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Окуучулар жай мезгилинде табигый кооздуктарды айырмалап, сүрөттөп бере алышат.

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Негизги Суроо

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Негизги Суроо

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Жай мезгилинде табигый кооздуктар кандай болот?

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Жаңы Материалды Түшүндүрүү

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Жаңы Материалды Түшүндүрүү

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Жай мезгилинин эң негизги кооздуктарынын сүрөттөлүшүн берүү. Бул үчүн ар түрдүү сүрөттөрдү жана видеолорду көрсөтүңүз.

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4 Seasons DVD - Relaxing Video Of Summer Scenery With Nature Sounds

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Жетектелген Практика

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Жетектелген Практика

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Окуучуларды топторго бөлүп, жай мезгилинде табигаттагы кооздуктарды талкуулатыңыз.

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Эгемендүү Практика

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Эгемендүү Практика

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Окуучулардан жай мезгилинде көргөн кооздуктарын сүрөттөөнү сурануу. Бул сүрөттөмөлөрдү Padlet аркылуу бөлүшсө болот.

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Essay on Summer Season - Summer season is the hottest season of the year. In this season the temperature became so high that water starts to evaporate very quickly. But this is the most entertaining season for kids who enjoy it to the fullest because their school gets off in the summer season. Usually, summers last for mid or later March to June but they can expend up to the first week of July due to a delay of monsoon.

Facts about the Summer Season

The season occurs when the earth tilts towards the sun and a vice versa phenomenon for winter. In the southern hemisphere, December to February are the summer months. The day becomes warmers and nights become cooler. Besides, the day is longer and nights are shorter.

This season, we get a lot of variety of fruits and vegetables. And this is the season in which farmers prepare their land for cultivation. The sky becomes clearer as there are no clouds to give shade. And the sun shines bright.

Effects of Summer Season

Summer is hot for many reasons these include some natural factors and some manmade factors. These factors also cause many changes in climate conditions. Although the season is quite dry the kids love it.

Moreover, too much hotness is very bad for certain things and results in many problems. One problem that it causes in human which is very common is dehydration. It not only causes weakness and dizziness but also can lead to death. So, to keep the body hydrated we need to drink plenty of water.

Small ponds, rivers, and wells dry up in this season. The groundwater level declines and in some areas conditions like drought occurs.
Get the huge list of more than 500 Essay Topics and Ideas
Who Enjoys Summer?

Although anyone can enjoy the summers the way they like the Children loves it the most. They love it because they have a long summer vacation ahead of them which they enjoy fully.

Besides, they can do whatever they want, be whomever they want, and spend their day playing and traveling with family. Most of the children visit their grandparents in summer or go to a hill station in a cold place to enjoy with family. For them, it's the most relaxing time when they do not have to do any homework on a daily basis.

Moreover, they do all kinds of fun and naughty things they could. In this time they become the king of their dreamland.

Effects on Life

Whether humans, animals or birds all become very irritated of the season. The summer season causes them to stay indoors. And it makes condition pretty harsh to go out. During the day temperature rises to a level which causes difficulty.

What's Good about Summer Season?

There are many good things about summer that includes the king of fruits and everyone's favorite 'Mango'. Apart from that, there is a large variety of fruits and vegetables in the market.

To conclude, we can say that the summer season is not as bad as it looks. It is just like any other season. We can also enjoy summer like any other season by finding the right ways like kids. Moreover, the season is rich in a variety of fruits and vegetables especially the mango.

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Essay on Summer Season for Students and Children | 500 Words Essay

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Summer season is the hottest season of the year. In this season the temperature became so high that water starts to evaporate very quickly. In this essay on summer season, we will discuss some facts and effects of the summer season on human life

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Кошумча Ишмердүүлүк

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Кошумча Ишмердүүлүк

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Жай мезгилинде кооздуктарды сүрөттөп түшүндүрүш үчүн оюн ойнотуңуз. Бул оюнду интернет аркылуу таап колдонсо болот.

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A look at 10 best brilliant outdoor nature games for kids to encourage exercise, play fresh air and a closer link to nature

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Формативдик Баяндама

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Формативдик Баяндама

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Окуучулардын талкууларын, сүрөттөмөлөрүн жана түшүндүрмөлөрүн байкап баалаңыз.

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For teachers seeking to facilitate rather than lead discussions, these strategies empower students to share their ideas.

Sometimes, as teachers, we struggle to help our students connect what they know to what they are learning. When we face this challenge, it can be helpful to examine our practice under a different set of lenses to uncover ways to reinvigorate learning. One of the easiest ways to do this, especially if you're new to the profession, is to take a closer look at how you manage discussions.

When facilitating a discussion, do you direct your students toward specific outcomes, or is there room for them to take ownership of the conversations and make them their own? There are differences, however subtle, between leading and facilitating discussions. The following five strategies, which are particularly suited for middle and high school students, empower student agency and offer a fresh approach to discourse.

CoFounding Environments of Shared Inquiry

When you lead a discussion, you begin with the end in mind-that is, you determine exactly what you want your students to know and guide them with focused questions.

