Sentence examples for of detailed learning from inspiring English sources

An analytical rubric provides a list of detailed learning objectives, each with its own rating scheme that corresponds to a specific skill or quality to be evaluated using the criterion.

If we believe that precise data tied to adaptive textbooks will fix everything, we will inevitably end up with poor kids staring at screens while rich kids continue to build robots with mentors (dedicated mentors equipped with awe inspiring amounts of detailed learning data).

Together theses results suggest that the proposed system based on spike-timing patterns gives a productive model for the study of detailed learning and memory dynamics.

The detailed learning procedure of the parameters of MTL TSB-HMM with HRRP spectrogram feature are discussed in Section 4.3 and the Appendix.

I'm expecting it to be cold staying in Star City through a Moscow winter, with a lot of detailed material to learn and exams to pass.

A survey of literature on the subject found that although a number of studies were devoted to the use of blended learning (Bonk & Graham, 2006; Duhaney, 2004; Garrison & Kanuka,2004; Singh & Reed, 2001), in the teaching of history in school there seemed to be very little evidence of detailed examination to determine learning outcomes and an account or mechanism of how the subject is learnt.

The lack of detailed examination to determine learning outcomes, the absence of an evaluation mechanism, and the special difficulty language education holds for their appreciation are noted.

The final curriculum consisted of detailed objectives grouped under 10 overarching learning outcomes.

However, if students know that the summative assessment has been designed to test HOCS such as analysis, evaluation, and the provision of detailed explanations, then students will use learning strategies that involve the use of HOCS through in-class and out-of-class activities that support these approaches (Scouller, 1998; Crowe et al., 2008).

A curriculum design with concrete teaching activities is supported by the claim that the construction and critical discussion of detailed content-specific justifications of teaching-learning sequences, as the core business of science education research, are only effective when firmly grounded in detailed accounts of concrete teaching-learning activities (Klaassen and Kortland 2013).

Someone who has a lot of detailed information that the government could not learn about otherwise.