К началу учебного года! Готовые материалы для учителей на каждый урок со скидкой от 30%

СДЕЛАЙТЕ СВОИ УРОКИ ЕЩЁ ЭФФЕКТИВНЕЕ, А ЖИЗНЬ СВОБОДНЕЕ

Благодаря готовым учебным материалам для работы в классе и дистанционно

Выбрать материалы

Скидки до 50 % на комплекты
только до

Готовые ключевые этапы урока всегда будут у вас под рукой

Организационный момент

Проверка знаний

Объяснение материала

Закрепление изученного

Итоги урока

Была в сети 18.01.2023 05:41

Жолдошева Наргиза Кочумкуловна

кыргыз тили жана адабияты мугалими

43 года

6 187

8 370

Подписчики

Подписки

Местоположение

Кыргызстан, Таш-Кумыр

Специализация

Родной язык и литература

Обо мне Блог Файлы Тесты Галерея Активность Награды

Каратма сөздөр 5-класс

Категория: Родной язык и литература

14.02.2020 19:52

Каратма сөз

Просмотр содержимого документа
«Каратма сөздөр 5-класс»

Эл-аралык тажрыйбадан

Класстагы өз ара

карым-катнашка баа берүүнүн системасы

CLASS

CLASS куралынын эл аралык деңгээлде колдонулушу

Австралия
Канада
Чили
Колумбия
Коста-Рика
Великобритания
Эквадор
Финляндия
Франция
Германия
Израиль
Мексика
Португалия
Турция
Узбекистан
Ж.б …

Башталгыч мектеп. Мурда кандай эле жана азыркы к ү нд ө кандай болуп жатат?

Класста эмне маанил үү ?

Эмоционалдык сфера: мугалим класста кандай атмосфераны түзүшү керек?
Классты уюштуруу: сабак кандай түрд ө өтүшү керек?
Педагогикалык колдоо: ПЕДАГОГ катары мугалим кандай роль ойнойт?

Класста маанил үү:

Эмоционалдык колдоо: мээримдүү мамиле, үзүрлүү маек, класстагы атмосферага оң таасир тийгизүү, окуучуларга сый мамиле жасоо.
Классты уюштуруу: сабакты оюн түрүнд ө ө тк ө рүү , туура эмес жүрүш-турушту оң нукка буруу, убакытты максаттуу пайдалануу, ар түрдүү жолдорду жана окуу куралдарын колдонуу, окуучулардын сабакка болгон кызыгууларын жаратуу.
ПЕДАГОГИКАЛЫК КОЛДОО : ө з ара байланышты үзгүлтүксүз жүргүзүү, бир нерсени жаратууга болгон ж ө нд ө мдүүлүктү ойготуу, чыгармачылыктын башталышын жаратуу.

Эмне ө зг ө р ө т

Introduction to the Pre-K Class Tool

CLASS куралы

Эмоционалдык, педагогикалык колдоо жана классты уюштуруу областары ченелет !

Класстагы өз ара карым-катнашка баа берүүнүн системасы ( CLASS ) - баа берүүнүн илимге негизделген куралы. Ал мектептерге жана мугалимдерге сабак берүүнү жана окутууну жакшыртууга жардам берүү үчүн колдонулат .

Баа берүүнүн негизги методу – сабактын жүрүшүндө класстагы мугалим менен окуучулардын карым-катнашына байкоо жүргүзүү.

CLASS куралы

Балдардын өсүп жетилишинде мамиле кандай роль ойнойт?
CLASS куралы ким тарабынан иштелип чыккан ?
CLASS куралы эмнени ченейт ?

О ң ѳз ара мамиленин мааниси

Мектепке жашы жете элек балдар дүйнѳнү ѳз ара мамиленин жыйынтыгына жараша кабыл алышат. Бул мамилелер баланын ѳнүгүшүнѳ таасир этип, баланын келечектеги ѳнүгүшүнѳ негиз салат:

ѳзүнѳ-ѳзү ишенүү
психикалык жактан дени сактык
окууга түрткү берүү
мектептеги жетишкендик

Баланын ѳнүгүшүнүн баштапкы тепкичтеринде кийлигишүүнүн мааниси

На ранних

CLASS куралы ким тарабынан иштелип чыккан ?

