Likewise, pioneers in science teaching such as Wada (1920), Kanbe (1931 19322), Shichizō Hori (1935), Michimasa Kōno (1935), and Hōkichi Nakagawa (1935) edited books on general science that incorporated classroom practices.
In 2012 he played a leading role in a campaign that reformed Pennsylvania's outdated teacher evaluation system so that it incorporated classroom observations and multiple measures of student achievement.
This was because we incorporated the classroom practice into a series of actual classes.
To deliver the training course online, we created a virtual classroom, and incorporated webinars, online discussions, blog posts, podcasts and tools for self-paced learning and peer reflection.
This theme incorporated responses that referenced classroom control, organization and preparedness, knowledge level, and teaching experience.
Teachers taught students how to interact with the robot as they incorporated new IT into the classroom.
Finally, this methods course incorporated elementary textbook tasks into classroom discussions.
In the experimental practice with 12 students forming an experimental group, we incorporated LEPA2 in an actual classroom.
Suggested methods include employing classroom curriculum in which laptops are incorporated strategically with a pedagogy to maximize potential benefits and minimize distractions.
Concurrent pedagogies appeared in European institutions such as Ovide Decroly's École de l'Ermitage (the Hermitage School), which envisioned students utilizing the classroom as a workshop, and Maria Montessori's Casa dei Bambini ("Children's House"), which incorporated experiential and tactile learning methods through students' use of "didactic materials".
