Sentence examples for targeted instruction for from inspiring English sources

This course aims to support teachers who are preparing students for the English Regents to better understand the design of the exam, locate the leverage areas, and use relevant data points to develop targeted instruction for students performing at all levels.

Further, after multiple learning opportunities, including broad instruction on phylogenetic trees, targeted instruction for evolutionary relationships, textbook readings, and homework, slightly more than half of groups and less than half of individuals provided correct answers coupled with correct reasoning for taxa-relatedness questions.

"We knew we had to really work on mathematics at the same time as targeting instruction for students who were in that achievement gap," Nelson said.

However, targeted instruction through active-learning exercises for various aspects of phylogenetic trees, including taxa relatedness, had a sizable impact on student understanding.

Your results indicate whether you would benefit from targeted instruction in academic speaking and writing for success at Duke and beyond.

Using the data, teachers come up with a schedule of breakout sessions for the next week to provide targeted instruction; students receive the schedule on Monday morning.

Class time is used partly for targeted additional instruction as necessary and mostly to allow students to explore, expand on and actively apply the course content using directed activities designed to meet course learning objectives.

We defined targeted areas for instruction that can lead to better performance, greater academic self-confidence, and increased retention in STEM degrees.

The key attraction is a higher salary for math teachers, and this is where the Campaign for Fiscal Equity funds, targeted for improving instruction, would come in handy.

The P300 was enhanced to the infrequent stimuli, but there was no main effect for target instruction, although instruction did impact a higher-order interaction.

One of the reasons for this predicament can be inferred from the students' lack of mastery of the skills targeted during instruction that they cannot identify for themselves what exactly comprise a quality, average or poor performance.