Бул курал 15 жыл мурда Роберт Пиант жана анын кесиптештери тарабынан билим берүү жана өнүгүү областарын изилдөөнүн негизинде иштелип чыккан

CLASS куралы эмнени ченейт ?

( CLASS ) куралы мугалим менен окуучунун ортосундагы өз ара карым-катнаштын эффективдүүлүгүн ченейт.
Класста ар кандай карым катнаш болот.
Эффективдүү өз ара карым-катнаш андан да эффективдүүрөөк таанып билүүгө, жакшы жүрүм-турумга жана коомдук жакшы натыйжаларга алып келет.

Pre-K CLASS™ Observation Training

CLASS куралы

илимий жактан негизделген
илимий жактан негизделген
илимий жактан негизделген

такталган валидденген (коюлган максатка жеткен)
такталган валидденген (коюлган максатка жеткен)
такталган
валидденген (коюлган максатка жеткен)

Ө нүгүүнүн теориясына негизделген

( CLASS ) куралы ар кандай жаштагы окуучулар окуган ми ң деген класстарда изилденген.

Ө нүгүүнүн теориясына негизделген ( CLASS ) куралы ар кандай жаштагы окуучулар окуган ми ң деген класстарда изилденген.

What to Know

The next few slides help participants understand the value of a research-proven, reliable, and valid tool to guide professional development of teachers.

The next few slides help participants understand the value of a research-proven, reliable, and valid tool to guide professional development of teachers.

What to Say and Do

Review slide content to define “research-proven.”

Review slide content to define “research-proven.”

Pre-K CLASS™ Observation Training

CLASS куралы

Илимий жактан негизделген
Илимий жактан негизделген
Илимий жактан негизделген

Такталган
Такталган
Такталган

Валидденген (коюлган макстака жеткен)
Валидденген (коюлган макстака жеткен)
Валидденген (коюлган макстака жеткен)

Даярдыктан ѳткѳн байкоочулар класстарда үзгүлтүксүз баа берип турушат, ошондуктан CLASS куралындагы коюлган баллдар мугалимдин жумушунун эффективдүүлүгүнүн ченеми катары колдонулат.

Даярдыктан ѳткѳн байкоочулар класстарда үзгүлтүксүз баа берип турушат, ошондуктан CLASS куралындагы коюлган баллдар мугалимдин жумушунун эффективдүүлүгүнүн ченеми катары колдонулат.

What to Say and Do

Review slide content to define “reliable.” Tell participants that reliability means that two people who are reliable on the CLASS measure will see the same things and arrive at the same codes when observing a classroom.

Review slide content to define “reliable.” Tell participants that reliability means that two people who are reliable on the CLASS measure will see the same things and arrive at the same codes when observing a classroom.

Pre-K CLASS™ Observation Training

CLASS куралы

илимге негизделген такталган
илимге негизделген такталган
илимге негизделген
такталган

валидденген
валидденген
валидденген

Изилд өөнүн коюлган максатына жеткен.

Коюлган баллдар баланын ѳсүп жетилишин алдын ала айтат.

Изилд өөнүн коюлган максатына жеткен. Коюлган баллдар баланын ѳсүп жетилишин алдын ала айтат.

What to Know

This slide is included in the participant guide training notes.

This slide emphasizes that the CLASS measure is valid and predictive of child learning and development (see slides on the NICHD study).

Research using the CLASS measure has been conducted in multiple smaller studies in diverse samples of children.

This slide is included in the participant guide training notes.
This slide emphasizes that the CLASS measure is valid and predictive of child learning and development (see slides on the NICHD study).
Research using the CLASS measure has been conducted in multiple smaller studies in diverse samples of children.

