# data[].attributes.body
The whole group work activity.Students need to analyze,evaluate, and synthesise ideas.To improve students own understanding and develop their existing knowledge due to reading skills I use the whole group activity.Students choose the subject books that they don't work and find out the ideas that they consider it important and interesting. Step by step they speak about it to the class.As they have chosen subject books they will not have difficulties.I use it with year 10.

# data[].attributes.body
From the point of view of the subject I teach, it is more fun for students to organize a lesson in an unusual and practical way.

In the previous lesson, the 10th graders did the practical approach during the lesson — the probability of falling from 1 to 6 as a result of rolling a die, or tossing a coin; head or tail. It was not difficult to see that they somehow felt a high level of satisfaction!

# data[].attributes.attachment_link.title
Снимок экрана (331)

# data[].attributes.body
I used "Picture Prompt" technique in some of my lessons. I split the students into pairs and ask them to sit back to back. I share similar pictures with hidden differences and ask them to indentify the differences and discuss them.The discussion will elicit vocabulary related to our topic area. This activity also helps learners to develop their listening and speaking skills and be engaged actively.

# data[].attributes.attachment_link.title
Новый коллаж

# data[].attributes.body
By this method, Students are engaged  and motivated to learn advance as well as have an idea about new topic through experiment. Students themselves will be the ones who part in the experiment and deduce what concepts, laws are behind it.
Also, the method can be used after the lesson taught to prove and verify the concept.

# data[].attributes.body
Students were divided into groups based on their level of knowledge and participated in activities such as “discuss time”, “runner”, “knowledge relay”, and “solve me” in order to repeat the “Fractions” section.

At the end of the lesson, students were given the task of preparing a 30-minute lesson for their classmates independently, repeating the last sections, choosing the number of papers at randomly. 'The students were determined to choose by mutual agreement.

In this style classes, 90% of students and 10% (just giving the right instructions) are active teachers.

Classes like these encourage students to work in groups, to think quickly and analytically, to generalize and develop knowledge, and to express themselves through correct speech. encourages!

# data[].attributes.body
Active learning considers attending in process by learners. When students learn something by doing, testing or teaching each other, it can be active learning. I think that active learning is one of the most important factor in the lesson because students can encounter problems while they are learning and try to find solution by themselves. I usually try to use some activities that can help to engage students to the topic. I prefer to divide them to small groups and teach them as a competition. In this following picture my students working on revision part. There were 4 small group of students and each group has questions. They should solve them and find It's suitable solution from stickers on tha wall. I used this method in the starting of the lesson. When students know about that they are able to solve any question they have motivation. So I try to start my lesson with questions that they can solve by easy ways.

# data[].attributes.body
Last week with Grade 10 students during Computer Science subject we conducted a lesson about the topic Parameters. Lesson was practical. Students learned about how to pass parameters for procedures and functions which are known as modules.

In the final part of the lesson we split the students into three group of 3-4 members. For each member of the group we had a defined role: group leader, presenter and time manager.

We gave the groups one same problem solving task. One group solved the task using functions, other group tried to solve the task with procedures and third group solved the task without using any module. Time limit was 7 minutes.

Students were motivated, each student tried to accomplish their role in the group. At the end presenters of each group explained to others way of their solution.

By this work students understood when and which module to use according to the given problem.

# data[].attributes.body
Active learning

Imagine that you want to conduct a lesson in a group of strangers. If you want your students to take a maximum out of your lesson, you will first try to create a friendly environment where students know each other. To do so, I usually separate a class into smaller groups and give them some general questions, to which everyone can give answer. For example, if a group consists of only girls, you will not give them a topic of football. Instead, you are better off using such questions that are about their favourite color or music. The whole is expected to take 5-6 minutes.

After students get to know each other, you should move on to explaining the topic. It should be done using few simple phrases, without any difficult terminology. After brief explanation, students are asked for their opinion. For example, teacher may ask: “Does a lot of rain affects the quality of a yield?” Students can start answering immediately, but he should give them some time to use some resources and discuss the question. It useful because they will interact with each other and each of them will be able to provide their opinion. As groups are ready to answer, they will start to explain their idea. It is important because a topic that can be explained is well understood. After this, groups will start question each other: they will defense and attack each other’s opinions. They will get a whole range of emotions and the process will be more memorable.

