Sentence examples for teaching accordingly from inspiring English sources

I had reviewed my students' learning prior to the lesson and adapted my teaching accordingly.

For example, teachers can see which materials are being used, how successful student groupings are in terms of relative contributions, or how well students perform on different quizzes, and they can then change resources or adapt their teaching accordingly.

The stakes could not be higher: if the challenges we face are global in scale and transcend both national borders and traditional academic boundaries, then we are obliged to adapt the manner of our research and teaching accordingly.

When it is not possible to collect previous information about applicants, it may anyway be useful to do it at the start of the course, to have the possibility of adapting the teaching accordingly.

But the A-levels which used to provide that preparation have changed into a school-leaving qualification, and universities have had to nip and tuck what they teach accordingly.A system predicated on achievement, not potential, is under further pressure from a government that wants universities to admit more children from state schools, many of which offer a sketchy academic education.

Think about your own learning style and decide whether the school or studio you visit teaches accordingly.

The robots can adapt their teaching style accordingly, says Iolanda Leite of the Instituto Superior Técnico, a Portuguese university participating in the programme, which is called EMOTE.

The implication here is less to do with the design of online tests but relates more to analysing student cohort demographics and adapting the teaching strategies accordingly.

It is easy to find examples of 'stupid education'; Professor Zhu mentions "refusing to tailor teaching approaches accordingly and denying individuality", and "solely emphasizing book-based knowledge while neglecting development of practical abilities" (Zhu, 2014).

Although Rosebery's approach includes a strong focus on differentiation and equity in the classroom, at their core, both formative assessment (in its numerous instantiations) and interpretive power are about listening to and valuing students and adjusting teaching approaches accordingly with respect to a goal.

The results of this study can help raise teachers' awareness about which approaches to the body and health – implicit or explicit – they want to promote in their teaching, and accordingly the value of using different kinds of teaching aids as technological solutions to health problems.