Sentence examples for classroom module from inspiring English sources

A second reading shows that the learning of teaching strategies and creation of new materials for classroom (module 3) was better valued than the learning of technical skills to manage the suggested programs and technologies.

We explored this possibility in a project that adapted a CSCL tool from Chile to serve as the basis of an effective 3-week classroom module for primary school mathematics in the United States.

Another interactive classroom module, "Ozone Theater," was created in collaboration with the Houston nonprofit group Mothers for Clean Air.

In an extension of the community outreach program, the center has developed a life sciences classroom module for middle-school students that explores the behavioral effects of mercury and lead contamination, both of which affect inner-city Hmong populations.

However, the design and the use of this approach and technology may pose serious classroom orchestration challenges for teachers should it be translated to regular classroom modules.

To go beyond the clinical stages of research and turn such designs into regular classroom modules, various aspects such as theoretical and curricular fit, pedagogical guidance, technological design, and logistic support need to be addressed (Roschelle et al. 2010).

In conducting the project, we found that effectiveness and contextual research could be conducted simultaneously and yielded complementary insight to this design process, which enabled our project to rapidly move from the base tool towards complete classroom modules.

The classroom modules addressed clinical skills, health-centre management skills, public health, and communication skills (see Table 1).

The programme consisted of four classroom modules – clinical skills, community health, practice management and communication skills – and a practicum supervised by an experienced rural doctor.

Peer review is an integral part of the journal structure, publication in a peer-reviewed journal is an accepted use of faculty time and results in proper "credit," and the journal structure allows for both the dissemination of classroom modules and for discussions of best practices.

In order to assess level 2, a reference tool was designed for the practicum, enabling the trainee and his supervisor to define priority learning objectives and assess learning progress; for evaluation of classroom modules, no systematic tests were conducted before and after the sessions, but role plays and supervised exercises were used to monitor learning progress.