Requirements to the Perfect Lessons — Гипермаркет знаний

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Requirements to the Perfect Lessons

 		Версия 13:30, 29 марта 2010 (просмотреть исходный код)
Ирина  (Обсуждение | вклад)
 (Создана новая страница размером '''Requirements to the Perfect Lessons'''  <br>The Perfect Lessons lies beyond our education system, which, we consider, is already an ant...)
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		Текущая версия на 14:19, 2 апреля 2010 (просмотреть исходный код)
Natasha  (Обсуждение | вклад) 
 
		
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- '''Requirements to the Perfect Lessons''' + [[Perfect_Lessons|Perfect_Lessons]]
  
- <br>The Perfect Lessons lies beyond our education system, which, we consider, is already an antiquated notion. Most progressive scientists speak with conviction about that, the parents are concerned, and the most country leaders emphasize on that. They are perceived strongly that nowadays education is out of real new knowledge, which does not meet the challenge of XXI century.  
  
- <br>They hold heated disputes about new educational basement. This leads to understanding that it is not just a list of subjects, which were not changed through 500 years. These are blocks of cases, trainings, practices, sintells (synthesized intellectual cases). The blocks contain knowledge, skills, and are erected on a new basement, which is systematic, involving mental work and intuition, and is aimed to gain the result. The result is considered to be gained when a child is developed to obtain a better position in his life until 22-25 years old, but in respect with his motivation, skills, knowledge, abilities, and ambitions.<br> + '''Requirements to the Perfect Lessons''' 
  
  + <br>The Perfect Lessons lies beyond our education system, which, we consider, is already an antiquated notion. Most progressive scientists speak with conviction about that, the parents are concerned, and the most country leaders emphasize on that. They are perceived strongly that nowadays education is out of real new knowledge, which does not meet the challenge of XXI century. 
  
  + <br>They hold heated disputes about new educational basement. This leads to understanding that it is not just a list of subjects, which were not changed through 500 years. These are blocks of cases, trainings, practices, sintells (synthesized intellectual cases). The blocks contain knowledge, skills, and are erected on a new basement, which is systematic, involving mental work and intuition, and is aimed to gain the result. The result is considered to be gained when a child is developed to obtain a better position in his life until 22-25 years old, but in respect with his motivation, skills, knowledge, abilities, and ambitions.<br> 
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  + <br> 
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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> 
  + 
  + <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>    <br>  
  
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- List of requirements <br> + List of requirements <br>  
  
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- Place of the lesson <br> + Place of the lesson <br>  
  
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- '''<u>В классе</u>'''   + '''<u>In the classroom&nbsp;</u>'''  
  
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- В зале + In the hall <br> 
  
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- На природе + Outside <br> 
  
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- В другом месте (музей, магазин, спортплощадка)   + Another place (museum, shop, sport yard)<br> 
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- Индивидуально + Individually 
  
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- '''<u>Группами</u>'''   + '''<u>Groups&nbsp;</u>'''  
  
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- Командой + Teams 
  
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- Всем классом + All the class <br> 
  
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- Projected result + Projected result  
  
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- Просто знания + Only knowledge 
  
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- Новые знания + New knowledge <br> 
  
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- Активные знания + Active knowledge 
  
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- Пассивные знания + Passive knowledge <br> 
  
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- ''Практические умения и навыки''   + ''Practical skills''  
  
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- '''<u>Оценки и рейтинги</u>'''   + '''<u>Marks and rating</u>'''  
  
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- Реакция родителей + Parents’ feedback 
  
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- Похвала учителя + Teachers’ praise 
  
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- Самоутверждение среди своих + Self-esteem 
  
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- Другое + Other 
  
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- Technical means <br> + Technical means <br>  
  
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- Компьютеры, видео, интернет + Computers, video, internet 
  
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- Мобилки, проекторы, экраны + Mobile, projectors, screens 
  
