Sentence examples for validate students from inspiring English sources

For first-year college students especially, Sommers explains, "feedback is monumental — their most personal, most intimate, and direct interaction with their college writing culture". While providing honest assessments, teachers also have to remember to validate students as academic thinkers.

In addition to lexical analysis of correct multiple-choice responses, student interviews were qualitatively analyzed to validate student thinking about acid base chemistry revealed in written responses.

Recent educational research from a socio-cognitive perspective has validated students' collaborative engagement with new technologies and heightened understanding of influential factors shaping the effectiveness of peer interactions, learning contexts and computer interfaces for enhancing learning.

Sharing diverse perspectives and validating students' and minorities' varied experiences is a challenge for many faculty.

While not terribly surprising, it validated students who were heavy phone users, showed much higher rates of anxiety when their phones were taken away for short periods of time: 10-20 minutes.

Other teachers may do this by validating students' anxiety levels prior to math tests.

It's invigorating and motivating to be respected and valued". And when teachers feel validated, students learn.

Degreed scores and validates students' lifelong education, from both traditional (e.g. Harvard) and informal, online (e.g. Khan Academy, edX, Lynda.com, etc).

This theory validates students' ability to improve their environment, views students as resources, and changes the relationship among students and between adult recess monitors and some students, thus facilitating second order change.

Additionally, the reported knowledge of body weight was not validated (students were not asked to report what their body weight actually was) thus students were reporting whether they think they know their body weight rather than whether they actually do.

It establishes the beginnings of a pedagogy informed by practical ethics to define a more complex position for faculty in CBL classes that accounts for and validates student and community histories and perspectives in a developmentally integral way.