Sentence examples for instructional tasks from inspiring English sources

Indeed, a necessary step towards instruction adaptation is assessing students' knowledge state such that appropriate instructional tasks (macro-adaptation) are selected and appropriate scaffolding is offered while students are working on a task (micro-adaptation or within-task adaptation).

Furthermore, we expect an enthusiastic teaching style and application-oriented instruction to enhance students' enjoyment, because, implicitly, both reinforce attributions of value to instructional tasks, materials and contents.

It is show that years implementing FDS programs have a positive effect on class organization and on time spent on content and instructional tasks.

We present and develop a preliminary framework for describing the relationship between the mathematical and linguistic complexity of instructional tasks used in secondary mathematics.

Carefully designed instructional tasks that include suggestions for how to adapt teaching based on students' responses would be far more useful.

Teachers reported that they were required to include a set of instructional tasks in their class each day of the week, and perceived that this set of instructional tasks was required to show compliance to the Head Start mandates.

To ease the instructional task, the organization should also establish and maintain staff to support remote sites, assist instructors with technical problems, and ensure quality.

Additional file 1: An example instructional task from the Design Unit.

For teachers, the next step after identifying what they want their students to learn is to design or select an instructional task that has the potential to surface the disciplinary ideas or relationships that they want their students to learn.

They employed the whole training session as unit of analysis, which is different from our own analysis because we use instructional task, i.e. a Physics problem in our case, as the unit of analysis.

We refer to TSCD-PD sessions 2 and 3 as allowing teachers to sense that teachers' instructional practices, in addition to what the instructional task demands, can catalyze different levels of student thinking and that this might be a novel and productive way to think about instruction.