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- '''<u>Раздаточный материал</u>'''   + '''<u>Handouts&nbsp;</u>'''  
  
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- Учебники и задачники + Manuals and problem books 
  
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- Видеомосты с другими школами и странами + Video links with other schools and countries 
  
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- Cross knowledge + Cross knowledge  
  
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- Связь с другими предметами и синтепами + Connection with other subjects and sintells 
  
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- '''<u>Связь с другими явлениями и случаями</u>'''   + '''<u>Connection with other phenomenon and cases</u>'''  
  
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- Увязывание знаний с жизнью взрослых + Connection between adult life and knowledge 
  
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- Увязывание знаний с обществом + Connection between society and knowledge 
  
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- Увязывание с прошлым и будущим + Connection between past and future 
  
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- Interactive: ration for students and teachers talks + Interactive: ration for students and teachers talks  
  
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- Только учитель + Only teacher <br> 
  
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- Дети 20%, учитель 80%   + Children 20%, Teacher 80%&nbsp; 
  
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- Половину времени – дети, половину – учитель + Fifty-fifty between children and teacher 
  
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- '''<u>Дети – 80&nbsp;%, учитель – 20%</u>'''   + '''<u>Children – 80&nbsp;%, Teacher – 20%&nbsp;</u>'''  
  
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- Дети 100%   + Children 100% <br> 
  
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- Structure of the lesson <br> + Structure of the lesson <br>  
  
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- Однообразная и монотонная + Eventless an monotonous&nbsp; 
  
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- '''<u>2-3 смены впечатлений</u>'''   + '''<u>2-3 changes of impression</u>'''  
  
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- 5-10 смен впечатлений и акцентов + 5-10 changes of impressions and accents 
  
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- Постоянное переключение внимания + Constant changes of attention 
  
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- Technology + Technology  
  
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- Учитель-ученик + Teacher - pupil 
  
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- Ученики парами + students by two 
  
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- '''<u>Ученики командами</u>'''   + '''<u>students by teams</u>'''  
  
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- Ученики самостоятельно + students independently 
  
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- Accelerated pauses + Accelerated pauses  
  
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- 3-5 минут (песни, речёвки, зарядка)   + 3-5 minutes (songs, chants, trainings) <br> 
  
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- '''<u>1-3-5-минутные тесты на активную эрудицию (must know)</u>'''   + '''<u>1-3-5-minutes tests to check active erudition (must know)&nbsp;</u>'''  
  
  + | 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> 
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- Переключение внимания. Эффект – урок пролетел незаметно (или наоборот – тянулся так долго). + '''<u>Competition</u>'''  
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- '''<u>Соревновательность</u>'''   + 
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- В конце урока ученики аплодируют учителю (а не вскакивают и убегают). Очень сильный воспитательный приём. + 
  
  + | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" | In the end of the lesson students applaud to the teacher (but not rise and run away). Very strong educational technique
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- Illustrations <br> + Illustrations <br>  
  
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- '''<u>Видеоклипы</u>'''   + '''<u>Video&nbsp;</u>'''  
  
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- Графики, таблицы + Graphics and tables 
  
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- Кинофрагменты, включение телепрограмм и спутникового ТВ. + Movie clips, TV programs and satellite TV&nbsp; 
  
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- Картины и картинки + Pictures and cartoons 
  
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- Другие + Other <br><br> 
  
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- '''<u>Регламентиро-ванные, дозированные</u>'''   + '''<u>Regulated, dosed&nbsp;</u>'''  
  
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- Отсутствуют + Absent 
  
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- Полно-масштабные + Full <br> 
  
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- Самостоятельная работа (self-study) + Self-study&nbsp; 
  
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- Lesson length + Lesson length  
  
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- <font color="black">30 минут</font>   + <font color="black">Regulated, dosed <br>30 min</font>  
  
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- '''<u>45 минут</u>''' + 45 min 
  
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- 90 минут + 90 min 
  
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- Иная + Other 
  
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- 2-3 вопроса + 2-3 questions 
  
