HOME LEARNING VIDEO AND PDF FLE STD 3 TO 12 DATE 1-9-2020

HOME LEARNING VIDEO AND PDF FLE STD 3 TO 12 DATE 1-9-2020
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Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation,

 the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.


In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it.

 This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.
HOME LEARNING VIDEO DD GIRNAR KARYKRAM WATCH IN YOUR MOBILE
DATE 1-9-2020
Must Visit This Website Everyday For Latest Updates Jobs, Study Materials and General Information Updates.Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. 

This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena.

 In providing a conceptual structure to help the learner build a functional mental representation, 

the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.
Remote Learning should be just as challenging and rigorous as a day of learning in the classroom. Teaching and learning just happens in a different place. Like in the classroom, your student's schedule might be a bit different on each day of the week. There will be certain things such as stretch and nutrition breaks as well as lunchtime that should probably be kept consistent. The more time your student spends learning remotely, the more you and your student will know about what works best in terms of keeping focused, on task, and engaged in meaningful academic endeavors.
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As your student engages in remote learning, they're going to need to establish a regular routine. To develop your child's daily schedule, ask them about a typical school day. Think about their capacity to stay focused and the amount of time that they can spend on a task.
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Life is far easier for those with quiet space at home for everyone to work, laptops or tablets for each family member, and generous broadband packages. But even the relatively privileged face new strains. Employees, while grateful to be working for now, may know that their jobs are at imminent risk; freelancers are struggling to find work; others are trying to shore up businesses. Though many play catch-up late at night, some jobs must be done within regular working hours. Furloughed workers may have more time, but are worrying about their futures. The pressures can be all the greater for single parents, those with many children, or those whose children have additional needs. Families have lost access to the support networks on which they relied, such as grandparents and friends.
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STD 1 AND STD 2 TODAY'S DORDARSHAN KARYKRAM SHARU THAYEL CHE JE NIYMIT UPDATE THASHE VISIT EVERY NEW KARYKRAM HOM LEARNING STD 1 TO STD 12 
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DATE 1-9-2020
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