Sentence examples for main learning goal from inspiring English sources

We recognized that just as students' science lessons are more coherent and powerful if they remain clearly focused on one main learning goal throughout a lesson (STeLLA strategy A, see Fig. 2), so our PD sessions are more coherent and powerful if we remain focused on what we expect teacher participants to learn from a particular session and from particular segments of a PD session.

While we recognize that the poster format may have confined students' depth of explanations, approximately half of the students were able to produce intermediate- to high-level explanations for phenotypic variation as a function of variation in genotypic variation and environmental variation (the main learning goal of the unit; Figure 4).

The main learning goals of the exhibit are to show that all life has a common ancestor, to show that the Tree of Life functions as another representation of the evolutionary timeline that additionally emphasizes biodiversity, and to address the misconception that evolution is a progression to perfection.

Overly high ambition among facilitators might widen their perception of main learning goals.

The modules and their corresponding main learning goals are presented in Table 2, and a detailed description of their contents follows.

We were surprised that even a well-known communication skill such as 'active listening' was chosen by several experienced GPs as their main individual learning goal.

A laboratory experiment (n = 88) involving a 2 (a primed learning goal vs. control) × 2 (a primed performance goal vs. control) × 3 (trials) repeated measures factorial design revealed a significant main effect for only the primed learning goal.

In the comprehensive analysis of student responses, we looked at three main concepts behind the learning goals: 1) Do students understand the importance of specificity of wavelength? 2) Do students understand how the pulse oximeter exploits the absorbance of Hb and HbO2? 3) Do students understand how constant absorbance by nonblood tissues is handled?

Participants were asked to evaluate every module of the main course related to their personal learning goals using visual analogue scales with a scope from 0 to 100percentt.

In fact, a change of the examination was the main tool to achieve clarity of learning goals in relation to students.

There were significant main effects for Interest and Goal Orientation on the main-idea selection measure: high-interest students selected more main ideas than low-interest students, and rewarded students outperformed learning goal-oriented students.