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- Отвечает учитель + <br>Teacher responds <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;" |  
- Отвечают другие ученики + Other pupils responds 
  
 | 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>
 |-  |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Учить тому, что ещё неизвестно + To teach what is unknown 
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Отсутствует + Absent <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;" |  
- 1 тема (полемика учёных)   + 1 theme (academic dispute) <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;" |  
- Несколько тем + Several themes&nbsp;  
-   + 
- | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" | + 
- '''<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: 79.75pt;" | Emphasized not only on&nbsp; 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&nbsp; 
  +  
  + <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;" |  
- Готовность для выкладывания на интернет-сайте + Readiness to place on the web-page 
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
Строка 310:
Строка 327:
  
 | 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>Частичная</u>'''   + '''<u>Partial</u>'''  
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Не готовность + Not ready&nbsp; 
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" | <br>    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" | <br>  
Строка 319:
Строка 336:
 |-  |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Сколько раз проведен такой урок + How many times the lesson was held? 
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- 1 раз + Full <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;" |  
Строка 328:
Строка 345:
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Больше 5   + More than 5 <br> 
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" | <br>    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" | <br>  
Строка 334:
Строка 351:
 |-  |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Оценивание не только крепких знаний урока + Evaluation of not only strong knowledge of the lesson 
  
 | 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>Смекалка</u>''' + Headpiece 
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Задания на время + Time trial task <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;" |  
- Социализация (взаимопомощь и т.п.)   + 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;" |  
- Другое + Other 
  
 |-  |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Необыкновенные, новые и креативные учебные приёмы (и неучебные тоже)   + Unusual, new, and creative teaching techniques (including nonacademic)  
  
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |    | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |  
- Варианты + Variants<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;" |  
- Переписка письмами + Correspondence <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;" |  
- Мозговой штурм + Brain storming <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;" |  
- Перегруппировка параллелей («а» и «б»)   + Reorganization&nbsp; of parallels (“a” &amp; “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''' + '''Teacher decides to tell pupils a short story/proverb<br>'''  
  +  
  + <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>
Текущая версия на 14:19, 2 апреля 2010
Perfect_Lessons


Requirements to the Perfect Lessons 

The Perfect Lessons lies beyond our education system, which, we consider, is already an antiquated notion. Most progressive scientists speak with conviction about that, the parents are concerned, and the most country leaders emphasize on that. They are perceived strongly that nowadays education is out of real new knowledge, which does not meet the challenge of XXI century. 

They hold heated disputes about new educational basement. This leads to understanding that it is not just a list of subjects, which were not changed through 500 years. These are blocks of cases, trainings, practices, sintells (synthesized intellectual cases). The blocks contain knowledge, skills, and are erected on a new basement, which is systematic, involving mental work and intuition, and is aimed to gain the result. The result is considered to be gained when a child is developed to obtain a better position in his life until 22-25 years old, but in respect with his motivation, skills, knowledge, abilities, and ambitions.
 

 
This system is also dubbed as “Human Faced Education System”
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.
Let’s see the set for a lesson made by the teacher K., which he matched underlying in the menu.
Versions and forms of “Perfect Lessons”
 

 

 





List of requirements 
 


I 


II 


III 


IV 


V 




Place of the lesson 
 


In the classroom  


In the hall 
 


Outside 
 


Another place (museum, shop, sport yard)
 



 

 

 

 

 

 

 

 




Manner of the lesson  


Individually 


Groups  


Teams 


All the class 
 

 




