Sentence examples for pedagogical actions from inspiring English sources

Essentially there is a knowledge gap for teachers attempting to bridge the divide between the information provided by learning analytics and the types of pedagogical actions designed by teachers to support learning.

Finally, we analyze the results of the research that open wide possibilities for structured pedagogical actions in developing the learning to learn competence, especially in the educational intervention programs to stimulate critical reflection, metacognitive reflection and strategic decisions making for students with learning difficulties.

The levels of this model include: Expected Curriculum, Imaginal Curriculum, Concealed curriculum, Interactive curriculum (Pedagogical Action, in loco Parentis, Covered Curriculum) Pedagogical Influence and Self- Reflective.

However, relevant directed actions with pedagogical language were not always effective for students.

Performing mathematically relevant directed actions (without pedagogical language) will predict the production of dynamic gestures.

Performing mathematically relevant directed actions (without pedagogical language) will predict student performance on mathematical insights.

To better illustrate students' reasoning in the context of mathematical proof and directed action, we show two transcripts of how directed actions with pedagogical language influenced participants' reasoning.

When comparing participant performance before and after the intervention of a pedagogical hint explicitly linking actions to the conjectures (H4 and H5), findings emerged that support GEMC.

In both literally 'seeing' through infant eyes and figuratively confronting the 'I' of the intuiting other, the teacher is morally implicated for their pedagogical expressions and associated actions.

In support of H5, when coupling directed actions to pedagogical language, participants were more likely to produce favorable mathematics outcome measures, including expressing the insight (odds ratio = 3.1, d = 0.6, p < 0.001) and formulating a valid informal proof (odds ratio = 4.7, d = 0.9, p < 0.001).

To this end, we will conduct classroom studies with N = 150 high-school geometry students across two sites to investigate how directed action and pedagogical language influence insight and proof validity.