Sentence examples for effective teaching approach from inspiring English sources

Exact(2)

Such training was linked to an effective teaching approach which placed importance on teaching skills and encouraging children to develop their understanding of art through discussion.

Despite these challenges, the Flipped Classroom proved to be a novel and effective teaching approach at the graduate level setting.

Similar(58)

Part of a faculty member's job is to teach and to constantly reframe courses so that the courses reflect advances in the subject being taught, as well as new information about effective teaching approaches.

Multiple lines of research efforts in a variety of disciplines have provided evidence that traditional lecture approaches to teaching are much less effective than teaching approaches that actively engage students in the learning process (Bransford et al., 1999; Handelsman et al., 2006; Freeman et al., 2014).

From a student perspective, effective teaching and learning approaches aimed at promoting clinical judgment include conceptual mapping, case studies and collaborative decision making for patient care [ 43].

First, the lack of a comparison group does not allow us to conclude that our teaching curriculum was more effective than a traditional teaching approach.

These results suggest that the presented methodology, which was based on project-based learning in an authentic context that offers opportunities for students to experience virtual teamwork, was more effective than traditional teaching approaches.

The diagnosis literally shuts down the search for the real causes, undermines effective parenting and teaching approaches, and guarantees that the child will be medicated.

Since there is little data on which educational approach translates into effective teaching, they looked for a balance in material.

There is also increasing pressure both to ensure effective teaching strategy and to incorporate innovate approach into medical curriculum to improve the skills and abilities of the graduates to meet the future challenges faced by them during their practical life [ 2, 3].

For instance, Michael (2006) reminds us that underlying student misconceptions about biological concepts are alternative conceptions about chemistry and physics (see also Hartley et al., 2012), making design of effective active-teaching approaches to improve conceptual understanding in biology especially challenging.

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