R., & McDaniel, R. (2012). Transforming Online
Learning through Narrative and Student Agency. Journal of Educational Technology & Society, 15(4), 344–355.
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The use of the term "personalized learning" dates back to at least the early 1960s, but there is no widespread agreement on the definition and components of a personal
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Personalisation by Pieces Framework: A Framework for the Incremental Transformation of Pedagogy Towards Greater Learner Empowerment in Schools
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conferences are the "heart of the writing process, and with this in mind, the potential of the teacher-student writing conference becomes clear".
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space well defined in the research on learning. Narrowing personalized learning to its digital form also raises the concern of the
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process. Third, conferring has been shown to increase student learning in both reading and writing.
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The United States National Education Technology Plan 2017 defines personalized learning as follows:
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Mean what you say: Defining and integrating personalized, blended and competency education
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Proponents of personalized learning say that many elements of curriculum, assessment, and
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Typically technology is used to try to facilitate personalized learning environments.
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Term referring to efforts to tailor education to meet the different needs of students
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The Writing workshop: working through the hard parts (and they're all hard parts)
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Microsoft's Practical Guide to Envisioning and Transforming Education.
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and goals, and student input into the assessment process is integral.
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must be present in classrooms for students to succeed and often use
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International Journal of Virtual and Personal Learning Environments
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Mind in society: The development of higher psychological processes
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Patrick, Susan; Kennedy, Kathryn; Powell, Allison (Oct 2013).
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The Fourth Way: The Inspiring Future for Educational Change
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education, bilingual emergent students, and students of low
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effect emerging in (hyper)personalized online experiences.
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Al-Zoube, Mohammed (2009). "E-Learning on the Cloud".
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Stubbs, Javaye Devette. "The benefit of conferring".
