Add your GLOSSARY

1.

Syzdyk Asem Rakhimovna

teacher of Russian and English

tel 8 7474 734 67 58

Schedule from 9:00 to 19:00

• individual lesson

• group class

• exam preparation

2. Glossary

Academic Rigour -the opportunity for cognitively complex tasks to solve real problems that address essential course learning outcomes and their application.

Critical Thinking -ability to analyze complex problems, investigate questions for which there are no clear-cut answers, evaluate different points of view or sources of information, and draw appropriate conclusions based on evidence and reasoning.

Differentiated Instruction -an approach to teaching that advocates active planning for and attention to student differences in classrooms.

Facilitation -designing the learning experience so students work independently and collaboratively to find their own information, problem solve and develop a representative product;interventions diminish as students progressively take on more responsibility.

Formative Assessment-assessment practices that monitor student learning to provide ongoing feedback; instructors use the feedback to inform their teaching.

Inclusive Education- all types of learners are welcomed, supported to learn and contribute in all aspects of their school.

Inquiry Extended -process or asking questions, sourcing information,using resources and developing answers.

Paradigm Shift -a change in the ways of thinking and methodology of a group.Interpersonal skills The skills used to interact and communicate with people in a productive capacity; skills required for successful teamwork.

Project Based Learning-A teaching method for which students gain knowledge and skills by working for an extended period of time to investigate and respond to complex problems, questions or challenges.

Stakeholders-the people interested or involved in a project or collaboration.

Resources - The allocation of appropriate funding, equipment, personnel and time are

necessary to develop a quality PBL environment.

Collaboration - Teachers must have time to research, plan, collaborate, discuss and

read/observe about the experiences of PBL teachers before implementing the program

themselves.