Sentence examples for instruction engaging from inspiring English sources

We addressed literacy needs by simplifying complex concepts (e.g., a picture-based food guide), minimizing didactic instruction, engaging subjects in activities that reinforced key concepts over time (e.g., "foods bingo"), and modeling and experiential teaching methods (e.g., cooking lessons with participant involvement and eating healthy meals at the sessions).

4 5 According to the 2003 health literacy component of the National Assessment of Adult Literacy NAALL), over a third of US adults (36%) have below basic or basic literacy skills, and are likely to have difficulty communicating with providers, interpreting medication instructions, engaging in self-care activities and navigating health systems.

Peer-instruction engages students during class mainly through peer discussions and in-class testing (e.g., Mazur, 1997; Crouch and Mazur, 2001; Peters, 2005) and has now become one of the more common approaches in science education (for additional approaches to student-assisted teaching see Miller et al., 2001; e.g., Eberlein et al., 2008).

According to a consent agreement signed by Wilt and the state's superintendent of public instruction, she "engaged in conduct unbecoming to the teaching profession when she made inappropriate comments to a student with disabilities and allowed a co-worker to make inappropriate comments to a student with disabilities," the Columbus Dispatch reported.

Tablet technology — with its capability to connect students, individualize instruction and engage youth — is seen as the next big thing in education.

Instruction to engage students in learning (Teach_IES).

Successful online information literacy instruction (ILI) engages learners by creating spaces and assignments that encourage students to collaborate and develop an awareness of themselves as both creators and consumers of content.

Instruction to engage students in learning was found to be positively associated with achievement in low SES schools in 4 countries (Hungary, Republic of Korea, New Zealand, Tunisia) and negatively associated with it in 2 countries (Italy and Lithuania).

Incorporating findings from academic research and feedback from other workshops we conducted, the course focused on moving beyond a pure lecture-based format to incorporate guest speakers, collaborative cases, and peer instruction to engage students and enhance the learning experience.

For example, targeted, place-based biodiversity instruction that engaged children in searching for, identifying, and investigating local flora increased both their recognition of and appreciation for plants (Lindemann-Matthies, 2002, 2005).

Instruction that engages both auditory and visual channels, for example, presenting plant images simultaneously with text or narration, provides more opportunities for the learner to engage with botanical instruction, allows the learner to build robust mental models, and supports the integration of those models with prior knowledge, thus leading to meaningful learning about plants.