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(Bloom, 1956), whereby students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects - doing things and thinking about the things they are doing (Bonwell and Eison, 1991). (See Bloom's taxonomy).

Differentiated learning

Differentiated learning has developed from an awareness of the effectiveness of different learning styles which have emerged from late 20th/early 21st century neurological research and

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