Requirements to the Perfect Lessons - История изменений

Natasha в 14:19, 2 апреля 2010

2010-04-02T14:19:42Z

← Предыдущая		Версия 14:19, 2 апреля 2010
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		+	[[Perfect_Lessons\|Perfect_Lessons]]
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	'''Requirements to the Perfect Lessons'''		'''Requirements to the Perfect Lessons'''

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-	Video links with other schools and countries	+	Video links with other schools and countries

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-	Connection between past and future	+	Connection between past and future

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-	Children 100% <br>	+	Children 100% <br>

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	Correlation of academic information: 80% - to learn what is known, and 20% to learn what is problem		Correlation of academic information: 80% - to learn what is known, and 20% to learn what is problem

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-	You may construct your own set, which will be the original of the lesson. <br>Of course, we may dispute about the structure and the details of it. But the main principle of the knowledge Wikipedia Xvatit creation is to be used by the readers and to receive propositions from them. We say: stop sleeping – wake up! <br>In common efforts we will achieve less insufferable school curriculum for our children, and the parents will breathe a sigh of relief, when they know for sure what their child becomes after the school. Lately one employer voiced his opinion: “All good will slip out of him, and only bad will remain”. Thus, to prevent the bad, we would like to create the system of education with “human face”. Please, take you part in the project and your opinion will be published.<br><br>	+	You may construct your own set, which will be the original of the lesson. <br>Of course, we may dispute about the structure and the details of it. But the main principle of the knowledge Wikipedia Xvatit creation is to be used by the readers and to receive propositions from them. We say: stop sleeping – wake up! <br>In common efforts we will achieve less insufferable school curriculum for our children, and the parents will breathe a sigh of relief, when they know for sure what their child becomes after the school. Lately one employer voiced his opinion: “All good will slip out of him, and only bad will remain”. Thus, to prevent the bad, we would like to create the system of education with “human face”. Please, take you part in the project and your opinion will be published.<br><br>

	<br>		<br>

Ирина в 14:13, 29 марта 2010

2010-03-29T14:13:55Z

← Предыдущая		Версия 14:13, 29 марта 2010
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-	''~~Практические умения и навыки~~''	+	''Practical skills''

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-	~~Видеомосты с другими школами и странами~~	+	Video links with other schools and countries

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-	~~Увязывание с прошлым и будущим~~	+	Connection between past and future

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-	~~Дети~~ 100%	+	Children 100% <br>

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	'''<u>Competition</u>'''		'''<u>Competition</u>'''

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-	~~В конце урока ученики аплодируют учителю~~ (~~а не вскакивают и убегают~~). ~~Очень сильный воспитательный приём.~~	+
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-	~~Другие~~	+	Other <br><br>

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	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Emphasized not only on  IQ level, but also on emotional, EQ level, and LQ level<br><br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Emphasized not only on  IQ level, but also on emotional, EQ level, and LQ level<br><br>
	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Пропорция учебной информации~~: 80% - ~~учить тому~~, ~~что известно, и~~ 20% ~~тому, что неизвестно или проблемно.~~	+	Correlation of academic information: 80% - to learn what is known, and 20% to learn what is problem
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	<br>		<br>
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		+	You may construct your own set, which will be the original of the lesson. <br>Of course, we may dispute about the structure and the details of it. But the main principle of the knowledge Wikipedia Xvatit creation is to be used by the readers and to receive propositions from them. We say: stop sleeping – wake up! <br>In common efforts we will achieve less insufferable school curriculum for our children, and the parents will breathe a sigh of relief, when they know for sure what their child becomes after the school. Lately one employer voiced his opinion: “All good will slip out of him, and only bad will remain”. Thus, to prevent the bad, we would like to create the system of education with “human face”. Please, take you part in the project and your opinion will be published.<br><br>

	<br>		<br>

Ирина в 14:06, 29 марта 2010

2010-03-29T14:06:47Z

← Предыдущая		Версия 14:06, 29 марта 2010
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	<br>		<br>
-	~~<center>'''Versions and forms of “Perfect Lessons”'''<br> </center>~~
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Ирина: Отмена правки 43344 участника Ирина (обсуждение)

