Sentence examples for coherent lesson from inspiring English sources
E-mail address GO SIGN UP Share Tweet The stories that persist do so because, as we have cleaned them up, they generally offer some morally coherent lesson for us: Noah teaches about obedience, God's might, and God's mercy.
The stories that persist do so because, as we have cleaned them up, they generally offer some morally coherent lesson for us: Noah teaches about obedience, God's might, and God's mercy.
If preschoolers and kindergartners are offered substantial and coherent lessons concerning the human and natural worlds, then the results show up five years or so later in significantly improved verbal scores.
Indeed, studies investigating relations between teacher emotions and perceived teaching characteristics suggest that "joyful" teachers offer more cognitively stimulating and coherent lessons, grant more room for student activities and questions and provide more exciting lectures (Frenzel et al. 2009b).
An important way in which Roth et al. support facilitators-in-training is through detailed PD leader guides that include specific teacher learning goals for each PD session (building off of their knowledge that teachers implement more coherent lessons when they are guided by explicit student learning goals (see more below for building off of classroom research)).
The amusing element is that the drunkard's semi-coherent history lessons are re-enacted as we hear them, and some of the re-enactors are big-name celebrities.
This chapter aim at piecing together a coherent set of lessons emanating from the three exercises on how the various elements of models/theories can potentially fit together to help the composites design community.
Vevo's success on YouTube provides some powerful lessons: a coherent, curated community of content around a strong brand has made the most of YouTube's scale, but built a far more compelling experience for users.
We recognized that just as students' science lessons are more coherent and powerful if they remain clearly focused on one main learning goal throughout a lesson (STeLLA strategy A, see Fig. 2), so our PD sessions are more coherent and powerful if we remain focused on what we expect teacher participants to learn from a particular session and from particular segments of a PD session.
Leslie East, chief executive of ABRSM, switched focus, suggesting that a lack of follow-through on first access projects has led to a decline in state school students continuing with music lessons in a "coherent, constructive, progressive way … because of a lack of funding".
