Abdigapparova A.B.
| № | Term | Definition |
| 1 | Authenticity | The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives. |
| 2 | Brainstorming | Process of generating creative ideas and solutions through intensive group discussion. |
| 3 | Challenging Problem or Question | The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge. |
| 4 | Checklist | A list of things that can be checked off as completed or noted. |
| 5 | Coherence | logical and orderly and consistent relation of parts. |
| 6 | Complexity | the quality of being intricate and compounded. |
| 7 | Contextualized question | A contextualized question anchors the project in an important real-world situation and has important consequences. A ized driving question is critical in students being able to see the relevance of the project. |
| 8 | Critique & Revision | Students give, receive, and use feedback to improve their process and products. |
| 9 | Driving Question | Project work is focused by an open-ended question that students understand and find intriguing, which captures their task or frames their exploration. |
| 10 | Ethical questions | A driving question is ethical ifit holds the safety, health, and welfare of living things and the environment. |
| 11 | Feasibe question | A key feature of a good driving question; A driving question is feasible if (1) students can design and perform investigations to answer it, (2) resources and materials are available for teacher and students to perform the investigations necessary to answer it, (3) it is developmentally appropriate for students, and (4) it can be broken down into smaller questions that students can ask and answer. |
| 12 | Inquiry based learning | is a form of active learning that starts by posing questions, problems or scenarios—rather than simply presenting established facts or portraying a smooth path to knowledge. |
| 13 | Key Knowledge, Understanding, and Success Skills | The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, communication, collaboration, and self-management. |
| 14 | Open-ended questions | Those which can’t be answered by a simple "yes" or "no," which require more thought and more than a simple one-word answer. |
| 15 | PBL | A model for classroom activity that shifts away from the usual classroom practices of short, isolated, teacher-centered lessons. |
| 16 | PBL | A systematic teaching method that engages students in learning important knowledge and 21st century skills through an extended, student-influenced inquiry process structured around complex, authentic questions and carefully designed products and learning tasks. |
| 17 | PBL | Learning which helps students develop skills for living in a knowledge-based and highly technological society. |
| 18 | PBL | Learning which teaches students not just content, but also important skills in ways students have to be able to function like adults in our society. These skills include communication and presentation skills, organization and time management skills, research and inquiry skills, self-assessment and reflection skills, group participation and leadership skills, and critical thinking. |
| 19 | Project | The development of confidence in using English in the real world, the world outside the classroom. |
| 20 | Project-Based Learning | A method of teaching that presents students with a problem or challenge to solve, requires them to gather information from various resources, and asks them to come up with an original solution that ends in a product or performance. |
| 21 | Project-Based Learning | |
| 22 | Provocative | serving or tending to provoke, excite, or stimulate; stimulating discussion or exciting controversy |
| 23 | Public Product | Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom. |
| 24 | Reflection | Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them. |
| 25 | Revision and Reflection | The project includes processes for students to use feedback to consider additions and changes that lead to high-quality products, and think about what and how they are learning. |
| 26 | Student Voice & Choice | Students make some decisions about the project, including how they work and what they create. |
| 27 | Sustained Inquiry | Students engage in a rigorous, extended process of asking questions, finding resources, and applying information. |
| 28 | Worthwhile question | A question that is worthwhile contains rich science content that students can explore and that helps meet district, state, or national standards. Perhaps the most important feature of a worthwhile driving question is the quality of science content and process that it can encompass. |
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