Sentence examples for monitoring and reflecting from inspiring English sources

Taken together, there are at least four problem-solving components that can be distinguished: exploring and understanding, representing and formulating, planning and executing, and monitoring and reflecting (OECD 2013).

The framework further crossed the three CPS competencies with four problem solving processes (i.e., exploring and understanding, representing and formulating, planning and executing, and monitoring and reflecting) to create a matrix of skills.

The capacity to plan and create a computer program (COMP5) is linked to (CPS-C) planning and executing but also to (CPS-D) monitoring and reflecting (COMP6) Fig 3. Fig. 3 Four components of the CT competency related to CPS of PISA 2015.

Academic planning behavior (APB) may involve different tasks and skills of students - setting goals, planning activities, considering alternatives, monitoring and reflecting, as well as readjusting plans to meet progress rates [ 1, 2].

Furthermore, by systematically monitoring and reflecting on the process and outcomes of change, 47 it helps to bridge the gap between theory and practice in both directions: knowledge for practice and practice for knowledge.

In effect, the experience of breathing in turpentine and its association with Dennis having done so at some earlier time, are made imminent in the viewer first through the videotape, monitor, and reflecting turpentine, and subsequently through the effect of getting high off the turpentine with "Dennis".

For critical facilities such as a nuclear power plant, the seismological progress should be closely monitored and reflected in safety preparedness.

It can help them to plan, monitor and reflect on their learning, as well as support them in their independent learning.

Students evidenced SRL skill categories including the ability to set goals, plan activities, consider alternatives, monitor and reflect, perceive diverse cues from various sources, readjust plans to improve progress rates, and demonstrate accountability.

An effective obesity program should monitor and reflect both BMI-based weight status and subjective perception of body shape in adolescents who underestimate or overestimate their weight.

In addition, the results of this study can facilitate selection of subjects for adolescent obesity programs by proposing that both BMI-based weight status and subjective perception of body shape should be monitored and reflected.