Sentence examples for Consequential learning from inspiring English sources

The approaches represented by the different stages of the study contribute data that, combined, will enable Jenni to understand broad trends in digital talk form and function across U.S. classrooms as well as "on the ground" student and teacher practices that can inform uses of digital talk in support of consequential learning.

Furthermore, what motivates task choice typically motivates cognitive task engagement (Pintrich and Schrauben 1992), use of deep-level versus surface-level learning strategies (Ames and Archer 1988), and consequential learning outcomes (cf., Schunk et al. 2014).

Ted: I don't believe much of anything consequential is learned strictly through online lectures and simplistic multiple-choice questions.

The levels in the framework are intended to capture significant qualitative differences in the ways that disciplines are interacting that are consequential for student learning.

But when she had opportunities to learn that spoke to her interests and combined learning with consequential work, she changed her view.

Barack Obama, who has been a consequential president, has learned from his own experience in the White House just how hard meaningful change is to achieve.

With PD leader guidance and use of the Lesson Analysis Protocol, teachers' attention is focused on student thinking, the science content, the storyline, and the use of STeLLA strategies, minimizing the focus on an individual teacher while maximizing the analysis of more consequential issues that impact student learning.

Doing so, we argue, leverages the unique formative and summative balance across assessments in order to scaffold learning and demonstrate the "consequential" validity of our strategy without compromising curricula, instruction, or the "evidential" validity that warrants their continued use.

So far, the impact of this tool on students learning, a part of the consequential validity, has not been explored.

One aspect of consequential validity is to involve learners in the process of learning and assessing.

This feedback process encompasses three elements: organization (frequency), the quality of feedback content (does the feedback adhere to directives about the 'feedback content') and consequential impact (does the trainee use the feedback to determine and pursue learning goals and link present and previous feedback) [ 16].