recursal/Fanatic-Fandom huggingface dataset:
1531527

Sir, Although i have submitted my answers to the questioner twice, It still does not reflect under my name. Please advice.
Regards, Seema

Sir, Please review draft article.

What is Fat and Skinny questions?

It is a questioning technique used for the students for gathering information about the topic.
Fat question is to be answered by studying the topic in depth, it has to be well thought out, and it requires lot of space to answer. Skinny question requires simple Yes or No answers; you cannot get much information about the topic from skinny questions. It does not require much space.

How does it work?

Fat and Skinny questions can be used in any subject in a group or individually. The objective of the activity is to ensure that the children are able to understand and comprehend the topic thoroughly.

The students are divided in a group. A passage or a paragraph is provided for silent reading to the group. Each group is supposed to provide two fat and two skinny questions. Teacher collects the questions from the groups and discusses them in the class. The activity can be made more interactive by asking the other groups to come up with the answers for the questions posed by one group.

A Fat and Skinny Question can be used to drive conversation and comprehension in the classroom. The teacher can evaluate the level of understanding of the students about a particular topic. Using this strategy can increase motivation and attention by activating the students' engagement.

**What Are The Benefits?**

· encourage students to think more thoroughly about a topic

· help students gather more complete and meaningful information about a topic

· stimulate thinking on a topic for which multiple or complex responses are beneficial

· Make the class very interactive

Study Tool

Fat and Skinny question can be used as a study tool. This may work as a study tool for an individual, group or entire class. It is a way to categorize the knowledge being acquired in the class.

### Specific Learners

###

### Fat and Skinny question can be used with all students, however there are specific groups of students that lend themselves quite well to this strategy, including intuitive learners, sequential and global learner. As the emphasis is mostly on the fat questions it will enhance intuitive learners’ ability of comprehension. The information is presented in a user friendly way that is visually accessible. This method can be used for learners of secondary and higher secondary schools.

Please provide the references. Also sign using four tildes (search if you do not know what that means) Vincentvikram (talk) 14:51, September 2, 2015 (UTC)
1531580

Numbered Heads Together

Abstract: This assignment talks about the Co-operative Learning Strategy using Numbered Heads Together , the procedure involved in the process, and its uses in various subjects.

#### Keywords: Co-operative, Strategy, Numbered heads

Introduction: In this article we look at the co-operative learning strategy using Numbered Heads Together that holds each student accountable for learning the material. Students are placed in groups and each person is given a number from one to maximum number in each group.

Procedure:

* The teacher divides the students into groups of four and give each a number from one to four.
* Than the teacher will pose a question or a problem to the class.
* The students gather to think about the question and they will make sure everyone in their group understands and can give an answer.
* The teacher will ask the question and call out the number randomly.
* The students with that number raise their hands, and when called on, the answers for his or her team. Uses in various Subjects:
* Reading/English: Comprehension questions can be posed to groups , and students can work together to find answers.Ex: When reading a story, students can be given the task of analyzing one of the characters. They can be asked question such as, " Which character traits are stated directly? and Which are implied by the author?
* Writing: Students can evaluate the quality of a piece of writing using a a rubric. The students will write the review and the teacher will assign scores as a group.
* Maths: Numbered Heads together can be used when solving math problems.The teacher can ask questions such as, "What are the facts in this problem?", "What solution did your group agree on?"
* Social Studies: This strategy can be used after reading a chapter in a text, or after material has been presented. Ask clarifying questions about the text and have students find and discuss the answers. When groups are ready, review the answers using strategy.
* Science: This strategy can be used in preparation for a test or quiz. Allow time for students to study together in their groups and perhaps create questions that might be on the test or quiz. Using numbered heads together strategy, ask questions about the material that will be on test or quiz.
* Conclusion: Hence co-operative learning strategy promotes discussion and both individual and group accountability. This strategy is beneficial reviewing and integrating subject matter. Students with special needs benefit when this strategy is used. After direct instruction of the material, the group supports each member and provides opportunities for practice, rehearsal, and discussion of content material.
* Group learning methods encourage students to take greater responsibility of their own learning and to learn from one another, as well as from the instructor (Terenzini and Pascarella, 1994)
* Reference: https://www.teachervision.com/group-work/co-operativelearning/48538.html, www.learnnc.org/lp/pages/4772 By, SHILPA SHREE S 1531580, SEC B. User:Vincentvikram User:Lekha R
1531585