If needed, use these examples help explain reliability and validity:

A reliable but not valid measure might be if observers went into a classroom and counted all of the children wearing sneakers. They would all be reliable with one another if they arrived at the same number, but whether children wear sneakers is not related to children’s learning. A measure that’s neither reliable nor valid might be if observers went into a classroom and were told to write down what all of the boys were thinking. They would not be reliable with one another, since there’s no way to know what all of the boys are thinking. Likewise, this measure would not be related to children’s learning, so it would not be valid. What to Say and Do Review slide content to define “valid.” Tell participants that validity means that a tool measures what it says it measures—the CLASS tool measures the interactions and processes that matter for children’s social and academic development.
A reliable but not valid measure might be if observers went into a classroom and counted all of the children wearing sneakers. They would all be reliable with one another if they arrived at the same number, but whether children wear sneakers is not related to children’s learning. A measure that’s neither reliable nor valid might be if observers went into a classroom and were told to write down what all of the boys were thinking. They would not be reliable with one another, since there’s no way to know what all of the boys are thinking. Likewise, this measure would not be related to children’s learning, so it would not be valid.
A reliable but not valid measure might be if observers went into a classroom and counted all of the children wearing sneakers. They would all be reliable with one another if they arrived at the same number, but whether children wear sneakers is not related to children’s learning.
A measure that’s neither reliable nor valid might be if observers went into a classroom and were told to write down what all of the boys were thinking. They would not be reliable with one another, since there’s no way to know what all of the boys are thinking. Likewise, this measure would not be related to children’s learning, so it would not be valid.
Review slide content to define “valid.” Tell participants that validity means that a tool measures what it says it measures—the CLASS tool measures the interactions and processes that matter for children’s social and academic development.

Remind participants that

Research has shown that effective teaching is key to child outcomes—and some teachers better support children’s learning and development than others. Research shows that scores on the CLASS observation measure are predictive of child development.
Research has shown that effective teaching is key to child outcomes—and some teachers better support children’s learning and development than others. Research shows that scores on the CLASS observation measure are predictive of child development.
Research has shown that effective teaching is key to child outcomes—and some teachers better support children’s learning and development than others.
Research shows that scores on the CLASS observation measure are predictive of child development.

CLASS куралынын түзүлүшү

Pre-K CLASS™ Observation Training

CLASS куралы

What to Know

This slide is included in the participant guide training notes.
This slide provides a transition between simply talking about interactions and the specific language and structure of the CLASS observation measure.

What to Say and Do

Explain that research has revealed that pre-K teacher-child interactions fall into one of three broad categories or domains.
Point out that this is important because evidence indicates that the effectiveness of teacher-child interactions across these domains predicts levels of child learning and development.

Эмоционалдык

колдоо

Классты

уюштуруу

Педагогикалык

колдоо

CLASS тын бѳлүмдѳрү, ченемдери, индикаторлору жана жүрүм-турумдун кѳрсѳткүчтѳрү

Pre-K CLASS™ Observation Training

Б ѳлүм

Ченем

Индикатор

What to Know

This slide is included in the participant guide training notes.

What to Say and Do

Explain that behavioral markers are specific examples of behaviors we might see in a classroom.
Explain that observers take notes on specific behaviors when conducting observations, and then sort the behaviors into the appropriate dimension(s) when determining classroom codes.
Point out that there may not be evidence of every behavioral marker at all times in a classroom, but the behavioral markers help guide your understanding of behaviors within the dimension.
Tell participants that the Pre-K CLASS Manual provides more information about indicators and behavioral markers for each dimension.
Note that later in the presentation, participants will learn how to make decisions about where individual interactions fit best.

Жүрүм-турум

к ѳ рсөткүчтөрү

Pre-K CLASS™ Observation Training

Эмоционалдык колдоо б өлүмүнүн ченемдери

What to Know

During the discussion of each dimension and when sharing the exemplar videos, be sure participants use the face pages to guide their discussion.
Use the descriptive pages that follow each face page to clarify points and provide examples.
Participants should always use the CLASS manual as their consistent reference.

What to Say and Do

Let participants know that now that they have an understanding of what the CLASS tool measures, you’ll go into greater detail about each of the dimensions.
Remind participants that they can highlight, underline, add notes, tab, or otherwise personalize their manuals as each dimension is explored.

О ң климат

Pre-K CLASS™ Observation Training

Мугалим менен окуучулардын, окуучулар менен окуучулардын ортосундагы эмоционалдык байланыш жана бири-бирине болгон сый мамилен.

What to Know

You may wish to turn to the Positive Climate face page (page 23) in your manual for easy reference.

You may wish to turn to the Positive Climate face page (page 23) in your manual for easy reference.

