"tailored teaching" is a correct and usable phrase in written English.
It is usually used in the context of customizing education to a student's individual needs or strengths. For example, "The school offers tailored teaching to address the unique needs of each student."
In the infants, phonics is streamed, so all children can benefit from tailored teaching, making maximum progress as a result.
UCL justifies cuts by redefining tutorials as time set aside for creating better writers, with the half-hour sessions set to be dedicated to criticism of our written work rather than the tailored teaching they currently allow.
Recognition of the differences by gender and institution should allow for tailored teaching and assessment of professionalism so that it is most meaningful.
Differences by gender and institution suggest the need for tailored teaching and assessment of professionalism based on systematic analysis of these variables at the institutional level.
We know from the many great teachers we work with through the Science Learning Centres that they will tailor teaching to their students, bringing facts and concepts to life through practical work, stretching the most able, and enabling those who are struggling to understand science in ways that are meaningful to them.
Able children are being held back in some schools that do not tailor teaching, tasks and resources to stretch their best pupils, Wilshaw said.
Plomin and his co-author Kathryn Asbury argued in their recent book, G is for Genes, that our increasing understanding of genetics will enable us to tailor teaching to individual needs.
Second, instructors spent more effort tailoring teaching practices for use online than in integrating practices used online back in the classroom.
It is easy to find examples of 'stupid education'; Professor Zhu mentions "refusing to tailor teaching approaches accordingly and denying individuality", and "solely emphasizing book-based knowledge while neglecting development of practical abilities" (Zhu, 2014).
We plan an intervention study to understand the effectiveness of tailoring teaching experience to these identified motivators.
The behaviours perhaps should include the following: creating an appropriate learning climate; being learner-centred; facilitating participants' learning; encouraging self-awareness through reflection; tailoring teaching to participants' needs and wants, etc. suggested by Hewson.
