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Inquiry based science adopts an investigative approach to teaching and learning where students are provided with opportunities to investigate a problem, search for possible solutions, make observations, ask questions, test out ideas, and think creatively and use their intuition. In this sense, inquiry based science involves students doing science where they have opportunities to explore possible solutions, develop explanations for the phenomena under investigation, elaborate on concepts and processes, and evaluate or assess their understandings in the light of available evidence. This approach to teaching relies on teachers recognizing the importance of presenting problems to students that will challenge their current conceptual understandings so they are forced to reconcile anomalous thinking and construct new understandings. Inquiry based science challenges students' thinking by engaging them in investigating scientifically orientated questions where they learn to give priority to evidence, evaluate explanations in the light of alternative explanations and learn to communicate and justify their decisions. These are dispositions needed to promote and justify their decisions. In short, "Scientific inquiry requires the use of evidence, logic, and imagination in developing explanations about the natural world" Newman et al. , 2004, p. 258. Teachers can gauge the success of their teaching through students' level of engagement with the topic and each other, the scientific language they use to communicate their ideas, and the quality of the work they produce. Subtle comments such as "Are we doing science today?I really liked the way we did. " Are typical of the types of comments students will make when they have enjoyed participating in science investigations.
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Just over half of the city's 117 schools will be operating during the Easter break to support vulnerable children, children with complex educational needs and children of critical workers. Councillor Dr Michael Hardacre, cabinet member for education and skills, spoke about the response by schools to the coronavirus crisis. "Their work is ensuring our city's children and young people have every opportunity to continue to learn, whether that is in school or at home. "She said: "We continue to care for the children of key workers and aim to ensure that school remains a safe and enjoyable place to be, even in the holidays. "Easter activities have been enjoyed and we even celebrated a pupil's birthday with party games, which were adapted to ensure social distancing was maintained. "Green Park School Headteacher Lorraine Dawney said the school was currently open to up to 20 children a day and offered a range of activities during the day.
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Student is considered as clients and the teacher as a counselor. Learning with help of native language. In this process Students are allowed to use their native language, and teacher provides the translation which is practiced afterwards to learn the second language. In this way the clients become used to the new language. Inductive method for teaching grammar. Community language learning does not permit the direct teaching of grammar, so it is taught inductively. Students oration is recorded. A portion of language spoken by the students are recorded and listened for correction and record. Afterward it becomes text for the learner and makes work easy. Application of the target language by the learner. The learners apply the target language without help and without translation when they are convinced enough about their skill of second or target language.
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"Social media policies are not meant to be some sort of restrictive or privacy violating blanket. But if you take your community's culture and values into consideration, you can nail down some sort of structure that will prevent both the staff and students from getting into trouble down the road. You just need to address it from all sides of the coin. " Does your school have a social media policy?If not, do you believe there should be one in place?Or is it unnecessary?Share your thoughts with us in the comments. Harvard which has more than 1. 6 million fans on Facebook and 107,000 Twitter followers posts everything from news about its latest research to video footage of its men's basketball team winning the Ivy League championship. The University of Pennsylvania encourages students to follow the school on various platforms to keep up with its latest news. MIT not only posts research articles and updates on social media sites, it has a wide variety of Twitter handles, from @MIT Alumni and @MITSloan to @Medialab and @TechReview. The University of California, Berkeley interacts with its fans and followers by asking its social media communities engaging questions. Although U. K.
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As you can see below, those who have an ongoing relationship with an editor, or were assigned an article by an editor, earned the highest pay. Both types of relationships received double the pay per article than the cold pitches. Although cold pitches were the most popular type of relationship, they were not the most fruitful. And this was fully expected, especially because editors are berated daily with tons of pitches in their inbox. And even though you might have the most interesting pitch, they might want to go with something safe. Its not fair but it happens, and I have done taken the safe pitch a few times. In fact, when we looked at the top 50 publications in pay per word only 6 were facilitated through a cold pitch. A majority were written based on an ongoing relationship or assigned by an editor. But as you move towards the bottom of the pay per word scale the frequency of cold pitches and submissions increases dramatically. There also was a casual trend we spotted while putting together this section. If you think about each relationship as different degrees of separation with an editor it follows a distinct pattern.