Rather than provide you with a list of strategies that you can use to increase student engagement, our intention is to demonstrate how combininggold standard discussion strategies, such as Turn and Talk or Think-Pair-Share, can energize your teaching practice and produce powerful results.

The following discussion sequences, or dialogic archetypes, can be applied to subjects across the curriculum. They can be disassembled, rearranged, and reconfigured to create new instructional arrangements that appeal to your students' strengths and needs and to your own teaching style.

1. Quick Write, Turn & Talk, Modified Jigsaw, Quick Draw

Here's a sequence that works well when discussing short texts such as case studies: Distribute a number of short texts (three or four should suffice) and blank note cards among your students, so that each student has one text. Ask students to read the texts and respond on the lined side of their note card; you might invite open responses or offer a prompt.

Once students have responded, pair them by text, and ask them to share what they wrote. You might also create discussion groups in which students have read different texts and invite them to explore similarities and differences in themes, characters, conflicts, or other relevant topics, moving from pair to small group work.

Finally, ask students to draw something they learned from their discussion group on the blank side of their note card to share with you, their group mates, or the class as a whole.

2. Four Corners, Think-Pair-Square, Sticky Chat, Gallery Walk

To integrate kinesthetic engagement into classroom discussion, post images related to what you are teaching in the corners of the room, and direct students to stand next to the image that they find most appealing.

Pair students by image, and ask them to conduct some independent research about their chosen picture. If your students do not have ready access to computers, you can provide them with books to explore, or simply ask them to record their thoughts on the images. Create discussion groups of four by combining pairs assigned to the same image. Finally, ask students to write what they learned on sticky notes, and post them on the images. The class might then engage in a gallery walk to learn from one another's findings.

3. Group Roles, Team Pack Discussion, Classroom Mingle, Classroom Poll

For a discussion sequence that connects students with multiple classmates, create groups of three, and provide each group with a different discussion prompt on a note card. Assign each member of the group a role: speaker, scribe, and timekeeper. Ask students to respond to the prompt on their note card before passing it to the next group.

Then, rotate speakers one group to the right and scribes two groups to the right. After the timekeepers have discussed all of the prompts, poll the class for their favorite.

4. Pick a Side, Snowball Discussion, Debate, Graffiti Wall

To lower the stakes and boost participation during classroom debates, ask students to pick a side on a given issue and to write their thoughts on a piece of paper. Direct half of the students to fold their papers lengthwise, the other half widthwise. Collect the papers, assign a side of the issue to each type of fold, and redistribute the papers randomly.

Facilitate debates of two, then four, then eight students, with each side evenly represented. Ask students to record their thoughts on the paper again, and then tape them on the wall to showcase students' engagement.

5. Stoplight Sticky Notes, Affinity Mapping, Gallery Run, Web Discussion

Make learning visible with an archetype that centers the use of maps: Provide students with a prompt connected to a short video or text. Ask them to write their thoughts on color-coded sticky notes: green might mean "interesting," red "challenging." Create small groups, and direct participants to identify similarities and differences between their notes. After small group discussion, arrange the class in a circle, and have them create a "web" by passing a ball of string when they connect with a fellow student's reflection.

Moving Beyond These Discussion Sequences

These instructional sequences can be followed by whole group discussions or some other kind of low-stakes assessment to measure student understanding. However you decide to progress, the point is that strategies that usually stand on their own, or that are simply framed as standing on their own, can be combined to create unforeseen opportunities for engagement. While it is important to have a plan, good teaching is about leaning into the unexpected. It's about taking risks and creating space for your students to actively participate in the meaning-making process.

Even if the archetypes presented here do not appeal to your particular style of teaching, we encourage you to experiment with the strategies that do. It doesn't matter if you've been teaching for three months or 30 years. Education is unmapped terrain, and there will always be something new to discover.

The strategies in this article were developed with Cayla Cosner, an elementary and special education specialist.

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5 Discussion Strategies to Deepen Student Engagement

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There's a difference between leading and facilitating discussions. These strategies de-center the teacher's voice so students' ideas soar.

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Суммативдик Тестирлөө

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Суммативдик Тестирлөө

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Жай мезгилинде кооздуктарды айырмалагандыгын текшерүү үчүн тест тапшырыңыз.

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Сабакты Жыйынтыктоо

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Сабакты Жыйынтыктоо

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Окуучулардан эмнени үйрөнгөндүгү жөнүндө кыскача баяндама жасатыңыз.

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Weekly reflections guide teaching and learning.

Reflect is what educators do. College professors give value to reflecting on pedagogical practice. Administrators expect us to reflect on our practice in instructional evaluations. Inservice instructors ask us to reflect on what we learned from each training session.

As teachers reflecting on ways to enhance our daily instruction, we ask: How did the students respond to the day's lesson? Were the objectives met? How could we better manage our time? What methods might engage our students?

As a middle school teacher, I found myself asking similar questions until I realized: who better to ask than the students themselves? After all, I might believe a lesson was absolutely wonderful-it seemed as though every student was attentive and focused on the classroom activity-but what if I was wrong? What if my students weren't getting all that I hoped they would from our time together?

