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When students do legitimate generative work during class time, it allows the instructor to "gather intel about student thinking".
Its innovative design allows the instructor to select and combine the developed resources to create varied activities, providing content adapted to every single device.
Immediately following the activity, a synthesis discussion with the whole class allows the instructor to address any areas of confusion and ensure that all students have a clear understanding of each mechanism.
The model's open top allows the instructor to provide feedback on procedural concepts, offering students the possibility to visualize the catheter depth and placement once inserted into the pleural cavity.
During the Avida-ED activity, the instructor interacted with students as they worked in their groups; this interaction is extremely important, as it allows the instructor to note students' behavior and attitudes.
This output allows the instructor to plot the average proportion invested after the simulation is over and use the data to potentially explain concepts to the students (see below).
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The ARS tool allows the instructors to have her or his "finger on the pulse of the class" (engineering instructor) and give students the "opportunity to assess their own learning" (engineering instructor).
It only takes a couple of minutes to collate these, and allows the instructors to adjust to learners' interests and speed.
Students can interact on the media-scape tables with laptops, tablets and smartphones while allowing the instructor to facilitate digital collaboration.
Display screens or monitors around the room allow the instructor to show student work to the entire class.
Monitoring and responding to student thinking during class time allow the instructor to make decisions based on where student thinking is at the moment.
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CEO of Professional Science Editing for Scientists @ prosciediting.com