2010-03-29T14:06:19Z

Отмена правки 43344 участника Ирина (обсуждение)

← Предыдущая		Версия 14:06, 29 марта 2010
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	This system is also dubbed as “Human Faced Education System”<br>Basic parameters and requirements are described in the table. The teacher must only pick up the necessary items from the menu and to design the lesson.<br>Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.<br>Versions and forms of “Perfect Lessons”<br>		This system is also dubbed as “Human Faced Education System”<br>Basic parameters and requirements are described in the table. The teacher must only pick up the necessary items from the menu and to design the lesson.<br>Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.<br>Versions and forms of “Perfect Lessons”<br>

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		+	<center>'''Versions and forms of “Perfect Lessons”'''<br> </center>
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-	'''Teacher decides to tell pupils a short story/proverb<br>	+	'''Teacher decides to tell pupils a short story/proverb<br>'''

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Ирина: Отмена правки 43344 участника Ирина (обсуждение)

2010-03-29T14:05:54Z

Отмена правки 43344 участника Ирина (обсуждение)

← Предыдущая		Версия 14:05, 29 марта 2010
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	This system is also dubbed as “Human Faced Education System”<br>Basic parameters and requirements are described in the table. The teacher must only pick up the necessary items from the menu and to design the lesson.<br>Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.<br>Versions and forms of “Perfect Lessons”<br>		This system is also dubbed as “Human Faced Education System”<br>Basic parameters and requirements are described in the table. The teacher must only pick up the necessary items from the menu and to design the lesson.<br>Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.<br>Versions and forms of “Perfect Lessons”<br>

-	~~<br>~~

-	~~<br>~~
-	~~<center>'''Versions and forms of “Perfect Lessons”'''<br> </center>~~
-	~~<br> <br>~~

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-	'''Teacher decides to tell pupils a short story/proverb<br>~~'''~~	+	'''Teacher decides to tell pupils a short story/proverb<br>

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	<br>		<br>

Ирина в 14:05, 29 марта 2010

2010-03-29T14:05:12Z

← Предыдущая		Версия 14:05, 29 марта 2010
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	This system is also dubbed as “Human Faced Education System”<br>Basic parameters and requirements are described in the table. The teacher must only pick up the necessary items from the menu and to design the lesson.<br>Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.<br>Versions and forms of “Perfect Lessons”<br>		This system is also dubbed as “Human Faced Education System”<br>Basic parameters and requirements are described in the table. The teacher must only pick up the necessary items from the menu and to design the lesson.<br>Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.<br>Versions and forms of “Perfect Lessons”<br>

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		+	<center>'''Versions and forms of “Perfect Lessons”'''<br> </center>
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	<br>		<br>

Ирина в 14:02, 29 марта 2010

2010-03-29T14:02:45Z

← Предыдущая		Версия 14:02, 29 марта 2010
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	This system is also dubbed as “Human Faced Education System”<br>Basic parameters and requirements are described in the table. The teacher must only pick up the necessary items from the menu and to design the lesson.<br>Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.<br>Versions and forms of “Perfect Lessons”<br>		This system is also dubbed as “Human Faced Education System”<br>Basic parameters and requirements are described in the table. The teacher must only pick up the necessary items from the menu and to design the lesson.<br>Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.<br>Versions and forms of “Perfect Lessons”<br>
-	~~<center>'''Versions and forms of “Perfect Lessons”'''</center>~~
-	~~<br>~~

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Ирина в 13:53, 29 марта 2010

2010-03-29T13:53:57Z

← Предыдущая		Версия 13:53, 29 марта 2010
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-	''~~Practical skills~~''	+	''Практические умения и навыки''

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-	~~Other~~	+	Другое

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-	~~Video links with other schools and countries~~	+	Видеомосты с другими школами и странами

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-	~~Connection between past and future~~	+	Увязывание с прошлым и будущим

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-	~~Children~~ 100% ~~<br>~~	+	Дети 100%

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-	~~In the end of the lesson students applaud to the teacher~~ (~~but not rise and run away~~). ~~Very strong educational technique<br>~~	+	В конце урока ученики аплодируют учителю (а не вскакивают и убегают). Очень сильный воспитательный приём.

