Diversity strengthens all the aspects of a person’s life.

For everyone achieving progress is their ability to do something, rather than

their inability to do anything;

diversity strengthens all the aspects of a person’s life.

Inquiry-based learning -Learning which begins with a problem or a question. Learners are supported in finding their own routes through the problem by being given a foundation of skills and knowledge and by being given scaffolds where necessary.

Language scaffolding - the language support given during the learning process which is tailored to the needs of the learner with the intention of helping the student achieve his/her learning goals in accessing a particular text or material input. this is typically given through a pre-task or on-task focus on the language forms in a particular text/input.

Learning objectives - Statements phrasing the expectations of knowledge, skills, understanding and dispositions the learner acquires through the course of subject study in accordance with the Subject Programme.

Lesson study - A collaborative approach to teacher learning and the development of practice and like action research involves a number of cycles. central to Lesson Study is the ‘research lesson’ or ‘study lesson’ in which the collaborating teachers study pupils learning in order to ascertain how they might further develop a particular approach to enhance learning. Lesson Study involves both creativity and

scientific rigour. The creativity comes from teachers working together to develop

new teaching approaches. Scientific rigour is involved in collecting the evidence

of pupil learning that will demonstrate whether or not the new approaches have

been effective.

Mentoring - A long process of creating trustful relationship between a mentor (successful teacher) and a mentee, to help the mentee to improve the effectiveness of their practice. in the process of mentoring, a mentor willingly shares his/her

experience and knowledge and a mentee develops his/her professional skills and

seeks solution for problems in order to make changes in his/her professional practice.

Mentoring process is interrelated with the process of coaching: mentoring focuses on the professional support for a mentee, while coaching focuses on revealing abilities.

Metacognition -the concept of the metacognition was introduced by J. H. Flavell 1976, 1979, 1992). in the structure of metacognition, the author distinguishes such

components as metacognitive knowledge, experience, goals and strategies.

However the author considers reflective control of cognitive actions as the most

important function of metacognition.

Therefore experiments by Flavell, A. Brown, M. Reid and others were dedicated

to identifying the abilities of children to regulate their own cognitive actions by knowing its peculiarities.

Metacognition is a specific form of grasping people’s own thinking abilities; cognitive strategies which allow learners to make the goal of education to develop subjective position of learners, based on forming self-regulation and self-control cognitively and affectively.

Metacognitive strategies - According to J.H. Flavell (1992), metacognitive strategies serve metacognitive purposes, i.e. control and monitor cognitive actions.

d. Kuhn (1983) and B.A. Molyako (1991) state that metacognitive strategies serve the purpose of making choice on formation and conversion of people’s own cognitive strategies in accordance with the task. Research on such strategies is very common in psychology. For instance formation of “complex structure” of the task (o. Selz, 1981), restructuring (V. Wertheimer, 1987; K. dunker, 1965), formation of “operational meaning” (O.K. Tihomirov,1984) etc. The specific heuristics and algorithms were identified in informational theories (D. Miller, Y. Galanter 1986; A. newell, J. Shaw, 1965; P. Lindsay, d. norman, 1974 and et al.) which serve the function of organising the process of searching for a solution.

Modelling language - A type of teacher activity in language lessons where a teacher focuses learners on the forms or sounds of particular target language items usually with the aim of having learners accurately reproduce these forms.

Pragmatic Competence - A term describing a person’s ability to use linguistic forms and social rules that allow a person to interpret and a perform a message in functionally appropriate ways in a specific language

Probing Question - At question asked by a teacher that requires learners to elaborate on the whole or part or their answer providing greater detail in their response or justification for their original response.

Procedural Question - A question asked by the teacher in language lessons to move lesson stages or individual activities along e.g. is everyone sitting with their partner? though ostensibly asked to make transitions between activities in lessons – language teachers tend to use a greater number of such questions during lessons as a way of providing comprehensible and contextualised language input for learners

Productive task - often contrasted with a receptive task in language learning. the focus in a productive task will be on learner spoken or written output. Productive tasks are often devised to require either controlled or freer outcomes giving learners opportunities to exhibit control of language forms or fluency in different genres of writing or speech.

Receptive task - this type of task is used in language lessons to target the development of particular forms of learner comprehension. the interaction of text and task will require learners to use particular comprehension skills to process information in reading or listening to texts relating to different contexts and presented with different degrees of support.

Reciprocal Dialogic Teaching - teaching which facilitates constructive talk between pupils to build understanding collectively, involving students in formulating the problem and solving it. the main functions: learning through asking reproductive questions which create situations; activation of the learning process and giving opportunity to students to think; helping students to develop their communication skills and ability to work independently. to teach them to think collectively.

