Sentence examples for classification of learning from inspiring English sources

Bloom's Taxonomy is a classification of learning objectives within education that educators set for students.

In general, there are different conceptual frameworks for the classification of learning environments in the classroom and for differentiating activities and cognitive processes during learning.

The interview data were categorized retaining the classification of learning strategies (Gargallo et al. 2009) and, from these, the following scheme was generated: (Fig. 1).

We opted for O'Malley and Chamot's (1990) classification of learning strategies, and, more specifically, for Vandergrift's (1997), Flowerdew and Miller's (2005), and Vandergrift and Gogh's (2012) adaptation of such a classification to listening.

Nevertheless, unlike them, our study focuses on the effect of the implemented instruction on all the strategies included in the classification of learning strategies developed by O'Malley and Chamot (1990) and adapted to listening by Vandergrift (1997), Flowerdew and Miller (2005), and Vandergrift and Gogh (2012).

As expected, the resulting classification of learning set samples strongly correlated with clinical outcome (P=8.5E−04, Supplementary Figure S2A).

The poor reliability limits true classifications of learning outcomes, because students who have been classified as failures, and who are therefore denied certain positions within the professional community, easily could be misclassified.

From this viewpoint, the task of protein functional properties prediction can be cast into the collective classification problem of learning a predictive model from PPI networks.

In such cases, the classification task consists of learning the optimal discrimination boundary along Toxin A axis that maximizes the discriminatory power of the classifier at the level below 100% accuracy.

It represents a classification of the learning objectives into six hierarchically ordered levels, namely knowledge, comprehension, application, analysis, synthesis, and evaluation.

Pashler et al. (2008) also suggest that 'if classification of students' learning styles has practical utility [for pedagogy], it has yet to be demonstrated' (2008 117).