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-	~~Other~~	+	Другие

	\|-		\|-
Строка 296:		Строка 296:
	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Emphasized not only on  IQ level, but also on emotional, EQ level, and LQ level<br><br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Emphasized not only on  IQ level, but also on emotional, EQ level, and LQ level<br><br>
	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Correlation of academic information~~: 80% - ~~to learn what is known~~, ~~and~~ 20% ~~to learn what is problem <br><br>~~	+	Пропорция учебной информации: 80% - учить тому, что известно, и 20% тому, что неизвестно или проблемно.

	\|-		\|-
Строка 345:		Строка 345:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Other~~	+	Другое

	\|-		\|-
Строка 364:		Строка 364:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	'''~~Учитель решил рассказать детям короткую притчу~~'''	+	'''Teacher decides to tell pupils a short story/proverb'''
-	~~<br>~~	+

	\|}		\|}

Ирина в 13:53, 29 марта 2010

2010-03-29T13:53:24Z

← Предыдущая		Версия 13:53, 29 марта 2010
Строка 11:		Строка 11:
	<br>		<br>

-	{\| width="695" border="1" align="center~~" class="MsoNormalTable~~" style="width: 521.25pt; border-collapse: collapse;"	+	{\| width="695" border="1" align="center" style="width: 521.25pt; border-collapse: collapse;" class="MsoNormalTable"
	\|-		\|-
	\| width="106" valign="top" style="border: 1pt solid windowtext; padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="border: 1pt solid windowtext; padding: 0cm 5.4pt; width: 79.75pt;" \|
Строка 45:		Строка 45:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Another place (museum, shop, sport yard)<br>	+	Another place (museum, shop, sport yard)<br>

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 62:		Строка 62:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	All the class <br>	+	All the class <br>

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 79:		Строка 79:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Passive knowledge <br>	+	Passive knowledge <br>

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	''~~Практические умения и навыки~~''	+	''Practical skills''

	\|-		\|-
Строка 98:		Строка 98:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Self-esteem	+	Self-esteem

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Другое~~	+	Other

	\|-		\|-
Строка 117:		Строка 117:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Manuals and problem books	+	Manuals and problem books

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Видеомосты с другими школами и странами~~	+	Video links with other schools and countries

	\|-		\|-
Строка 136:		Строка 136:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Connection between society and knowledge	+	Connection between society and knowledge

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Увязывание с прошлым и будущим~~	+	Connection between past and future

	\|-		\|-
Строка 155:		Строка 155:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	'''<u>Children – 80 %, Teacher – 20% </u>'''	+	'''<u>Children – 80 %, Teacher – 20% </u>'''

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Дети~~ 100%	+	Children 100% <br>

	\|-		\|-
Строка 174:		Строка 174:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Constant changes of attention	+	Constant changes of attention

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 191:		Строка 191:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	students independently	+	students independently

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 209:		Строка 209:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~В конце урока ученики аплодируют учителю~~ (~~а не вскакивают и убегают~~). ~~Очень сильный воспитательный приём.~~	+	In the end of the lesson students applaud to the teacher (but not rise and run away). Very strong educational technique<br>

	\|-		\|-
Строка 225:		Строка 225:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Pictures and cartoons	+	Pictures and cartoons

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Другие~~	+	Other

	\|-		\|-
Строка 261:		Строка 261:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Other	+	Other

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 294:		Строка 294:
	Several themes		Several themes

-	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Emphasized not only on  IQ level, but also on emotional, EQ level, and LQ level<br><br>	+	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Emphasized not only on  IQ level, but also on emotional, EQ level, and LQ level<br><br>
	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Пропорция учебной информации~~: 80% - ~~учить тому~~, ~~что известно, и~~ 20% ~~тому, что неизвестно или проблемно.~~	+	Correlation of academic information: 80% - to learn what is known, and 20% to learn what is problem <br><br>

