Sentence examples for teaching oriented from inspiring English sources

The context opens up a large potential for the design of modern mathematics teaching, oriented at current didactical concepts starting from phenomena and leading to the formation of mathematical theories.

However, when asked how they should be, 93 (69.4%) wanted the rounds to be balanced service/teaching oriented, 40 (29.9%) wanted them to be purely teaching oriented and none of the participants wanted them to be only service oriented.

The responses of both medical students and postgraduates regarding each of these disciplines are shown in Figure 2. Seventy four (55.2%) of the respondents thought the ward rounds were mainly service-oriented, only 6 (4.5%) thought they were teaching oriented whereas 54 (40.3%) thought they were balanced service/teaching oriented.

The European Higher Education Area proposes a reformulation of the teaching methodologies based on the education learning teaching methodologies, oriented to a continuous process of acquisition of competences that improve the professional profile.

Wickson et al. (2006) further explain transdisciplinary teaching as problem oriented, while multidisciplinary teaching is often organized thematically (e.g., biophysics or mathematical engineering).

Table 1 illustrates the teaching methods, assessment tools, place and duration of the task-based community oriented teaching model in family medicine for medical students.

Although teaching methods remained oriented toward textbook memorizing and strict discipline, a more sympathetic attitude toward children began to appear.

Research oriented teaching in universities provides opportunities to support the student's desire to explore.

Debates relevant to transdiciplinary and sustainability oriented teaching at the higher education level anticipate necessary transitions in curricula.

Although many teratological fetuses can be diagnosed and used in an educational setting based on their external dysmorphological appearance, radiological imaging increases the diagnostic value immensely in specifying anomaly subtypes (e.g. in sirenomelia), re-diagnosing anomalies (e.g. skeletal dysplasias) or in teaching certain embryologically oriented pathogeneses (e.g. conjoined twins).

A task-based community oriented teaching model in family medicine was developed and tested on final year medical students.