Sentence examples for types of classrooms from inspiring English sources

The phrase "types of classrooms" is correct and usable in written English.
You can use it when discussing different categories or variations of classroom settings, such as traditional, online, or hybrid classrooms. Example: "In our research, we explored various types of classrooms to understand their impact on student learning."

Exact(1)

Teachers in training would also greatly benefit from opportunities to observe a range of teachers and types of classrooms during their training.

Similar(59)

Instead, types of school, types of classroom, school curricula and ministerial statements take place as if we are all agreed that the best learning for all takes place as a consequence of nationally run tests and exams.

SCALE-UP rooms can be created from many different types of classroom space.

The communicative approach analytical framework was developed by Mortimer and Scott (2003) to examine and classify types of classroom discourse.

Second, to disclose more types of classroom discourse, the teacher's dialogs with individual students or a small group need to be included in CDAT coding to fully represent the classroom discourse.

We briefly describe two broad categories of assessment and then discuss some different types of classroom assessment, how they are designed, and the types of evidence and inferences we can expect to get from them.

These indicators focus on a broad range of organisational, instructional and interactional practices in the classroom, the knowledge and cognitive focus of teaching, the types of classroom talk and their knowledge content, how students respond, and the quality of the disciplinary knowledge of the subject-domain (English and Mathematics).

Chronotope is a concept particularly relevant to this special issue on 'cultures of learning', because like 'culture' itself, it foregrounds consideration of the taken-for-granted times and spaces through which particular types of classroom pedagogies and identities are made possible.

During the intervention delivered in this study, the types of classroom discussions, and the ways in which the teacher guided these discussions, appeared critical in creating the links between the mental mathematics strategies used and the processes required for relational thinking.

Peer discussions are a component of many types of classroom activities, including short activities such as answering clicker questions or longer activities such as case studies for which students may work in groups for an entire class period.

The type of classrooms where the teachers work defined three other subgroups in the sample.

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