Sentence examples for didactical method from inspiring English sources

Moreover, the innovative didactical method used was much appreciated, including the techniques that stimulate responsibility, group cooperation, educational self-management and the students' awareness and control over their own knowledge.

It needs a didactical method to motivate the students to download the teaching material earlier and read it to pass the tests in higher percentage because this learning habit has influence on the results of the successful exams too.

Again, we are quite close to Brecht's didactical method, but one might say that we bring the audience one step closer to the fiction then Brecht did by allowing them to interact verbally.

Boal's didactical method may, in principle, resemble our training model; we have in common the aim of wishing to stimulate to individual reflection through action and be a bit more prepared to meet the unknown through experimental learning.

Didactical methods are changing in construction education in contemporary times.

Positive and negative comments about teaching formats and didactical methods for the required course as a whole and separately for the topic of the studied module were tallied.

Therefore, we recommend that didactical methods in a CPD course are based on student-active learning activities, for example, case scenarios and experience-based discussions.

A statement stresses: "From the point of view of general practitioners, the current situation in the field of further education is a discontenting one, characterized by outdated didactical methods, insufficient consideration of individual learning requirements, and an overemphasized focus on specialized disciplines as well as on the interests of the pharmaceutical industry" [ 49].

A new didactical teaching method is "guided case based learning", where radiologists who are performing their routine daily clinical work select a few cases from their work list on PACS and ask the students to study these cases independently or in groups with other students, via Web-based PACS on personal computers in the department exclusively reserved for student study.

This paper provides a detailed description of the didactical tools and assessment methods used in and outside of the classroom as well as a discussion of the lessons learned during the first installment of the course taught at Emory University in fall semester 2009.

For the didactical design of the learning tasks the method of the »complete action« [4] is applied.