Reflection - interdisciplinary concept with a long history. it describes a process of careful thought, looking back on action to help develop insight and understanding

through evaluation and critique. traditionally, the content and functions of personal cognition, which include personal structures (values, interests, motives), thinking, solving problems, emotional reaction, behaviour etc. According to the P. teilhard de chardin,thanks to reflection people separated themselves from animals, could focus on himself and learn about himself, not only know but to know what he knows. According to cassirer,reflection is an ability to distinguish from the flow of

undifferentiated feelings more concrete elements, isolate them and focus on them.

One of the first psychologists who dealt with reflection was A. Busemann (1925-1926) who defined it as ‘taking in yourself any type of experience from outside’.

In psychological research reflection can be considered as the following: as a way

of perceiving the basis and results of the researcher; as a basic feature of the subject, thanks to which it is possible to perceive and regulate life.

Reflection in action - Process of careful thought during course of action (e.g. teaching) using evaluation and critique to inform the next step.

Reflective account - An account of an event or a process that is not simply descriptive but which addresses evaluative questions as well as how and why questions.

Reflective agent - When the teacher has the role of facilitating a pupil’s own reflection on learning.

Reflective mediator - A person who promotes the realisation of their own learning reflection.

Reflective practitioner - A reflective teacher. A teacher carefully and consistently thinking about their practice toward development, change and improvement.

Referential question - often contrasted with a display question in language lessons, this type of question seeks information relating to learner knowledge and experiences that a teacher does not the answer to that may have some bearing on the context of the lesson e.g. Have you ever …..?

Repair strategies - these are the ways in which students resolve conversational problems in interacting with peers or the teacher in speaking, hearing and understanding.

They are seen as crucial for second language learners in being able to negotiate

meaning in language tasks.

Research lesson - A specific way of improving teaching; includes several phases: formulation of the problem, discussing methods and ways of solving it, planning and making an experiment, analysing and synthesizing results, making judgments and exchanging ideas.

Social learner - A learner involved in a type of education, in which a subject is learnt by observing or communicating with others. experts from Bersin & Associates indicate seven components of social education technology: conversation, connection, collaboration, content, consumption, control and contribution.

Socratic dialogue - Based on the approach to teaching used by Socrates, this form of teaching has the use of the probing question and debate central to its approach. Socrates (as teacher) asked his students question upon question to firstly unsettle any tacit acceptance of truth and then develop their own understanding through defence of their position. His goal was deeper more reflective understanding. “How do you know what you say you know?”

Summative assessment - Assessments made at a particular point in order to give an account of what has been achieved at that point in time. Summative assessment is an indicator of whether a learner mastered or not the content standards. it can include: oral presentations, tests and demonstration of achievements.

Talent - High level of development, first of all, of special abilities; combination of

such abilities which give opportunity to get the product of the work, which is novel and important. Usually talented people want to do a specific activity and are passionate about it. The presence of a talent is identified by the result of a person’s work, which will be novel or original.

Teacher-led Development Work (TLDW) - this is an approach to the development of teaching and learning within schools.

Individual teachers identify issues they wish to research and develop in their practice and in the practice within their schools.

They then work collaboratively with colleagues to research and improve practice.

‘the black box’- the classroom context. (this metaphor for a classroom suggests a context bounded by an institutional structure and is derived from science and engineering, where a black box is a device, system or object which can be viewed solely in terms of its input, output and transfer characteristics without any knowledge of its internal workings, that is, its implementation is “opaque” (black). Almost anything might be referred to as a black box: a transistor, an algorithm, or the human mind.)

Values - important and enduring beliefs, ideals or convictions that a person or group may hold about what is good or desirable and what is not.

Education values:

- state value

- community value

- personal value

The first two values imply a collective, group meaning of this cultural phenomenon. Lately, the emphasis is placed on personal values of education, motivation of a person in terms of the level and quality of his/her education.

There is a link between the personal values of education with lifelong learning.

Education is capable not only to sustain the values of the societies and communities, it can also enrich and develop them.

Values exert major influence on the behaviour of individuals and groups and serve as broad guidelines in all situations.

Zone of Proximal Development (ZPD) - the concept introduced by L.c. Vygotsky, deals with the process of psychological development. this zone is where children can complete a task with the help of adults or others and will learn through doing it that way.

After ‘doing it’, children become capable of solving the same tasks independently.

the level of challenge that a learner will be able to overcome with some support but could not achieve alone.