A Teacher's Guide to The Bill of Rights: A History in by Sarah Drake Brown

By Sarah Drake Brown

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Extra resources for A Teacher's Guide to The Bill of Rights: A History in Documents (Pages from History)

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There is less room for reacting to contingencies that occur during activities which Wood has pointed out seems to be important for cooperative learning in general. But there is room for a semi-structured form of tutoring in which the advantages of both sorts can be harnessed. Home and School as Situations for Learning In the Introduction we picked out the notion that a central feature of IMPACT was the role typically adopted by the child in the home. At home the child is seen as a source of ‘tutelage’.

Since IMPACT will involve an alteration in the patterns of contact with parents, by meetings, informal discussions and written comments, it is important to make reference to the proposed changes in the school policy document. Welcoming Parents A school may have a general policy of involving parents, but this may have traditionally amounted to the odd parents’ evening and a small amount of help in the classroom mixing the paint and listening to the slow readers. IMPACT will mean that the parents will be sharing regular activities with their child.

There is less room for reacting to contingencies that occur during activities which Wood has pointed out seems to be important for cooperative learning in general. But there is room for a semi-structured form of tutoring in which the advantages of both sorts can be harnessed. Home and School as Situations for Learning In the Introduction we picked out the notion that a central feature of IMPACT was the role typically adopted by the child in the home. At home the child is seen as a source of ‘tutelage’.

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