What to Say and Do

Emphasize that children’s reactions are often nonverbal and that it is important to watch closely in addition to listening to children’s reactions. Tell participants that in classrooms that have high Positive Climate there is evidence that the teacher and children enjoy being together:
Emphasize that children’s reactions are often nonverbal and that it is important to watch closely in addition to listening to children’s reactions.
Tell participants that in classrooms that have high Positive Climate there is evidence that the teacher and children enjoy being together:

They often smile and laugh together. The teacher respectfully listens to what children say and joins in the children’s activities.
They often smile and laugh together. The teacher respectfully listens to what children say and joins in the children’s activities.
They often smile and laugh together.
The teacher respectfully listens to what children say and joins in the children’s activities.

Терс климат

Pre-K CLASS™ Observation Training

Класстагы терс климат, мугалим менен окуучулардын, окуучулар менен окуучулардын ортосундагы терс мамиле жана бири-бирин сыйлабастык.

Класстагы терс климат, мугалим менен окуучулардын, окуучулар менен окуучулардын ортосундагы терс мамиле жана бири-бирин сыйлабастык.

What to Know

You may wish to turn to the Negative Climate face page (page 28) in your manual for easy reference.

You may wish to turn to the Negative Climate face page (page 28) in your manual for easy reference.

What to Say and Do

Emphasize that the goal is to see an absence of Negative Climate; therefore, low ratings are desirable. Tell participants that in classrooms that have low Negative Climate
Emphasize that the goal is to see an absence of Negative Climate; therefore, low ratings are desirable.
Tell participants that in classrooms that have low Negative Climate

The teacher shows little to no negative affect. The teacher does not yell, make threats or use physical actions without explanation to establish control. The teacher rarely if ever, expresses negativity toward the children. Little, if any, child negativity is observed.
The teacher shows little to no negative affect. The teacher does not yell, make threats or use physical actions without explanation to establish control. The teacher rarely if ever, expresses negativity toward the children. Little, if any, child negativity is observed.
The teacher shows little to no negative affect.
The teacher does not yell, make threats or use physical actions without explanation to establish control.
The teacher rarely if ever, expresses negativity toward the children.
Little, if any, child negativity is observed.

Explain that in classrooms with high Negative Climate, teacher and/or child negativity is frequent and escalates. One instance of a child crying may not raise the score in Negative Climate, while sustained crying or frequent episodes of irritation may.
Explain that in classrooms with high Negative Climate, teacher and/or child negativity is frequent and escalates. One instance of a child crying may not raise the score in Negative Climate, while sustained crying or frequent episodes of irritation may.

Мугалимдин сезимталдуулугу

Pre-K CLASS™ Observation Training

Мугалимдин окуучулардын окуу жана эмоционалдык керектөөлөрүнө көңүл буруусу. Жогорку сезимталдуулук окуучуларга бир нерсени билүүгө жана аны изилдөөгө чо ң жардам берет. Анткени мугалим дайыма аларга ушул аракеттерди жасоо үчүн колдоо көрсөтүп, окуучулардын өздөрүнө болгон ишенимин арттырууга түрткү берип турат.

What to Know

You may wish to turn to the Teacher Sensitivity face page in your manual (page 32) for easy reference.

You may wish to turn to the Teacher Sensitivity face page in your manual (page 32) for easy reference.

What to Say and Do

Explain that Teacher Sensitivity refers to the teacher’s awareness of and responsiveness to children’s cognitive and social needs. The sensitive teacher serves as a secure base for children, providing them with the support they need to actively explore and learn.

Explain that Teacher Sensitivity refers to the teacher’s awareness of and responsiveness to children’s cognitive and social needs. The sensitive teacher serves as a secure base for children, providing them with the support they need to actively explore and learn.

Окуучулардын пикирине кө ң үл буруу

Pre-K CLASS™ Observation Training

Мугалимге ар бир окуучунун кызыкчылыгына кө ңү л буруу маанилүү, ар бир окуучунун айткан пикирин кунт коюп угат.

What to Know

You may wish to turn to the Regard for Student Perspectives face page in your manual (page 38) for easy reference.

You may wish to turn to the Regard for Student Perspectives face page in your manual (page 38) for easy reference.

