HOME LEARNING VIDEO AND PDF FILE STD 3 TO 12 DATE 4-8-2020
HOME LEARNING VIDEO WATCH IN DD GIRNAR KARYKRAM STD 3 TO12
DATE 4-8-2020
As a teacher, you want your students to achieve the best possible results from their science education. This will give them insights and opportunities to gain opportunities and experiences in their lives. Many family children may go to school for the first time, which is both exciting and challenging for them. Classroom atmosphere should be interesting and creative. This will encourage the children to go and for the purpose of getting a full education. Gives momentum to their interest and creativity, they will be encouraged to go to school and pursue meaningful education.
There are many opportunities for you and your students to use the classroom environment in a more constructive way, which can stimulate their interest and foster their experience. These ideas can also be applied to any science subject. This unit uses the subject of germination as an example. There are some possibilities to enhance the learning environment, but you can apply these ideas to any science subject.
What you can learn in this unit
How and why is it important to develop your classroom learning environment?
How do you study the interactions between you and your students that can affect the environment and student achievement?
How to improve your learning environment by being resourceful?
Why this approach is important
The physical environment of the classroom and the social and emotional environment have a significant impact on your students’ learning. Creating a positive environment of nurtured learning for yourself and for your students can be done in many ways, at little or no expense.
Teaching activities are most inspiring when they involve students to either explore the problem practically. Or actively develop thinking skills by solving problems. As a teacher you have to take initiative to lead your students on this path. Your students can then be closely involved. In addition, you need to think carefully about what kind of physical environment you want in the classroom. If you work in school with some materials, it may not be easy, but by being resourceful, you can create a colorful and inspiring classroom
Unit tests are typically automated tests written and run by software developers to ensure that a section of an application (known as the “unit”) meets its design and behaves as intended.
In procedural programming, a unit could be an entire module, but it is more commonly an individual function or procedure. In object-oriented programming, a unit is often an entire interface, such as a class, but could be an individual method
By writing tests first for the smallest testable units, then the compound behaviors between those, one can build up comprehensive tests for complex applications.
During uncertain times like these, it might feel simpler to stick with what’s familiar. But even if your classes have moved partially or fully online, that doesn’t mean you’re limited to lecturing. Even taking 5 or 10 minutes to shift from knowledge intake to interaction can make a difference.
Cumulative Brainstorming How The instructor writes a different issue, question, or problem onto four or five large sheets of paper, and then hangs those sheets around the classroom. The instructor asks the students to form groups of about five members each. Each group goes to a different sheet of paper and for three or four minutes they jot down some ideas pertaining to the issue that is written on it. Each group then rotates around to the next sheet of paper and they jot down their ideas pertaining to that issue. They can add new ideas, they can propose counterpoints to the ideas written by the previous group, or they can endorse an idea written down by the previous group by putting a check mark beside it. The groups keep rotating from sheet to sheet until each group has commented on all the issues. Each group then returns to its original sheet and assesses or synthesizes what has been written there. A member from each group reports back to the class as a whole. Why This collaborative activity promotes deep learning by encouraging students to build on or critique each other’s ideas. Other thoughts Cumulative brainstorming can also be done in a small group: each student in the group jots down an idea pertaining to a different problem or issue. Each student then hands their sheet of paper to the student on the left (clockwise), who adds an idea or comment to the sheet of paper they have just received. This continues until all the students have commented on all the sheets.
A cohesive set of information is separated into 4 or 5 smaller parts. For example, a written article separated by its paragraphs, a report separated by each section, a video separated into shorter clips. Students are organised into small groups, and each one is provided with one of the smaller parts of information. Students work together to understand the information they are provided with. They also discuss and rehearse how to share this knowledge with others who do not have the information. Then, new groups are formed, each being made up of a single student from each of the original groups. In these new groups, each ‘expert’ student shares their knowledge with the rest of the group who may ask questions to clarify meaning.
You’ve probably tried brainstorming, but have you tried brainwriting? In this approach, students are given time to come up with their own ideas individually before sharing them out loud or posting them to an online whiteboard or other shared platform. Building in space for individual reflection leads to better ideas and less groupthink.
The questions posed, and how students are asked to respond to them will be dependent upon what the ILOs require students to do. For example, a unit with an ILO that requires students to ‘identify’ might have questions that highlight the relevant aspects, or which require students to identify the key ideas in a reading. For a unit with an ILO for students to ‘evaluate’, however, the questions might ask student to list advantages and disadvantages, or to compare and contrast different approaches noted in the text(s).
HOME LEARNING VIDEO AND PDF FILE STD 3 TO 12 DATE 4-8-2020
HOME LEARNING VIDEO WATCH IN DD GIRNAR KARYKRAM STD 3 TO12
DATE 4-8-2020
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