Thus, as comments such as these demonstrate, instructors endorsed the importance of explaining activity expectations as a means to help students respond positively to active learning.
Instructors also reported explaining activity expectations as a helpful strategy.
A similar variety in implementation was true for the strategies of explaining course expectations and explaining activity expectations.
These strategies included explaining course expectations, explaining the purpose of the activity, explaining activity expectations, walking around the room, assuming an encouraging demeanor, inviting student questions, soliciting student feedback, and approaching non-participating students.
Separating this effect from the modified acidity per site in explaining activity and selectivity differences can be a challenge.
Thus, these results address the temporal and anatomical predictions of a dual-route and demonstrate that such a model outperforms a cortical model, being especially important in explaining activity during early temporal windows.