https://en.wikipedia.org/wiki/User:Ajithkum24/showdown\_cooperative\_learning

Sir I have chosen the topic "Showdown". Please let me know if I go about it? User:Vincentvikram User:Lekha R

**SHOWDOWN**

SHOWDOWN is a cooperative learning technique that allows students to work in groups to answer question.

**When to use SHOWDOWN?**

It should be used to after teaching a concept or once the chapter us completed and should be preferably done in small groups(3 to 4)

**How to use SHOWDOWN?**

1. Students in groups of 3 or 4 would receive some task cards with specific problems from the chapter they are learning about.
2. Team leader of the group picks up the card and reads the sentence in it aloud without showing it to the others.
3. Other team members write the answers on their paper or chalkboards. When the teacher gives showdown signal, all team members will reveal their responses at once.
4. If everyone gets the same answer they can assume the answer is correct. If not- all members need to discuss to see if someone did something wrong and help that student to see what they did wrong.
5. For the next task card, a different student on the team becomes the leader.
6. The teacher should monitor the activity and make sure students are getting correct answers.

**Why to use SHOWDOWN?**

Showdown helps the student to work in team and the most important aspect of "SHOWDOWN" is the students will develop the ability to help other students.

**Advantages of SHOWDOWN**

* It gives opportunity to the individual to expertise their ideas.
* It is easy to perform in a class as it takes less time.

**References**

* http://mathinthemiddleresources.blogspot.in/2012/09/cooperative-learning-showdown.html
* http://www.readingonline.org/articles/jacobs/showdown.html
* http://www.kaganonline.com/free\_articles/research\_and\_rationale/increase\_achievement.php User:Vincentvikram User:Lekha R
1531534

video File:Placeholder
Write the first paragraph of your page here.

## Section heading

learning concepts through practical activites

## Section heading

Practical activities mean three things: using materials and resources to make things, making a solid model or object of a mathematical concept or relationship and using mathematics in a practical, real-life situation like in the market place or planning a trip. Practical work involves using resources (Portman & Richardson, 1997).

**Learning through Exploration:-**

Using a practical approach and objects from the pupils’ environment can help to raise pupils’ motivation and interest. In this section, objects from everyday life are used to help pupils develop important geometrical skills, such as recognizing, visualizing, describing, sorting, naming, classifying and comparing. Again different Case Studies and practical activities are discussed.

**Learning through Investigation**

It is a common practice for teachers to do some mathematics and then ask the pupils to practice it. However, another different approach is possible You as a teacher may set your pupils a challenge which leads them to discover and practice some new mathematics for themselves. Your task will be to find the right challenges for them. The key point about investigation is that students are encouraged to make their own decision about where to start, how to deal with the challenge, what mathematics they will apply and how to describe what they have discovered (Portman & Richardson., 1997). However, you will need to understand the mathematical topics that can be investigated from a simple starting point.
1531570

**7 Factors**
affecting learning:

Intellectual factor:  Intelligent is a behavior that results in a
successful functioning of adaptability to new problem and conditions of life. It
is more related to the performance in school. Performing well in one subject and
not well in another subject indicates that there is something lacking in an
individual.

Learning factor: Lack of previous
knowledge in any specific field. As learning is a systematic process, if not
learned the basic it will surely lead to sever impediment in learning.

Physical factor: Learning happens by
seeing, hearing, doing. The regulated secretion of pituitary and thyroid glands
are very essential.

Mental factor:  Mental factors much contributes to learning.
Attitudes such as likeness, willingness, open mind, happiness help in learning.