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One to one: the art of conferring with young writers
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862:Teacher quality
852:Standards-based
808:
780:
769:
764:
734:
722:
721:
717:
707:
705:
696:
695:
691:
682:
678:
669:
667:
659:Smith, Antony.
658:
657:
648:
630:
629:
622:
612:
611:
607:
597:
596:
589:
579:
578:
571:
566:
562:
557:
553:
543:
541:
535:
534:
530:
502:
501:
497:
489:10.1.1.662.3204
473:
472:
468:
458:
456:
452:
451:
447:
440:
428:
427:
423:
413:
411:
407:
403:
402:
398:
372:
371:
367:
350:
349:
345:
341:
294:
276:
246:Andy Hargreaves
243:
191:. Psychologist
176:
159:
122:
106:
83:
76:
65:
59:
56:
49:
36:
32:
23:
22:
15:
12:
11:
5:
3514:
3512:
3504:
3503:
3498:
3488:
3487:
3481:
3480:
3478:
3477:
3467:
3457:
3442:
3439:
3438:
3435:
3434:
3431:
3430:
3428:
3427:
3420:
3415:
3409:
3407:
3399:
3396:
3395:
3393:
3392:
3387:
3382:
3377:
3372:
3367:
3362:
3357:
3352:
3347:
3342:
3337:
3331:
3329:
3323:
3322:
3319:
3312:
3311:
3309:
3308:
3303:
3298:
3293:
3288:
3286:Norfolk Island
3283:
3278:
3273:
3268:
3263:
3258:
3253:
3248:
3243:
3241:American Samoa
3237:
3235:
3229:
3228:
3226:
3225:
3220:
3214:
3212:
3211:of New Zealand
3206:
3205:
3203:
3202:
3197:
3192:
3187:
3182:
3177:
3172:
3167:
3162:
3157:
3152:
3147:
3142:
3137:
3131:
3129:
3125:
3124:
3121:
3114:
3113:
3111:
3110:
3105:
3100:
3095:
3093:Sint Eustatius
3090:
3085:
3080:
3075:
3070:
3065:
3060:
3055:
3050:
3045:
3040:
3038:Cayman Islands
3035:
3030:
3025:
3020:
3015:
3009:
3007:
3002:
2999:
2998:
2996:
2995:
2990:
2985:
2980:
2975:
2970:
2965:
2960:
2955:
2950:
2945:
2940:
2935:
2930:
2925:
2920:
2915:
2910:
2905:
2900:
2895:
2890:
2885:
2879:
2877:
2873:
2872:
2869:
2862:
2861:
2859:
2858:
2856:European Union
2852:
2850:
2849:Other entities
2846:
2845:
2843:
2842:
2837:
2832:
2827:
2822:
2817:
2812:
2806:
2804:
2803:other entities
2798:
2797:
2795:
2794:
2789:
2784:
2779:
2774:
2768:
2766:
2760:
2759:
2757:
2756:
2754:United Kingdom
2751:
2746:
2741:
2736:
2731:
2726:
2721:
2716:
2711:
2706:
2701:
2696:
2691:
2686:
2681:
2676:
2671:
2666:
2661:
2656:
2651:
2646:
2641:
2636:
2631:
2626:
2621:
2619:
2614:
2609:
2604:
2599:
2594:
2589:
2584:
2579:
2574:
2569:
2567:Czech Republic
2564:
2559:
2554:
2549:
2544:
2539:
2534:
2529:
2524:
2519:
2514:
2508:
2506:
2502:
2501:
2496:
2489:
2488:
2486:
2485:
2475:
2464:
2461:
2460:
2458:
2457:
2452:
2447:
2442:
2437:
2431:
2429:
2420:
2419:
2417:
2416:
2411:
2406:
2401:
2396:
2390:
2388:
2380:
2379:
2377:
2376:
2371:
2366:
2361:
2356:
2351:
2346:
2341:
2336:
2331:
2326:
2321:
2316:
2311:
2306:
2301:
2296:
2291:
2286:
2281:
2276:
2271:
2266:
2261:
2256:
2251:
2246:
2241:
2236:
2231:
2226:
2221:
2216:
2211:
2206:
2201:
2196:
2191:
2186:
2181:
2176:
2171:
2166:
2161:
2156:
2151:
2146:
2141:
2136:
2130:
2128:
2122:
2121:
2116:
2109:
2108:
2105:
2104:
2087:
2074:
2065:
2051:Canary Islands
2047:
2046:
2044:
2039:
2036:
2035:
2033:
2032:
2027:
2021:
2019:
2014:
2011:
2010:
2008:
2007:
2002:
1997:
1992:
1987:
1982:
1977:
1972:
1967:
1962:
1957:
1952:
1947:
1942:
1937:
1932:
1927:
1922:
1917:
1912:
1907:
1902:
1897:
1892:
1887:
1882:
1877:
1872:
1867:
1862:
1857:
1852:
1847:
1842:
1837:
1832:
1827:
1822:
1817:
1812:
1807:
1802:
1797:
1792:
1787:
1782:
1777:
1772:
1767:
1762:
1757:
1752:
1747:
1742:
1736:
1734:
1730:
1729:
1724:
1717:
1716:
1713:
1706:
1705:
1702:
1701:
1698:
1697:
1686:
1685:
1682:
1681:
1677:
1676:
1673:
1672:
1668:
1667:
1664:
1663:
1659:
1657:
1656:
1649:
1639:
1632:
1631:
1620:
1615:
1605:
1599:
1596:
1595:
1591:
1590:
1587:
1586:
1582:
1580:
1579:
1574:
1564:
1557:
1556:
1546:
1540:
1537:
1536:
1532:
1531:
1528:
1527:
1523:
1521:
1520:
1515:
1507:
1500:
1499:
1495:Primary school
1489:
1483:
1480:
1479:
1475:
1473:
1472:
1465:
1455:
1448:
1447:
1442:
1437:
1432:
1424:
1421:
1420:
1415:
1408:
1407:
1404:
1403:
1401:
1400:
1395:
1390:
1385:
1380:
1375:
1370:
1364:
1362:
1358:
1357:
1355:
1354:
1349:
1348:
1347:
1342:
1337:
1332:
1327:
1322:
1317:
1312:
1307:
1302:
1297:
1292:
1287:
1282:
1277:
1267:
1262:
1257:
1252:
1247:
1242:
1241:
1240:
1235:
1230:
1220:
1215:
1210:
1208:Cognitive load
1205:
1200:
1194:
1192:
1188:
1187:
1185:
1184:
1179:
1174:
1169:
1164:
1159:
1154:
1149:
1143:
1141:
1135:
1134:
1132:
1131:
1126:
1121:
1116:
1111:
1106:
1101:
1096:
1091:
1086:
1081:
1076:
1071:
1066:
1061:
1056:
1051:
1046:
1041:
1036:
1031:
1026:
1021:
1016:
1011:
1006:
1001:
996:
991:
986:
981:
976:
971:
965:
963:
957:
956:
954:
953:
952:
951:
941:
936:
931:
926:
921:
916:
911:
906:
901:
896:
891:
886:
881:
879:Evidence-based
876:
871:
866:
865:
864:
859:
854:
849:
844:
843:
842:
827:
822:
816:
814:
813:By perspective
810:
809:
807:
806:
801:
796:
790:
788:
782:
781:
778:
771:
770:
765:
763:
762:
755:
748:
740:
733:
732:
715:
689:
676:
646:
620:
605:
587:
569:
560:
551:
528:
495:
466:
445:
438:
421:
396:
365:
342:
340:
337:
336:
335:
330:
325:
320:
315:
310:
305:
300:
293:
290:
275:
272:
259:Education Week
242:
239:
175:
172:
158:
155:
121:
118:
105:
102:
81:
78:
77:
39:
37:
30:
24:
14:
13:
10:
9:
6:
4:
3:
2:
3513:
3502:
3499:
3497:
3494:
3493:
3491:
3476:
3468:
3466:
3458:
3456:
3455:
3444:
3443:
3440:
3426:
3421:
3419:
3418:French Guiana
3416:
3414:
3411:
3410:
3408:
3402:
3397:
3391:
3388:
3386:
3383:
3381:
3378:
3376:
3373:
3371:
3368:
3366:
3363:
3361:
3358:
3356:
3353:
3351:
3348:
3346:
3343:
3341:
3338:
3336:
3333:
3332:
3330:
3328:
3324:
3317:
3307:
3304:
3302:
3299:
3297:
3294:
3292:
3289:
3287:
3284:
3282:
3281:New Caledonia
3279:
3277:
3274:
3272:
3269:
3267:
3264:
3262:
3261:Easter Island
3259:
3257:
3254:
3252:
3249:
3247:
3244:
3242:
3239:
3238:
3236:
3230:
3224:
3221:
3219:
3216:
3215:
3213:
3207:
3201:
3198:
3196:
3193:
3191:
3188:
3186:
3183:
3181:
3178:
3176:
3173:
3171:
3168:
3166:
3163:
3161:
3158:
3156:
3153:
3151:
3148:
3146:
3143:
3141:
3138:
3136:
3133:
3132:
3130:
3126:
3119:
3109:
3106:
3104:
3101:
3099:
3096:
3094:
3091:
3089:
3086:
3084:
3081:
3079:
3076:
3074:
3071:
3069:
3066:
3064:
3061:
3059:
3056:
3054:
3051:
3049:
3046:
3044:
3041:
3039:
3036:
3034:
3031:
3029:
3026:
3024:
3021:
3019:
3016:
3014:
3011:
3010:
3008:
3000:
2994:
2993:United States
2991:
2989:
2986:
2984:
2981:
2979:
2976:
2974:
2971:
2969:
2966:
2964:
2961:
2959:
2956:
2954:
2951:
2949:
2946:
2944:
2941:
2939:
2936:
2934:
2931:
2929:
2926:
2924:
2921:
2919:
2916:
2914:
2911:
2909:
2906:
2904:
2901:
2899:
2896:
2894:
2891:
2889:
2886:
2884:
2881:
2880:
2878:
2874:
2867:
2857:
2854:
2853:
2851:
2847:
2841:
2838:
2836:
2833:
2831:
2828:
2826:
2823:
2821:
2818:
2816:
2815:Faroe Islands
2813:
2811:
2808:
2807:
2805:
2799:
2793:
2790:
2788:
2787:South Ossetia
2785:
2783:
2780:
2778:
2775:
2773:
2770:
2769:
2767:
2761:
2755:
2752:
2750:
2747:
2745:
2742:
2740:
2737:
2735:
2732:
2730:
2727:
2725:
2722:
2720:
2717:
2715:
2712:
2710:
2707:
2705:
2702:
2700:
2697:
2695:
2692:
2690:
2687:
2685:
2682:
2680:
2677:
2675:
2672:
2670:
2667:
2665:
2662:
2660:
2657:
2655:
2652:
2650:
2647:
2645:
2642:
2640:
2639:Liechtenstein
2637:
2635:
2632:
2630:
2627:
2625:
2622:
2620:
2618:
2615:
2613:
2610:
2608:
2605:
2603:
2600:
2598:
2595:
2593:
2590:
2588:
2585:
2583:
2580:
2578:
2575:
2573:
2570:
2568:
2565:
2563:
2560:
2558:
2555:
2553:
2550:
2548:
2545:
2543:
2540:
2538:
2535:
2533:
2530:
2528:
2525:
2523:
2520:
2518:
2515:
2513:
2510:
2509:
2507:
2503:
2499:
2494:
2484:
2480:
2476:
2474:
2466:
2465:
2462:
2456:
2453:
2451:
2448:
2446:
2443:
2441:
2438:
2436:
2433:
2432:
2430:
2425:
2421:
2415:
2412:
2410:
2409:South Ossetia
2407:
2405:
2402:
2400:
2397:
2395:
2392:
2391:
2389:
2387:
2381:
2375:
2372:
2370:
2367:
2365:
2362:
2360:
2357:
2355:
2352:
2350:
2347:
2345:
2342:
2340:
2337:
2335:
2332:
2330:
2327:
2325:
2322:
2320:
2317:
2315:
2312:
2310:
2307:
2305:
2302:
2300:
2297:
2295:
2292:
2290:
2287:
2285:
2282:
2280:
2277:
2275:
2272:
2270:
2267:
2265:
2262:
2260:
2257:
2255:
2252:
2250:
2247:
2245:
2242:
2240:
2237:
2235:
2232:
2230:
2227:
2225:
2222:
2220:
2217:
2215:
2212:
2210:
2207:
2205:
2202:
2200:
2197:
2195:
2192:
2190:
2187:
2185:
2182:
2180:
2177:
2175:
2172:
2170:
2167:
2165:
2162:
2160:
2157:
2155:
2152:
2150:
2147:
2145:
2142:
2140:
2137:
2135:
2132:
2131:
2129:
2127:
2123:
2119:
2114:
2099:
2095:
2091:
2088:
2082:
2078:
2075:
2069:
2066:
2060:
2056:
2052:
2049:
2048:
2045:
2037:
2031:
2028:
2026:
2023:
2022:
2020:
2012:
2006:
2003:
2001:
1998:
1996:
1993:
1991:
1988:
1986:
1983:
1981:
1978:
1976:
1973:
1971:
1968:
1966:
1963:
1961:
1958:
1956:
1953:
1951:
1948:
1946:
1943:
1941:
1938:
1936:
1933:
1931:
1928:
1926:
1923:
1921:
1918:
1916:
1913:
1911:
1908:
1906:
1903:
1901:
1898:
1896:
1893:
1891:
1888:
1886:
1883:
1881:
1878:
1876:
1873:
1871:
1868:
1866:
1863:
1861:
1858:
1856:
1855:Guinea-Bissau
1853:
1851:
1848:
1846:
1843:
1841:
1838:
1836:
1833:
1831:
1828:
1826:
1823:
1821:
1818:
1816:
1813:
1811:
1808:
1806:
1803:
1801:
1798:
1796:
1793:
1791:
1788:
1786:
1783:
1781:
1778:
1776:
1773:
1771:
1768:
1766:
1763:
1761:
1758:
1756:
1753:
1751:
1748:
1746:
1743:
1741:
1738:
1737:
1735:
1731:
1727:
1722:
1718:
1711:
1707:
1696:
1692:
1688:
1687:
1683:
1658:
1653:
1650:
1646:
1645:Undergraduate
1643:
1642:
1637:
1634:
1633:
1629:
1624:
1621:
1619:
1616:
1612:
1609:
1608:
1603:
1600:
1581:
1575:
1571:
1570:Middle school
1568:
1567:
1562:
1559:
1558:
1553:
1550:
1549:
1544:
1541:
1522:
1516:
1511:
1510:
1505:
1502:
1501:
1496:
1493:
1492:
1487:
1484:
1474:
1469:
1466:
1462:
1459:
1458:
1453:
1450:
1449:
1446:
1443:
1441:
1438:
1436:
1433:
1431:
1428:
1427:
1422:
1418:
1413:
1409:
1399:
1396:
1394:
1391:
1389:
1386:
1384:
1381:
1379:
1376:
1374:
1371:
1369:
1366:
1365:
1363:
1359:
1353:
1350:
1346:
1343:
1341:
1338:
1336:
1335:Project-based
1333:
1331:
1330:Problem-based
1328:
1326:
1323:
1321:
1318:
1316:
1313:
1311:
1308:
1306:
1303:
1301:
1298:
1296:
1293:
1291:
1290:Demonstration
1288:
1286:
1285:Contemplative
1283:
1281:
1278:
1276:
1273:
