The phrase "teaching goals" is correct and usable in written English.
You can use it when discussing your objectives or intended outcomes for a specific teaching lesson, course, or program. Example: My teaching goals for this semester include improving my students' critical thinking skills and increasing their understanding of global issues through class discussions and research projects.
Learners can also get information about their attitudes and help to reach the affective domain teaching goals of the courses.
This section of the Teaching Guide presents techniques designed to help you meet both teaching goals.
The results show that the procedure can supervise learners and help them reach the response stage of the affective domain teaching goals.
Consequently, the analytical results have important implications for strategies related to mathematics teaching/learning and support to achieve teaching goals related to mathematics education.
Adding gadgets to the classroom experience involves more than just having the latest digital devices – consider teaching goals, desired outcomes, and issues like relevance and sustainability before deciding on tools and devices.
Two amply commented case studies illustrate the usage of some facilities available in this new toolbox and prove its capability to cover a wide range of teaching goals for the Petri-net-based approaches to Flexible Manufacturing Systems.
High levels of technical skills, or extraordinary educational designs are less important to employing Second Life successfully in a Higher Education environment, than a proper evaluation of student learning outcomes, and teaching goals.
As most courses only emphasize the cognitive aspects of the class and neglect the course's effect on the students, this gives no help for reaching the affective domain teaching goals.
Going forward, I will continue to refine my research and teaching goals to the interpretation of "big data" including comprehensive phenotypes, medical records databases, and full genome sequences for development of biomarkers and agents for therapeutic intervention of human disease.
The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills.
Findings indicate that the measure produced reliable scores and meaningful, predictable associations were found between scores on the observation measure, on the one hand, and teachers' self-reported practices, teaching goals, relationships with children, and perceptions of children's ability to be self-directed learners, on the other.