So, I implemented student reflection as a weekly component of my classroom instruction. Every Friday, students spent 10-15 minutes reflecting on our week together. They responded to four key questions that prompted personal reflection:

1. What did you learn this week?

2. What activities helped you to learn?

3. What activities did you find engaging?

4. What questions or comments do you have for me?

Student reflections guided my classroom teaching and lesson planning as I had hoped, but I was surprised by the unexpected benefits it brought to the students. An activity intended to suit my own instructional needs became an activity that inspired connection, openness, diversity, metacognition, and sense of community for my students.

Here are some of the ways reflection benefits students.

Recognition of Mastery

To start their weekly reflection, students took stock of what they learned in our class that week. They could look through their class notebooks and calendars for a quick reminder of the daily objectives and activities. Then, they focused on what they, personally, took from the week's classroom activities.

For the most part, students shared an aspect of class content that really resonated with them. For example, after a week dedicated to plot structure and character development, Mary shared how she learned about the steps of characterization along with key ways to develop a relatable character. Meanwhile, Thomas discussed how he learned more about climax and the way in which a text can hold the reader's attention.

By reflecting on what they learned, students were able to identify their newfound knowledge and see their own growth and awareness of the content.

Self-Awareness and Character Development

In educating the whole child, we hope to reach beyond content and grasp the heart of the student. In addition to sharing content knowledge, students often shared what they learned in terms of their own self-awareness and inner character.

For instance, during the discussion of a short story in which the main character was bullied by his older brother, a student volunteered to share his own experience at the hands of a bully. Students engaged in a deep, impromptu conversation regarding bullying. As a result, many of them reflected on this discussion in their weekly reflection log. They discussed in detail what the classroom conversation taught them about the lives and experiences of their classmates.

In addition, they expressed what they believed the conversation revealed about their role in such a situation, or their personal experience with bullying. It opened their eyes to the realities of bullying and inspired them to reflect on ways in which they could reach out and help someone in need.

Diversity and Relationships

In the same vein, students sometimes reflected on what they learned about the cultures and life experiences of their classmates. As students engaged in group discussions, they shared personal connections and insights into their own lives and experiences.

In reflecting on the week, students shared what they learned about how the life and culture of a classmate was different from their own. They considered the implication of knowledge for them both inside and outside class.

Thinking About Learning

We want our middle level students to think about their own learning, to identify their own learning needs and the manner in which their individual needs are addressed in the classroom. In this way, they can grow in their sense of autonomy and self-efficacy. Which strategies seem to work best in helping them master content? Are they visual, auditory, or perhaps kinesthetic learners? How do they learn best?

After identifying what they learned, students reflected on how they learned. What activities seemed to help them the most? Which component of the day's lesson was the most effective in drawing and holding their attention? For instance, was it the daily bell work that seemed to help them understand and master course material? Did the foldable actively engage them? Did they prefer to work independently or in a small group setting?

Students shared the strategies and activities they believed helped them master the course content as well as the class activities they found to be the most engaging. In this way, they reflected on their own learning, strengths, and needs.

Dialogue

Finally, student reflection is an effective way to inspire and enhance dialogue between the teacher and student. So often, students are hesitant to ask essential questions or engage in important conversation with the teacher. Through weekly reflections, they have the opportunity to ask questions and share information through written dialogue. Through written reflections, students often shared things that confused them about the week's content or lessons. They asked extended questions about the week's objectives, or sought clarification on information shared during class lessons.

In addition, students occasionally reached out for support or encouragement. For example, I noticed a student was not quite himself in class but I couldn't identify the problem. In his reflection, he shared that there was trouble at home, and family turmoil was causing him to fall behind in his coursework. Consequently, we were able to provide him assistance and support in class and through our guidance department.

Tools for Growing

Weekly student reflections provide students the opportunity to grow in their content knowledge, metacognition, and self-awareness, and to strengthen a sense of class community. In addition to providing insight into my own classroom instruction, it gave me a chance to really know and appreciate the diversity within each of my middle level learners.

Their reflections demonstrate the many aspects of learning and development taking place in the middle school classroom every day. Student reflection on learning is a powerful tool in any middle level classroom.

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Student Reflection: A Tool for Growth and Development - AMLE

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Weekly reflections guide teaching and learning. Reflect is what educators do. College professors give value to reflecting on pedagogical practice. Administrators expect us to reflect on our practice in instructional evaluations. Inservice instructors ask us to reflect on what we learned from each training session.

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Чыгуу Билети

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Чыгуу Билети

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Окуучуларды сабактан алып кеткен нерселер боюнча кыскача жаздырыңыз.

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Кошумча Практика

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Кошумча Практика

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Окуучулар жай мезгилинде көргөн кооздуктарды изилдөөнү жана сүрөттөөнү улантуу үчүн кошумча тапшырмаларды алыңыз.

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Summer nature walk worksheet | Walking in nature, Spring nature, Nature walk activities

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This sheet gives space for students to make their observation about summer. Go on a summer scavenger hunt around the school grounds. Look out for signs of summer. Check any items seen on the worksheet. Draw a picture of other things you observe. Collect items for a nature table display while you wal...

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жай мегили жагат

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жай мегили жагат