What to Say and Do

Explain that Regard for Student Perspectives encompasses the degree to which a teacher shows flexibility and follows the children’s lead. This does not mean that the teacher fails to provide structure and routine. Rather, it means that the teacher has the skill to respond to children’s interests and ideas and is flexible to the extent that is appropriate. A teacher who demonstrates effective regard for children takes the perspective of the child and really listens to children’s ideas in the classroom. Provide an example of a specific behavior: When children are fascinated by the mud puddles that appear on the playground after a spring storm, a teacher might demonstrate effective regard by allowing children extra time to explore the puddles and then later that day read a book about playing in the rain, pull out clay for the children to mold, open up the water table for children to continue their explorations, and plan other lessons and activities that incorporate children’s interests in mud puddles.
Explain that Regard for Student Perspectives encompasses the degree to which a teacher shows flexibility and follows the children’s lead. This does not mean that the teacher fails to provide structure and routine. Rather, it means that the teacher has the skill to respond to children’s interests and ideas and is flexible to the extent that is appropriate. A teacher who demonstrates effective regard for children takes the perspective of the child and really listens to children’s ideas in the classroom.
Provide an example of a specific behavior: When children are fascinated by the mud puddles that appear on the playground after a spring storm, a teacher might demonstrate effective regard by allowing children extra time to explore the puddles and then later that day read a book about playing in the rain, pull out clay for the children to mold, open up the water table for children to continue their explorations, and plan other lessons and activities that incorporate children’s interests in mud puddles.

Pre-K CLASS™ Observation Training

Классты уюштуруу бөлүмүнүн ченемдери

What to Know

During the discussion of each dimension and when sharing the exemplar videos, be sure participants use the face pages to guide their discussion.
Use the descriptive pages that follow the face page to clarify points and provide examples.
Participants should always use the CLASS manual as their consistent reference.

What to Say and Do

Explain that now that you have discussed the dimensions that make up the Emotional Support and Instructional Support domains, you will move on to discuss the dimensions that make up the Classroom Organization domain.

Жүрүм-турумду башкаруу

Pre-K CLASS™ Observation Training

Мугалим балдарга үлгүлүү жүрүм-турумдарды түшүндүрүп жана көрсөтүп берет. Терс жүрүм-турумдарды алдын алуунун жана аларды о ң доонун эффективдүү методдорун колдонот.

What to Know

You may wish to turn to the Behavior Management face page in your manual (page 44) for easy reference.

You may wish to turn to the Behavior Management face page in your manual (page 44) for easy reference.

What to Say and Do

Explain that when observing Behavior Management, an observer is not looking for strategies. Instead, an observer should look for ways in which the teacher

Communicates clear expectations—The teacher says, “Please be quiet when your friend is talking” instead of “Excuse me.” Acts in a proactive versus reactive manner—The teacher says, “It might get crowded at that station, so let’s remember that only four friends at a time can work there.” Redirects children in ways that are effective, subtle, and efficient.
Communicates clear expectations—The teacher says, “Please be quiet when your friend is talking” instead of “Excuse me.” Acts in a proactive versus reactive manner—The teacher says, “It might get crowded at that station, so let’s remember that only four friends at a time can work there.” Redirects children in ways that are effective, subtle, and efficient.
Communicates clear expectations—The teacher says, “Please be quiet when your friend is talking” instead of “Excuse me.”
Acts in a proactive versus reactive manner—The teacher says, “It might get crowded at that station, so let’s remember that only four friends at a time can work there.”
Redirects children in ways that are effective, subtle, and efficient.

Explain that while it is important that teachers learn how to consistently and effectively respond to inappropriate behavior, one of the most important aspects of Behavior Management is that teachers are proactive in their management.
Tell participants that a key to coding this dimension is to think about how much time is taken away from learning due to issues surrounding managing behavior. For this reason, an observation cycle in which children consistently meet behavioral expectations without a great deal of teacher intervention can be scored in the high range. If redirects are not necessary, an observer may not see evidence of effective redirection of behavior as noted in the footnote on the face page.

Натыйжалуулук

Pre-K CLASS™ Observation Training

Мугалимдин окуу убактысын канчалык жакшы пайдалангандыгын, окуучуларга тапшырма берип, алардын окуу иштерине кандай де ң гээлде катышкандыктарын карап чыгат.

