Hence, designing explicit instruction for developing micro-macro thinking skill is necessary.
Some basic instructions have also been presented for developing IDSs that have a potential application in VANET and VANET Cloud.
Therefore, we applied the same methods described above for developing the FIT instructions to create simplified colonoscopy preparation instructions (see Additional file 1).
The teacher should determine her mode of instruction with constructive suggestions from veteran teachers for developing learning and teaching techniques.
More detailed instructions on developing custom analysis tools for DATK can be found on the DATK website: http://www.acoustics.hut.fi/publications/papers/DATK/.hut.fi/publications/papers/DATK/
A template with instructions was developed for each component of the VM indicating where and how to find evidence (search algorithms, biomedical and economic databases, registries, manufacturer, health technology assessment reports, Cochrane reviews, etc)., what to report and how (i.e., standard format).
How do teachers make sense of STEM-focused, project-based curriculum and instruction while developing a vision for an innovative, STEM-focused school?
What is the teachers' role in developing a vision and shared understandings of STEM-focused, project-based curriculum and instruction in a new inclusive, STEM-focused school? A. How do teachers make sense of STEM-focused, project-based curriculum and instruction while developing a vision for an innovative, STEM-focused school?
School leaders must wear a variety of hats: managing talent, establishing healthy climates and positive cultures, effectively organizing for instruction, supporting and developing teachers, maximizing resources.
Most silvicultural instructions have been developed for one-species even-aged stands (e.g., Anonym 2006).
