Course paper on the theme Stages of classroom investigation in flt. Done by: 3rd course student of the English language and literature department Tuxtashev O’ supervisor

Where to put unfinished work
What about unfinished work? Do you expect it all to be completed or only certain pieces of the work? Another thing I didn’t put on this list is when do you expect students to complete their unfinished work?
What to do if you finish early
What is the expectation if students finish something early? How does this change if you’re doing something whole-group vs. in a small group?
Small-Group Procedures
Think about all of the different times of the day you might want to teach in small groups. You may have a Daily 5 Routine for reading and Math Stations or Science Stations. How will students operate during those times of the day? How do they start the small group time? How do they transition to the next activity? How do they end the small group time? 
In my classroom, we had Daily 5 time in the morning that had a specific routine for how students chose their actives. I also had clear expectations that we practiced extensively for how they acted at each station and how we transitioned between them. 


Homework Procedure
This is one procedure you will want to communicate with parents. What are your expectations for homework? Is it nightly or weekly? Do you have specific homework or is it more interactive? Does it include work from class to finish? What is the parents’ role in completing and returning homework? You’ll want to iron out this procedure, make sure it’s in writing, and that students and parents know about it. It will save a ton of time and headaches in the future!
Attendance & Lunch Count
While I did have to take attendance and a lunch count, it wasn’t something I had students do. I could easily see which students were absent and how many students had brought their lunch from home. However, some teachers add this into their morning routine.

3.The main stages of classroom investigation.

The principles of fair testing are important but may not always enable students to understand ideas or concepts, answer their questions, or understand how scientists work and the nature of science.
Scientists use different methods of investigation in different circumstances. These methods include (in no particular order) fair testing, identifying and classifying, modelling, pattern seeking, and researching. Research has shown that science teaching is dominated by fair testing. The principles of fair testing are important but may not always enable students to understand ideas or concepts, answer their questions, or understand how scientists work and the nature of science. The aim of this section is to broaden your understanding of the different types of investigations you can use with your students. The activities provided on this website also provide examples of these types of investigations.