Emotional and social factor: It is the
relationship of a learner with a situation, person and place. The classroom
situation, presence of an object or even a co-student could be an emotional
threat.

Teacher’s personality factor: Personality
includes aspects such as appearance mental ability, emotional balance,
attitude, and effective presence. Interaction of a teacher’s personality
influences the learning.

Environmental factor: The surroundings
structure, equipments like textbooks, classroom and other instructional
material influences the learning.

References

Crow D.Lester, Educational Psychology,Eurasia Publishing House,New Delhi,Fifth edition reprint 1991

www.yourarticlelibrary.com/learning
1531532

Sir, My content for the wikipedia sub-page titled "Six types of blended model" for the contribution towards wikipedia page "Blended learning" at https://en.wikipedia.org/wiki/Blended\_learning is found here https://en.wikipedia.org/wiki/User:Tsewang\_Wangmo/Blended\_Learning. please kindly go through.

Sir, I have created a new page(main page) on the new topic "Rotation Model of Learning" at https://en.wikipedia.org/wiki/Rotation\_Model\_of\_Learning. Thank you.

Sir, to make up for the regional language article, i have created a new main page titled " Flex Model of Learning" at https://en.wikipedia.org/wiki/Flex\_Model\_of\_Learning. Thank you.User:Vincentvikram User:Snehavarghese
1531564

Sir, here is the basic idea that i have for the wiki page. please let me know if i can proceed with it.

COLLABORATIVE LEARNING - CO-OPERATIVE LEARNING

Collaborative learning and co-operative learning are two extreme ways of learning. Since they are extreme, I think that there should be some discussion or a way such that a new strategy comes up and it is in between collaborative learning and co-operative learning. It can act as a bridge.

Why this method?

We can draw a bridge between the two so that there is if someone is not comfortable with the extreme ways of learning then this bridge can help to serve the purpose by acting as a platform.

Role of the teacher:

The teacher would work as a guide here giving the basic instructions and then the groups are formed and brain storming is done before and after the task is assigned. This way, the students will be given the time to think on the spot as well as build up and come up with new thoughts/ideas after a while.

Advantaqes:

* It will cater to the need of both type of learner and it will also be able to include learners who are in neither extremes but find themselves in between the two.
* The group will be heterogeneous with variety of ideas cropping as the range of students is different.
* It will be more child centric.
1531555

Here is a brief article i have written about Dyadic Essays..

**Dyadic Essays:**

It is a highly structured cooperative technique which encourages writing skills among students and also help students to communicate information or their ideas. This technique enable students to work independently and then come up with their individual study through an in class writing . Thus the structure promotes critical thinking by requiring the students to work with different ideas on their own, and offering them the opportunity of writing to learn. This also helps the students to have immediate and valid feedback about their own intellectual response to discipline specific material.

**Procedure:**·

This first step is for students to read the material assigned to them e.g. a chapter in textbook and then prepare an essay question. Students need to be guided to develop questions so that all the material can be shared in the class by discussing these questions. They then come to class with their prepared essay question in one sheet along with careful thought out response or modal answer to their question in a second sheet.

* ·  The students are then randomly paired who exchange their own questions and spend time writing a spontaneous answer to their partner's question. This can be done either an open book or closed depending upon the complexity of the material.

* The students in pair compare the modal answer prepared before class with the spontaneous answer in the class . The instructor conducts a general discussion about the topic after all have received the copies of the questions.

**References :**

http://madisoncollege.edu/in/dyadic-essay

http://www.avln.org/resources/standards/pdfs/rconfront.pdf

http://serc.carleton.edu/introgeo/cooperative/techniques.html
1531524

## Sandhya M Jose (1531524)

Sandya, request you to please connect with me on your topic along with relevant supporting literature.Reshmi.iyer (talk) 08:19, September 6, 2015 (UTC)
Have created user page for you HERE
Kindly complete The Wikipedia Adventure to understand Wikipedia guidelines and policies and learn how to write a wikipedia article.
Please confirm your topic so that I can create a user sub page for your article.
hi, i will be doing on the topic STAD.
**Student Team Achievement Division** (STAD) is a Cooperative learning strategy in which small groups of learners with different levels of ability work together to accomplish a shared learning goal. It was devised by Robert Slavin and his associates at Johns Hopkins University.
In STAD, students are assigned to 4 or 5-member heterogeneous groups. Once these assignments are made, a four-step cycle is initiated: (i) teach, (ii) team study, (iii) test and (iv) recognition.