Projected result 


Only knowledge 


New knowledge 
 


Active knowledge 


Passive knowledge 
 


Practical skills 




Motivation of students 


Marks and rating 


Parents’ feedback 


Teachers’ praise 


Self-esteem 


Other 




Technical means 
 


Computers, video, internet 


Mobile, projectors, screens 


Handouts  


Manuals and problem books 


Video links with other schools and countries 




Cross knowledge 


Connection with other subjects and sintells 


Connection with other phenomenon and cases 


Connection between adult life and knowledge 


Connection between society and knowledge 


Connection between past and future 




Interactive: ration for students and teachers talks 


Only teacher 
 


Children 20%, Teacher 80%  


Fifty-fifty between children and teacher 


Children – 80 %, Teacher – 20%  


Children 100% 
 




Structure of the lesson 
 


Eventless an monotonous  


2-3 changes of impression 


5-10 changes of impressions and accents 


Constant changes of attention 

 




Technology 


Teacher - pupil 


students by two 


students by teams 


students independently 

 




Accelerated pauses 


3-5 minutes (songs, chants, trainings) 
 


1-3-5-minutes tests to check active erudition (must know)  

 Switching attention. The result - lesson passes insensibly (or another way – passes hardly)


Competition 

 In the end of the lesson students applaud to the teacher (but not rise and run away). Very strong educational technique



Illustrations 
 


Video  


Graphics and tables 


Movie clips, TV programs and satellite TV  


Pictures and cartoons 


Other 

 




Homework 


Regulated, dosed  


Absent 


Full 
 


Self-study  

 




Lesson length 


Regulated, dosed 
30 min 


45 min 


90 min 


Other 

 




Rhetorical and “childish” questions from students 


2-3 questions 



Teacher responds 
 


Other pupils responds 


Someone’s homework 

 




To teach what is unknown 


Absent 
 


1 theme (academic dispute) 
 


Several themes  

 Emphasized not only on  IQ level, but also on emotional, EQ level, and LQ level



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

 




Readiness to place on the web-page 


Полная 


Partial 


Not ready  

 

 




How many times the lesson was held? 


Full 
 


2-5 


More than 5 
 

 

 




Evaluation of not only strong knowledge of the lesson 


Headpiece 


Time trial task 
 


Socialization (cooperativeness, etc.) 


Long intensive attention of pupils 


Other 




Unusual, new, and creative teaching techniques (including nonacademic) 


Variants
 


Correspondence 
 


Brain storming 
 


Reorganization  of parallels (“a” & “b”) 
 


Teacher decides to tell pupils a short story/proverb
 

 



 
You may construct your own set, which will be the original of the lesson. 
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! 
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.

 



