Sentence examples for articulated learning from inspiring English sources

Many departments report significant difficulties delivering effective surgical teaching and students describe dated curricula [ 1]. Results from student surveys found that the lack of clearly defined and articulated learning objectives is one reason for the perceived deficiency [ 2].

We suggest working practices to identify training needs, to articulate learning objectives and to ensure delivery of suitable training for given audiences, a quality-assurance process and a sound organizational framework.

Instead of viewing learning as a relation between students and teachers as it happens at schools, the theory of communities of practice articulates learning in terms of membership and participation within particular communities (Lave & Wenger 2005).

Teachers will be better at articulating learning objectives that are meaningful and measurable.

In science classrooms, it may therefore be particularly important to consider approaches to test-enhanced learning that are no- or low-stakes and are articulated as learning opportunities, thereby minimizing the potential for stereotype threat.

Some students articulated basic learning goals; how to interview patients, how to perform a physical examination and how to write a medical record.

One approach is to articulate the learning goals and conceptual basis for those goals within the facilitation materials.

Identifying and articulating these learning goals from the beginning is essential for designing and implementing both science lessons and PD sessions that are coherent, focused, and supportive of student/teacher learning.

This article articulates our learning from the development and early delivery phase of this substantial change in philosophy and delivery of undergraduate clinical education.

Indeed, faculty participants in SI and FIRST were explicitly trained in backward design, which led to our expectation that these faculty would articulate course learning goals that aligned with subsequent assessments.

In other studies in the United States, senior faculty showed interest in professional development programs such as mentorship [ 28, 29]; while the Rwandan context has marked differences, we believe that similarly, more experienced faculty will value the opportunity to learn from USF and will be better able to articulate concrete learning goals for the twinning process.