Next, we can move on to the next level. For example, we can conduct a lab work. This time we will regroup students into smaller groups and give each student, say, a tube. Such practical lessons involve both active and passive ways of learning. For example, when students listen to teacher’s instructions seek an info from different resources they will go through passive learning. When students explain something to each other, make reactions, touch chemical instruments, they will go through an active learning.
At the end of such lesson students will get to know each other, learn the concept, make a conclusion and remember it for a long time.

# data[].attributes.body
Last week, we conducted a practical experiment with 7th graders on “exothermic and endothermic reactions”. In doing so, the students observed the reaction process with their own eyes. Of course, this aroused the interest of the students. This motivates students to better understand the topic and to explore the science more deeply.

# data[].attributes.body
During my lessons, I always try to implement different kinds of active learning styles. It always depends on the type and the stage of the lesson. For example, here I used the "Find the pair" activity to revise new vocabulary and phrasal verbs. When students work in groups they can help and motivate each other. One of my students wasn't ready for the lesson that day, but he quickly joined the team and learned everything until the end of the activity. In my opinion, not only teachers but students themselves can motivate each other too.

# data[].attributes.body
Last week grade 5 students practiced writing an informal e-mail. Before presenting them the writing steps, I used "Blender" to brainstorm their ideas. This is an interactive technique in which the students silently write a definition or brainstorm an idea for several minutes on paper.( In our case, these were the phrases and words which can be used for writing an informal e-mail.) Then they form into groups of three, and read their ideas and integrate elements from each.
I find this activity really engaging, which helps the students stay focused on a topic. It provides an opportunity for the students to share their ideas and expand their existing knowledge.

# data[].attributes.body
I try to make my speaking lessons more exciting and fruitful. For this goal, I decided to use the "Fluency Lines" activity which was really student involving and motivating activity. Because in this activity all students participated and used English. They changed their partners and had a chance to communicate with different classmates, and learned more from each other.

# data[].attributes.attachment_caption
An Ice breaker activity "Find someone who..."

# data[].attributes.body
The beginning of the lesson is the most essential part of the lesson to my mind. We have to engage our students in the lesson and motivate them to participate actively. For this aim Ice breakers and warm-up activities come to help us. Therefore, last week I tried an ice breaker activity called "Find someone who.." During this activity, students mingled around the room asked each other questions, improved their speaking skills, and created an English atmosphere.

# data[].attributes.headline
Vaisbek Atanazarov's PBL (Project based learning) 

# data[].attributes.subject
Vaisbek Atanazarov's PBL (Project based learning) 

# data[].attributes.body
If students with different speed of learning will work together on any project, they will help each other and slow learners will be motivated by their groupmates. Because during learning they will see improvement by themselves and they believe more in their abilities.

# data[].attributes.body
There are different kind of activities which can help students to stay motivated and engaged during the lessons. One of them is Group-discussion activities. These activities can be used during the reading topics discussion or problem-solving or others up to the teacher's creativity. Students can sit or stay in circles as it is in the photo below. After reading the topic they discuss it , answer some questions or discuss bullet points of the topic. Thing is the main reason that it can help motivate students is first of all all the students are together, very close to each other, they are allowed to help each other, make additions. By the way a teacher also participates in the group discussions, and direct students to the right way. As all of the students stay together and with the teacher too, these kind of activities create a friendly and warm atmosphere in the classroom and encourage students to support and help each other.

# data[].attributes.body
Learning is a long and continuos process which requires hardwork and effort. At the same time it should be exciting and meaningful. Using various techniques and classroom interaction is the best way of teaching and learning. One of them is Fluency Lines which can be used in different concepts. In this picture my students are sharing their knowledge of previous lesson with their peers. It helps them refresh their minds and learn more from each other. In my opinion, students learn better when they are involved in the process actively. Student-to-student interaction gives every student a chance to use L2 and express themselves in different meaningful ways.