Sentence examples for teaching scenarios from inspiring English sources
"teaching scenarios" is correct and can be used in written English
It is often used in education to refer to hypothetical situations that can help teachers plan lessons and assess student learning. For example, "The teacher created several teaching scenarios to help the students understand how to apply the scientific concepts to the real world."
This article explored the design and selection of teaching scenarios, texts & contents, teaching methods, and students' final assessment.
This reuses not only saves time and money but also improves the quality and effectiveness of teaching scenarios.
In Study 3, we analyzed popular educational statistics videos on YouTube to understand how often these types of gestures are actually used in teaching scenarios.
Teachers could make use of different programs for the development of contents in the context of their didactic teaching scenarios, depending on the medical school.
One possible reason for this is that the development of simulated teaching scenarios including recruitment and training of simulated patients is considered time and resource-intensive [ 6, 7].
Based on theories and concepts of adult education or organizational psychology SBT is merchandized as an alternative – superior to the traditional learning and teaching scenarios – for the establishment of a secure learning environment, for learners and patients [ 3- 5].
Domestic studies focus on classroom teaching, independent learning, teaching effect, learning process, new curriculum, information technology, teaching method, MOOCs, teaching scenario, etc.
In a one-on-one teaching scenario, you may find that you complete a full day's studies in just a few hours.
Following this participants were divided into four groups and each group was given a teaching scenario.
Indeed, several participants raised unprompted criticisms of current clinical guidance and policy, contrasting aspects of these with their own decisions on how to act in particular situations; this would seem unusual in a more conventional undergraduate teaching scenario.
We liken this to any clinical teaching scenario where flaws in knowledge are identified but cannot all be addressed at once and time is taken to gain the appropriate knowledge, for example in all medical post-graduate exams and in 'weekend' life support courses.