1272:
1271:
1268:
1266:
1263:
1261:
1258:
1256:
1253:
1251:
1248:
1246:
1243:
1239:
1236:
1234:
1231:
1229:
1226:
1225:
1224:
1221:
1219:
1216:
1214:
1211:
1209:
1206:
1204:
1201:
1199:
1196:
1195:
1193:
1189:
1183:
1180:
1178:
1175:
1173:
1172:Homeschooling
1170:
1168:
1165:
1163:
1160:
1158:
1155:
1153:
1150:
1148:
1145:
1144:
1142:
1140:
1136:
1130:
1127:
1125:
1122:
1120:
1117:
1115:
1112:
1110:
1107:
1105:
1102:
1100:
1097:
1095:
1092:
1090:
1087:
1085:
1082:
1080:
1077:
1075:
1072:
1070:
1067:
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3098:Sint Maarten
3078:Saint Martin
2792:Transnistria
2424:Dependencies
2354:Turkmenistan
2319:Saudi Arabia
2090:Saint Helena
2061:
1965:South Africa
1955:Sierra Leone
1760:Burkina Faso
1652:Postgraduate
1468:Kindergarten
1320:Personalized
1319:
1300:Experiential
1260:Teacher look
969:Agricultural
825:Anthropology
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88:(also named
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42:may require
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3475:WikiProject
3165:New Zealand
3068:Puerto Rico
2978:Saint Lucia
2928:El Salvador
2830:Isle of Man
2765:recognition
2739:Switzerland
2674:Netherlands
2483:Asia portal
2384:States with
2304:Philippines
2244:South Korea
2239:North Korea
2134:Afghanistan
2017:recognition
1970:South Sudan
1860:Ivory Coast
1576:High school
1373:Definitions
1250:Lesson plan
1139:Alternative
1044:Mathematics
1014:Engineering
385:(4): 1–11.
120:Definitions
3490:Categories
3063:Montserrat
3058:Martinique
3053:Guadeloupe
2908:Costa Rica
2709:San Marino
2669:Montenegro
2649:Luxembourg
2629:Kazakhstan
2532:Azerbaijan
2364:Uzbekistan
2339:Tajikistan
2254:Kyrgyzstan
2234:Kazakhstan
2154:Bangladesh
2144:Azerbaijan
2072:(Portugal)
2030:Somaliland
1950:Seychelles
1915:Mozambique
1900:Mauritania
1885:Madagascar
1840:The Gambia
1775:Cape Verde
1628:Continuing
1618:Vocational
1223:Curriculum
1157:Democratic
1129:Vocational
1119:Technology
1079:Philosophy
961:By subject
939:Technology
919:Psychology
904:Philosophy
894:Leadership
835:Evaluation
830:Assessment
670:2017-04-28
641:1858793307
439:0954314743
339:References
253:Alfie Kohn
174:Conferring
52:editing it
3390:Venezuela
3335:Argentina
3135:Australia
3048:Greenland
2963:Nicaragua
2938:Guatemala
2820:Gibraltar
2644:Lithuania
2450:Hong Kong
2404:Palestine
2329:Sri Lanka
2324:Singapore
2204:Indonesia
1905:Mauritius
1461:Preschool
1361:Wikimedia
1099:Religious
1024:Euthenics
1009:Economics
989:Chemistry
979:Bilingual
934:Sociology
889:Inclusion
869:Economics
767:Education
484:CiteSeerX
3496:Pedagogy
3465:Category
3380:Suriname
3370:Paraguay
3355:Colombia
3150:Kiribati
3013:Anguilla
2948:Honduras
2918:Dominica
2893:Barbados
2840:Svalbard
2825:Guernsey
2772:Abkhazia
2724:Slovenia
2719:Slovakia
2694:Portugal
2552:Bulgaria
2473:Category
2394:Abkhazia
2344:Thailand
2299:Pakistan
2279:Mongolia
2274:Maldives
2269:Malaysia
2169:Cambodia
2096: /
2092: /
2085:(France)
2079: /
2057: /
2053: /
2005:Zimbabwe
1980:Tanzania
1830:Ethiopia
1825:Eswatini
1805:Djibouti
1770:Cameroon
1755:Botswana
1345:Socratic
1305:Feedback
1191:Concepts
1084:Physical
1054:Military
1034:Language
984:Business
924:Research
914:Politics
899:Pedagogy
794:Glossary
779:Overview
637:ProQuest
432:. 2006.