What to Know

You may wish to turn to the Productivity face page in your manual (page 49) for easy reference.

You may wish to turn to the Productivity face page in your manual (page 49) for easy reference.

What to Say and Do

Explain that Productivity refers specifically to how time is managed in the classroom. A highly productive classroom functions like a “well-oiled machine,” where everyone knows what to do. An outside observer would have a hard time imagining how any more instructional time could be squeezed into the day. Tell participants that the maximizing learning time indicator means that there is little to no downtime with children wandering or sitting with nothing to do. Explain that transitions should be quick and/or have learning opportunities within them.
Explain that Productivity refers specifically to how time is managed in the classroom. A highly productive classroom functions like a “well-oiled machine,” where everyone knows what to do. An outside observer would have a hard time imagining how any more instructional time could be squeezed into the day.
Tell participants that the maximizing learning time indicator means that there is little to no downtime with children wandering or sitting with nothing to do.
Explain that transitions should be quick and/or have learning opportunities within them.

Окутуу жана өнүктүрүү методдору

Pre-K CLASS™ Observation Training

Бул жерде балдардын кызыкчылыгын көтөрүү үчүн мугалимдин колдонгон методдоруна кө ң үл бурулат, окуучулардын сабактарга катышы жана сабактардан алган пайдалуу жа ң ылыктары чагылдырылат.

What to Know

You may wish to turn to the Instructional Learning Formats face page in your manual (page 55) for easy reference.

You may wish to turn to the Instructional Learning Formats face page in your manual (page 55) for easy reference.

What to Say and Do

Explain that Instructional Learning Formats measures the types of activities implemented, the kinds of materials used, children’s interest, and how the teacher facilitates activities that allow children to learn. If a teacher has many materials but does not facilitate the activity in such a way as to engage the children, the classroom will not receive a high score on this dimension.

Pre-K CLASS™ Observation Training

Педагогикалык колдоо бөлүмүнүн ченемдери

What to Know

During the discussion of each dimension and when sharing the exemplar videos, be sure participants use the face pages to guide their discussion.
Use the descriptive pages that follow the face page to clarify points and provide examples, particularly when discussing the Instructional Support domain, which tends to be more challenging.
Participants should always use the CLASS manual as their consistent reference.

What to Say and Do

Remind participants that they can highlight, underline, add notes, tab, or otherwise personalize their manuals as each dimension is explored.

Концептуалдык ой-жүгүртүүнү өнүктүрүү

Pre-K CLASS™ Observation Training

Жогорку де ң гээлдеги көндүмдөрдү өнүктүрүү үчүн жүргүзүлгөн иш-аракеттердин жана дискуссиялардын сапатына баа берилет.

What to Know

You may wish to turn to the Concept Development face page in your manual (page 62) for easy reference.

You may wish to turn to the Concept Development face page in your manual (page 62) for easy reference.

What to Say and Do

Share the following information about Concept Development:

High Concept Development scores indicate a classroom environment that encourages children to understand and think about new material. In these settings, teachers encourage the development of critical skills that will help children learn throughout their lives.
Concept Development focuses on the process of learning.
Activities that require children to predict or problem-solve fall under Concept Development.
Teachers who ask children questions, such as “How do you think we should do that?” or “Why do you think this one is better?” or “What do you think would happen if…?”, are helping children develop higher-order thinking skills.

Кайтарым байланыштын сапаты

Pre-K CLASS™ Observation Training

Эффективдүү окутууну камсыз кыла турган мугалимдин окуучулар менен болгон кайтарым байланышынын де ң гээли жана сапаты бааланат.

What to Know

You may wish to turn to the Quality of Feedback face page in your manual (page 69) for easy reference.

You may wish to turn to the Quality of Feedback face page in your manual (page 69) for easy reference.

