Sentence examples for suggested pedagogy from inspiring English sources

Suggested pedagogy includes a predominant use of the following approaches: article review, collaborative learning, seminar, panel discussion, participant assignments, visits to organizations, group discussion, case study, lecture, field work, field projects, report writing, journal club, and so on.

Thus, it is suggested that pedagogies for environmental education should be developed that require children to directly engage when learning with sustainable design features such as solar panels, the use of recycled water, natural daylighting, gardens and outdoor classrooms.

The modeling theory of instruction suggests a pedagogy that is student-centered, and it intentionally creates a community of learning through student-to-student communications.

It complements the findings of others who have suggested that pedagogies which enhance this interaction are particularly effective and should be a focus of those of us trying to re-connect children and young people with plants and animals in the natural world.

Our methodology and results suggest that pedagogy and design grounded in real-world expertise and best practices can lead to educationally-useful learning strategies.

Unfortunately this result was not replicated in the data for instructor 1, and so there is still insufficient evidence to suggest that pedagogy can be tailored towards those of a particular orientation at the expense of another.

The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology.

Their deep knowledge of pedagogy suggests that active-learning instruction requires much more than content knowledge built through training in the discipline, yet many college STEM instructors have little or no training in teaching.

Theoretical light is shed on the ongoing EU-project INCLUD-ED and recent Finnish experiments and concrete strategies for changing early childhood practices to a more inclusive pedagogy are suggested.

Research drawing on post-structural theory to rethink early childhood pedagogies has suggested (for example) that 'the large-scale is [not necessarily] more significant than what might be happening locally at the micro level' (Blaise 2013, 189).

In particular, some scholars have suggested that the constructivist pedagogies originating from Western countries should be examined for their cultural appropriateness when they are used for science education in non-Western settings (Baker and Taylor 1995).