Источник — «http://edufuture.biz/index.php?title=Requirements_to_the_Perfect_Lessons»
@@ Строка 1: / Строка 1: @@
-'''Requirements to the Perfect Lessons'''
+[[Perfect_Lessons|Perfect_Lessons]]
-<br>The Perfect Lessons lies beyond our education system, which, we consider, is already an antiquated notion. Most progressive scientists speak with conviction about that, the parents are concerned, and the most country leaders emphasize on that. They are perceived strongly that nowadays education is out of real new knowledge, which does not meet the challenge of XXI century.
-<br>They hold heated disputes about new educational basement. This leads to understanding that it is not just a list of subjects, which were not changed through 500 years. These are blocks of cases, trainings, practices, sintells (synthesized intellectual cases). The blocks contain knowledge, skills, and are erected on a new basement, which is systematic, involving mental work and intuition, and is aimed to gain the result. The result is considered to be gained when a child is developed to obtain a better position in his life until 22-25 years old, but in respect with his motivation, skills, knowledge, abilities, and ambitions.<br>
+'''Requirements to the Perfect Lessons'''
+<br>The Perfect Lessons lies beyond our education system, which, we consider, is already an antiquated notion. Most progressive scientists speak with conviction about that, the parents are concerned, and the most country leaders emphasize on that. They are perceived strongly that nowadays education is out of real new knowledge, which does not meet the challenge of XXI century.
+<br>They hold heated disputes about new educational basement. This leads to understanding that it is not just a list of subjects, which were not changed through 500 years. These are blocks of cases, trainings, practices, sintells (synthesized intellectual cases). The blocks contain knowledge, skills, and are erected on a new basement, which is systematic, involving mental work and intuition, and is aimed to gain the result. The result is considered to be gained when a child is developed to obtain a better position in his life until 22-25 years old, but in respect with his motivation, skills, knowledge, abilities, and ambitions.<br>
+<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>
-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>
@@ Строка 14: / Строка 19: @@
 |-
 | width="106" valign="top" style="border: 1pt solid windowtext; padding: 0cm 5.4pt; width: 79.75pt;" |
 List of requirements <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
@@ Строка 33: / Строка 38: @@
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
 Place of the lesson <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>В классе</u>'''
+'''<u>In the classroom&nbsp;</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-В зале
+In the hall <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-На природе
+Outside <br>
 | 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>
+<br>
+<br>
+<br>
+<br>
+<br>
+<br>
+<br>
-| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" | <br>
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
@@ Строка 53: / Строка 74: @@
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Индивидуально
+Individually
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Группами</u>'''
+'''<u>Groups&nbsp;</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Командой
+Teams
 | 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: 79.75pt;" |
 Projected result
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Просто знания
+Only knowledge
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Новые знания
+New knowledge <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Активные знания
+Active knowledge
 | 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;" |
-''Практические умения и навыки''
+''Practical skills''
 |-
@@ Строка 89: / Строка 110: @@
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Оценки и рейтинги</u>'''
+'''<u>Marks and rating</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Реакция родителей
+Parents’ feedback
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Похвала учителя
+Teachers’ praise
 | 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;" |
-Другое
+Other
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
 Technical means <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Компьютеры, видео, интернет
+Computers, video, internet
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Мобилки, проекторы, экраны
+Mobile, projectors, screens
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Раздаточный материал</u>'''
+'''<u>Handouts&nbsp;</u>'''
 | 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;" |
-Видеомосты с другими школами и странами
+Video links with other schools and countries
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
 Cross knowledge
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Связь с другими предметами и синтепами
+Connection with other subjects and sintells
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Связь с другими явлениями и случаями</u>'''
+'''<u>Connection with other phenomenon and cases</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Увязывание знаний с жизнью взрослых
+Connection between adult life and knowledge
 | 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;" |
-Увязывание с прошлым и будущим
+Connection between past and future
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
 Interactive: ration for students and teachers talks
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Только учитель
+Only teacher <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Дети 20%, учитель 80%
+Children 20%, Teacher 80%&nbsp;
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Половину времени – дети, половину – учитель
+Fifty-fifty between children and teacher
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Дети – 80&nbsp;%, учитель – 20%</u>'''
+'''<u>Children – 80&nbsp;%, Teacher – 20%&nbsp;</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" |
-Дети 100%
+Children 100% <br>
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
 Structure of the lesson <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Однообразная и монотонная
+Eventless an monotonous&nbsp;
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>2-3 смены впечатлений</u>'''
+'''<u>2-3 changes of impression</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
--10 смен впечатлений и акцентов
+-10 changes of impressions and accents
 | 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: 79.75pt;" |
 Technology
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Учитель-ученик
+Teacher - pupil
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Ученики парами
+students by two
