Sentence examples for instruction observation from inspiring English sources

Modified to align with course content and the 2012 WIDA Standards, the form is loosely based on the Sheltered Instruction Observation Protocol, SIOP (Echevarria et al. 2008).

The program used guided instruction in observation, description, interpretation and reflection of the visual arts [ 9].

Traditionally, operators are taught to perform PRB through a combination of tutor instruction, clinical observation and supervised PRB attempts in real patients.

In individual patients, it is not possible to predict the duration of the HPA axis recovery, though, careful instruction and observation of these patients and examination for potential adrenal insufficiency should be recommended.

The author discusses eight principles for constructivist-oriented science instruction, including observations in authentic activities, interpretation construction, contextualizing prior knowledge, cognitive conflict, cognitive apprenticeship, collaboration, multiple interpretations, and multiple manifestations.

When giving instructions on observation, participants were informed that direct contact with the fingers was unnecessary.

In Stotland, both forms of role-taking are intended to activate our ability to think about the other in a mentalizing and emotive manner and are contrasted with a mere watch-him instruction emphasizing the observation of the external and physical behavior of the observed subject.

When is an instruction merely an observation (eg Start!)?

Based on kinesthetic learning style theory and interviews regarding teachers' experiences applying traditional astronomy teaching methods, a mobile digital armillary sphere (MDAS) using augmented reality (AR) was developed for use during astronomical observation instruction.

Qualitative semi-standardized interviews performed with all of the trainees and tutors revealed that trainees valued repeated observation, instruction of trainees and the opportunity for independent performance, while tutors stressed that trainees were highly concentrated throughout the training and that they perceived repeated observation to be a valuable preparation for their own performance.

Quantitative as well as qualitative analyses showed that trainees valued repeated observation, instruction of peers and the opportunity for independent performance, although they wished for more time for repeated practice, and individual students raised doubts about the transferability of trained skills to clinical settings.