Sentence examples for that instructors on from inspiring English sources

In our sample, we see that instructors, on average, frequently practice many of the PORTAAL elements: they do not regularly provide hints during the engagement part of the activity, do frequently explain why the right answer is correct, do make students accountable for participating, and do not discourage student participation with negative feedback.

Rowe and colleagues documented in the precollege setting that instructors on average waited only ∼1.5 s after asking a question before taking a student response, answering the question themselves, or posing a follow-up question.

In addition, the guide offers questions that instructors can reflect on before designing their course and additional references and resources.

In addition, it offers questions that instructors can reflect on before designing their course and additional references and resources.

One critical component to consider in student discussions is the effect that instructors may have on students through the behaviors they use to engender a certain class culture.

While it is true that instructors' comments on student writing should give reasons for the grade assigned to it, we want to emphasize here that the comments on a student's paper can function as instruction, not simply as justification.

Future research will need to directly examine the pedagogical knowledge that instructors rely on in their own teaching and how this knowledge is related to instructional practice and student outcomes.

Mr. Sorial called claims that instructors took students on tours of Home Depot and asked students to raise their credit limits "ridiculous" and "unsubstantiated".

These results, along with feedback collected in end-of-project evaluation, identified important behaviors of Chinese students in a team environment and suggested that instructors should focus on helping students develop synergism and handle conflicts explicitly.

Multiple studies with CS instructors have revealed that instructors face difficulty on how to integrate visualizations in their teaching (Shaffer et al. 2011).

It implies that instructors cannot expect that focusing on biology concepts alone or taking students through a rational argument in support of scientific ideas will be sufficient to facilitate conceptual change.