What to Say and Do

Point out that Quality of Feedback relates specifically to teacher responses to children and how those responses expand children’s participation in learning activities.
Teachers generally provide children with two types of feedback:

Focusing on the correctness of a child’s answer—This immediate feedback lets the child know the response is correct or incorrect, but it does not help the child gain a deeper understanding of the subject matter. Focusing on the process of learning—This type of feedback helps the child understand the material and their thinking in more depth. Effective Quality of Feedback interactions focus primarily on this type of feedback.
Focusing on the correctness of a child’s answer—This immediate feedback lets the child know the response is correct or incorrect, but it does not help the child gain a deeper understanding of the subject matter. Focusing on the process of learning—This type of feedback helps the child understand the material and their thinking in more depth. Effective Quality of Feedback interactions focus primarily on this type of feedback.
Focusing on the correctness of a child’s answer—This immediate feedback lets the child know the response is correct or incorrect, but it does not help the child gain a deeper understanding of the subject matter.
Focusing on the process of learning—This type of feedback helps the child understand the material and their thinking in more depth. Effective Quality of Feedback interactions focus primarily on this type of feedback.

Сөз байлыгын көбөйтүү

Pre-K CLASS™ Observation Training

Мугалим балдардын сөз байлыгын көбөйтүү үчүн эффективдүү методдорду колдонот.

What to Know

What to Know
What to Know

You may wish to turn to the Language Modeling face page in your manual (page 75) for easy reference.

You may wish to turn to the Language Modeling face page in your manual (page 75) for easy reference.

What to Say and Do

Explain that in classrooms with effective Language Modeling, there are frequent conversations between teachers and children that expose children to a wide range of vocabulary and give them practice with social communication.

CLASS куралы

Окуучу, мугалим, мектеп, район жана элге билим берүү системасы үчүн артыкчылык

Окуучу өз жетишкендиктерин жакшыртат.
Мугалим өзүнүн иштерине сын көз менен карап, аны жакшыртат.
Ата-энелер балдарынын мектепке кандай даярдалып жаткандыгы тууралуу толук маалыматты алып турушат.
Мектептин мүдүрү, райондук жана областтык де ң гээлдеги жетекчилер педагогдорго керектүү колдоону көрсөтүүгө даяр болушат.

Изилдоонун артыкчылыктары

Башталгыч мектепте окутуунун сапатын жогорулатуу.
Программалык – методикалык жана окуу комплексин модернизациялоо.
Мугалимдерди даярдоо жана алардын адистигин жогорулатуу системасын жакшыртуу.
Мугалимге жана мектепке болгон ишенимдин де ң гээлин жогорулатуу.

Дүйнө жүзүндө CLASS куралынын колдонулушу

О ң климат

Кытай

Терс климат

3.46

АКШ

1.28

Финляндия

5.21

Мугалимдин сезимталдуулугу

4.24

1.63

Германия

5.31

Окуучуларга болгон сый мамиле

1.21

Чили

5.38

4.34

3.69

Ж ү р ү м-турумду башкаруу

.82

5.34

4.66

5.36

4.36

Натыйжалуулук

5.04

1.13

4.91

Окутуунун методдору

4.94

4.74

3.81

5.45

4.86

4.13

5.41

Концептуалдык ой-ж ү г ү рт үү н ү ө н ү кт ү р үү

Кайтарым байланыштын сапаты

1.77

4.57

5.30

5.67

3.15

4.86

Тилди ө н ү кт ү р үү (с ө з байлыкты ке ң ейт үү )

4.89

2.30

2.69

4.92

3.76

2.29

4.23

4.46

2.87

3.89

3.53

2.17

2.85

1.53

4.27

2.52

1.65

2.73

2.08

Электронная тетрадь по ОБЖ 6 класс ФГОС

Электронная тетрадь по истории России...

Естествознание 5 класс ФГОС

Электронная тетрадь по информатике 8...

Электронная тетрадь по русской...

Подготовка к ЕГЭ по немецкому языку....

Видеосюжеты для классных часов и...

Обществознание 7 класс ФГОС

Скачать

Каратма сөздөр 5-класс

Просмотр содержимого документа
«Каратма сөздөр 5-класс»

Похожие файлы

Вебинар для учителей

Полезное для учителя

Каратма сөздөр 5-класс

Просмотр содержимого документа «Каратма сөздөр 5-класс»

Похожие файлы

Вебинар для учителей

Полезное для учителя

Просмотр содержимого документа
«Каратма сөздөр 5-класс»