Sentence examples for theory classroom from inspiring English sources

Exact(1)

Pedagogical knowledge is the knowledge about teaching and learning that is not topic-specific, such as knowledge of learning theory, classroom management, and student motivation.

Similar(59)

It would make for a good story — a kind of revenge of the culture nerds — if Chambers were really some Adorno-spouting egghead who stepped in from the lit-theory classroom to bend the world markets to his devious will.

In theory the classroom will be "flipped", so that more basic information is supplied at home via screens, while class time is spent embedding, refining and testing that knowledge (in the same way that homework does now, but more effectively).

The authors back up their theory with classroom experiments.Countersignalling, say the authors, can explain why mediocre students are keen to answer a teacher's easy questions, while the best students are embarrassed even to bother raising their hands, and why minor, insecure managers are obsessed with displays of power.

These results raise concern for the application of multimedia design theory to classroom practice.

DBER scholars want more rigor and theory, while classroom practitioners want more real-world tools.

Classroom Activity 1 is designed to be used at the start of instruction on evolutionary theory, in classrooms where teachers are aware that many of their students have been exposed to only negative and/or mistaken notions of evolutionary theory.

A major area of dissatisfaction among students and alumni is the predominantly theory-driven classroom education, with little emphasis on applicability.

The Norwegian model stresses classroom theory for the first year and field training the second, and aims at integrating theory and practice in the third.

"These common buzzwords or whatever, 'appropriation,'authenticityty,'problematicic' " — the language that James O'Leary attributes to classroom theory — "you see in discussions all across campuses".

The best programs draw people who majored as undergraduates in the subjects they wanted to teach; focus on extensive clinical practice rather than on classroom theory; are selective in choosing their applicants rather than treating students as a revenue stream; and use data about how their students fare as teachers to assess and revise their practice.

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