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Ученики командами</u>'''
+'''<u>students by teams</u>'''
 | 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: 79.75pt;" |
 Accelerated pauses
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
--5 минут (песни, речёвки, зарядка)
+-5 minutes (songs, chants, trainings) <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>1-3-5-минутные тесты на активную эрудицию (must know)</u>'''
+'''<u>1-3-5-minutes tests to check active erudition (must know)&nbsp;</u>'''
+| 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;" |
-Переключение внимания. Эффект – урок пролетел незаметно (или наоборот – тянулся так долго).
+'''<u>Competition</u>'''
-| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Соревновательность</u>'''
-| 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.
+| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" | In the end of the lesson students applaud to the teacher (but not rise and run away). Very strong educational technique
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
 Illustrations <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Видеоклипы</u>'''
+'''<u>Video&nbsp;</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Графики, таблицы
+Graphics and tables
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Кинофрагменты, включение телепрограмм и спутникового ТВ.
+Movie clips, TV programs and satellite TV&nbsp;
 | 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;" |
-Другие
+Other <br><br>
 |-
@@ Строка 237: / Строка 254: @@
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Регламентиро-ванные, дозированные</u>'''
+'''<u>Regulated, dosed&nbsp;</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Отсутствуют
+Absent
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Полно-масштабные
+Full <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Самостоятельная работа (self-study)
+Self-study&nbsp;
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.8pt;" | <br>
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
 Lesson length
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-<font color="black">30 минут</font>
+<font color="black">Regulated, dosed <br>30 min</font>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>45 минут</u>'''
+min
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-минут
+min
 | 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>
@@ Строка 271: / Строка 288: @@
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
--3 вопроса
+-3 questions
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Отвечает учитель
+<br>Teacher responds <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Отвечают другие ученики
+Other pupils responds
 | 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: 79.75pt;" |
-Учить тому, что ещё неизвестно
+To teach what is unknown
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Отсутствует
+Absent <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-тема (полемика учёных)
+theme (academic dispute) <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Несколько тем
+Several themes&nbsp;
-| width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<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: 79.75pt;" | Emphasized not only on&nbsp; 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;" |
-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&nbsp;
+<br>
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Готовность для выкладывания на интернет-сайте
+Readiness to place on the web-page
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
@@ Строка 310: / Строка 327: @@
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Частичная</u>'''
+'''<u>Partial</u>'''
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Не готовность
+Not ready&nbsp;
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" | <br>
@@ Строка 319: / Строка 336: @@
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Сколько раз проведен такой урок
+How many times the lesson was held?
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-раз
+Full <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
@@ Строка 328: / Строка 345: @@
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Больше 5
+More than 5 <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" | <br>
@@ Строка 334: / Строка 351: @@
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Оценивание не только крепких знаний урока
+Evaluation of not only strong knowledge of the lesson
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-'''<u>Смекалка</u>'''
+Headpiece
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Задания на время
+Time trial task <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Социализация (взаимопомощь и т.п.)
+Socialization (cooperativeness, etc.)
 | 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;" |
-Другое
+Other
 |-
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Необыкновенные, новые и креативные учебные приёмы (и неучебные тоже)
+Unusual, new, and creative teaching techniques (including nonacademic)
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Варианты
+Variants<br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Переписка письмами
+Correspondence <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Мозговой штурм
+Brain storming <br>
 | width="106" valign="top" style="padding: 0cm 5.4pt; width: 79.75pt;" |
-Перегруппировка параллелей («а» и «б»)
+Reorganization&nbsp; of parallels (“a” &amp; “b”) <br>
 | 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>'''
+<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>
-List of requirements
+IV
-Place of the lesson
+Another place (museum, shop, sport yard)
-Manner of the lesson
+All the class
-Projected result
+Practical skills
-Motivation of students
+Other
-Technical means
+Video links with other schools and countries
-Cross knowledge
+Connection between past and future
-Interactive: ration for students and teachers talks
+Children 100%
-Structure of the lesson
+Constant changes of attention
-Technology
+students independently
-Accelerated pauses
+ In the end of the lesson students applaud to the teacher (but not rise and run away). Very strong educational technique
-Illustrations
+Other
-Homework
+Self-study
-Lesson length
+Other
-Rhetorical and “childish” questions from students
+Someone’s homework
-To teach what is unknown
+Correlation of academic information: 80% - to learn what is known, and 20% to learn what is problem
-Readiness to place on the web-page
+Not ready
-How many times the lesson was held?
+More than 5
-Evaluation of not only strong knowledge of the lesson
+Other
-Unusual, new, and creative teaching techniques (including nonacademic)
+Teacher decides to tell pupils a short story/proverb

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