Sentence examples for content instructional from inspiring English sources

When one combines content, instructional design, technology, curriculum design, and graphical design expertise, wondrous things (and sometimes, admittedly, less than wondrous things) can happen.

Both a successful and sustainable shared learning activity, IPTI offers generalizable content, instructional approaches, and assessment strategies for other institutions seeking transformative team-based learning experiences.

The Study Guide was compared with three classroom food composition training courses in terms of organization of course, participants/learners, content, instructional principles, learning principles, and evaluation.

The more explicit the course curriculum or syllabus in terms of objectives, content, instructional resources and grading components is, the better it enables the processing of information gained in a learning situation and the students' final grade performances as well.

Once the video clip has been selected, activities are designed around it to ensure that teachers will engage deeply with the targeted mathematics content, instructional components, and/or student thinking depicted in the clip.

But many researchers including Conole and Weller (2008), Dhanarajan and Abeywardena (2013), Ehlers (2011), HylŽn (2006) and McGill (2013) also attribute this low adoption rate to potential users' uncertainty over the appropriateness of the content, instructional design, pedagogy and ease of use of these OER.

MindBites, a paid-content instructional video site that launched earlier this year, has introduced a mobile version that allows users to stream guides to their iPhones.

Responding to research-based content and instructional recommendations for teaching early elementary students science is a challenging process.

This provides additional justification for exploring content and instructional approaches for teaching theory of evolution concepts in the elementary science curriculum.

The original PSC is a research-based model of PD that focuses on teacher learning of mathematics content and instructional practices.

This consistency in the level of measurement was perceived as making the impact on achievement gain more sensitive to variability in content and instructional time and coverage.