	\|-		\|-
Строка 342:		Строка 342:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Long intensive attention of pupils	+	Long intensive attention of pupils

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
-	~~Другое~~	+	Other

	\|-		\|-
Строка 361:		Строка 361:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Reorganization  of parallels (“a” & “b”) <br>	+	Reorganization  of parallels (“a” & “b”) <br>

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
	'''Учитель решил рассказать детям короткую притчу'''		'''Учитель решил рассказать детям короткую притчу'''
		+	<br>

	\|}		\|}

Ирина в 13:49, 29 марта 2010

2010-03-29T13:49:38Z

← Предыдущая		Версия 13:49, 29 марта 2010
Строка 11:		Строка 11:
	<br>		<br>

-	{\| width="695" border="1" align="center" style="width: 521.25pt; border-collapse: collapse;~~" class="MsoNormalTable~~"	+	{\| width="695" border="1" align="center" class="MsoNormalTable" style="width: 521.25pt; border-collapse: collapse;"
	\|-		\|-
	\| width="106" valign="top" style="border: 1pt solid windowtext; padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="border: 1pt solid windowtext; padding: 0cm 5.4pt; width: 79.75pt;" \|
Строка 45:		Строка 45:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~В другом месте~~ (~~музей~~, ~~магазин~~, ~~спортплощадка~~)	+	Another place (museum, shop, sport yard)<br>

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 62:		Строка 62:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Всем классом~~	+	All the class <br>

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 79:		Строка 79:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Пассивные знания~~	+	Passive knowledge <br>

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
Строка 98:		Строка 98:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Самоутверждение среди своих~~	+	Self-esteem

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
Строка 117:		Строка 117:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Учебники и задачники~~	+	Manuals and problem books

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
Строка 136:		Строка 136:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Увязывание знаний с обществом~~	+	Connection between society and knowledge

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
Строка 155:		Строка 155:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	'''<u>~~Дети~~ – 80~~ ~~%, ~~учитель~~ – 20%</u>'''	+	'''<u>Children – 80 %, Teacher – 20% </u>'''

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
Строка 174:		Строка 174:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Постоянное переключение внимания~~	+	Constant changes of attention

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 191:		Строка 191:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Ученики самостоятельно~~	+	students independently

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 206:		Строка 206:
	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Switching attention. The result - lesson passes insensibly (or another way – passes hardly)<br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Switching attention. The result - lesson passes insensibly (or another way – passes hardly)<br>
	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	'''<u>~~Соревновательность~~</u>'''	+	'''<u>Competition</u>'''

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
Строка 225:		Строка 225:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Картины и картинки~~	+	Pictures and cartoons

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
Строка 244:		Строка 244:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Самостоятельная работа (self~~-study)	+	Self-study

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 261:		Строка 261:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Иная~~	+	Other

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 278:		Строка 278:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	'''<u>~~Задание кому-то на дом~~</u>'''	+	'''<u>Someone’s homework</u>'''

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \| <br>
Строка 294:		Строка 294:
	Several themes		Several themes

-	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|	+	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \| Emphasized not only on  IQ level, but also on emotional, EQ level, and LQ level<br><br>
-	~~'''<u>Акцент на развитие не только коэффициента интеллекта~~ IQ, ~~но и эмоционального коэффициента~~ EQ, ~~а также лидерского коэффициента~~ LQ.</u>~~'''~~	+
-		+
	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
	Пропорция учебной информации: 80% - учить тому, что известно, и 20% тому, что неизвестно или проблемно.		Пропорция учебной информации: 80% - учить тому, что известно, и 20% тому, что неизвестно или проблемно.
Строка 341:		Строка 339:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	Socialization (cooperativeness, etc.) ~~<br>~~	+	Socialization (cooperativeness, etc.)

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Длительная интенсивность внимания ученика~~	+	Long intensive attention of pupils

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|
Строка 363:		Строка 361:

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" \|
-	~~Перегруппировка параллелей~~ (~~«а» и «б»~~)	+	Reorganization  of parallels (“a” & “b”) <br>

	\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|		\| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" \|