292:See also
268:requires
104:Overview
60:May 2024
3385:Uruguay
3360:Ecuador
3340:Bolivia
3301:Tokelau
3200:Vanuatu
3043:Curaçao
3028:Bonaire
3023:Bermuda
2953:Jamaica
2933:Grenada
2888:Bahamas
2749:Ukraine
2699:Romania
2659:Moldova
2617:Ireland
2612:Iceland
2607:Hungary
2597:Germany
2592:Georgia
2582:Finland
2577:Estonia
2572:Denmark
2557:Croatia
2542:Belgium
2537:Belarus
2527:Austria
2522:Armenia
2517:Andorra
2512:Albania
2369:Vietnam
2284:Myanmar
2264:Lebanon
2194:Georgia
2149:Bahrain
2139:Armenia
2081:RĂ©union
2077:Mayotte
2068:Madeira
2063:(Spain)
2059:Melilla
1990:Tunisia
1960:Somalia
1945:Senegal
1930:Nigeria
1920:Namibia
1910:Morocco
1875:Liberia
1870:Lesotho
1820:Eritrea
1790:Comoros
1765:Burundi
1740:Algeria
1648:→
1623:Further
1578:→
1573:→
1555:→
1519:→
1514:→
1498:→
1471:→
1464:→
1310:Passive
1233:Studies
1114:Teacher
1104:Science
1094:Reading
1089:Physics
1064:Nursing
1049:Medical
884:History
804:Outline
786:General
708:Apr 17,
544:Mar 10,
459:Jan 19,
414:Apr 14,
3365:Guyana
3345:Brazil
3276:Hawaii
3195:Tuvalu
2968:Panama
2958:Mexico
2903:Canada
2898:Belize
2835:Jersey
2777:Kosovo
2744:Turkey
2734:Sweden
2714:Serbia
2704:Russia
2689:Poland
2684:Norway
2664:Monaco
2634:Latvia
2602:Greece
2587:France
2562:Cyprus
2414:Taiwan
2349:Turkey
2314:Russia
2249:Kuwait
2229:Jordan
2219:Israel
2179:Cyprus
2164:Brunei
2159:Bhutan
2100:
2083:
2070:
2000:Zambia
1995:Uganda
1935:Rwanda
1890:Malawi
1850:Guinea
1745:Angola
1695:Portal
1655:
1614:
1517:Junior
1512:Infant
1417:Stages
1393:Quotes
1378:Images
1238:Theory
1228:Hidden
1124:Values
1029:Health
1004:Design
929:Rights
909:Policy
639:
486:
436:
241:Debate
3350:Chile
3190:Tonga
3180:Samoa
3170:Palau
3160:Nauru
3018:Aruba
2943:Haiti
2810:Ă…land
2729:Spain
2654:Malta
2624:Italy
2455:Macau
2374:Yemen
2334:Syria
2309:Qatar
2289:Nepal
2224:Japan
2199:India
2189:Egypt
2174:China
2055:Ceuta
1975:Sudan
1925:Niger
1880:Libya
1865:Kenya
1845:Ghana
1835:Gabon
1810:Egypt
1750:Benin
1398:Texts
1368:Books
1069:Peace
1059:Music
1039:Legal
999:Death
799:Index
408:(PDF)
187:" or
3375:Peru
3271:Guam
3223:Niue
3145:Fiji
3088:Saba
2913:Cuba
2294:Oman
2259:Laos
2214:Iraq
2209:Iran
1985:Togo
1895:Mali
1785:Chad
1388:News
710:2016
546:2016
461:2017
434:ISBN
416:2016
230:ELLs
226:ELLs
3403:and
2426:and
1109:Sex
974:Art
517:doi
387:doi
281:SES
202:ZPD
197:ZPD
189:ZPD
141:ICT
96:or
3492::
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