TEACH:

In the teaching stage, the teacher presents materials usually in a lecture-discussion format. Students should be told what it is they are going to learn and why it is important.

TEAM STUDY:

In the team study stage, group members work cooperatively with teacher-provided worksheets and answer sheets.

TEST:

In the testing stage, each student individually takes a quiz. The teacher grades the quiz and notes the current scores as well as the improvement over previous quizzes.

RECOGNITION:

Each team receives recognition awards depending on the average scores of each team. For example, teams that average 15 to 19 improvement points receive a GOOD TEAM certificate, teams that average 20 to 24 improvement points receive a GREAT TEAM certificate, and teams that average 25 to 30 improvement points receive a SUPER TEAM certificate.

user: Vincentvikram user: Reshmi.Iyer
Page already exists on Wikipedia. Please share relevant research articles that would add to the existing content. Reshmi.iyer (talk) 15:59, September 14, 2015 (UTC)
1531569

Sir, I have chosen "Inside-Outside Circle" teaching strategy as my topic for CIA 3. I also read about "Four Corners" and found it interesting too. Please suggest which topic would be better. Thank You.

Ok, you may start by creating a basic set of content below based on wiki syntax. Please refer to any wikipedia article to get an idea of the structure. You may also consult with the Wikipedia student companions of your class. Vincentvikram (talk) 12:38, September 1, 2015 (UTC)
Sir, please review this article on inside-outside circle strategy. User:Vincentvikram
Inside-Outside Circle is one of the Cooperative Learning Strategies. Students form two concentric circles and take turns on rotation to face new partners to answer or discuss teacher’s questions (1). This method can be used to gather variety of information, generate new ideas and solve problems (2).
Process of the strategy:
In inside-outside circle strategy, the teacher poses a particular question or a problem to the students. The teacher's role is to facilitate and guide discussions. Teacher divides the class into two equal groups. Inner circle is formed by one of the groups and the other group forms an outer circle. Students in the inside circle stand facing the students in the outside circle.
Teacher poses a particular question to the students. The students are given some time to think about it. Then, each student in the inner circle is given time to share their opinions about the question with his or her partner of the outside circle and vice versa. On the teacher’s signal, the students take one step to their left in the outside circle and have another quick discussion with their new partner. The teacher gives adequate time for the students to take down new ideas and information in their notebooks (3).
Advantages:
- It provides opportunities for classroom interaction and physical movement in class.
-Students share their ideas with new partner each time and thus, this strategy allows to gather a variety of ideas.
- It is an effective way to develop communication skills. (4)
User:Vincentvikram

(Reference:
1. http://www.kaganonline.com/free\_articles/research\_and\_rationale/313/Effects-of-Communication-on-Student-Learning
2.Differentiated Literacy Strategies for Student Growth and Achievement in Grades 7-12Gayle H. Gregory, Lin Kuzmich February 9, 2005,Corwin Press
3.Vocabulary for the New Science Standards by Robert J. Marzano, Katie Rogers, Solution Tree Press, 23-Oct-2012
4. http://www.tvdsb.ca/webpages/tkernaghan/educatorresources.cfm?subpage=190924)

https://en.wikipedia.org/wiki/User:Lekharavindran/Inside-Outside\_Circle
Datingnaked Wikia

## Welcome to the Wiki

Welcome to the wiki. We’re a collaborative community website about your topic that anyone, including you, can edit. Click the edit button at the top of any page to get started!

## Describe your topic

Write a description about your topic. Let your readers know what your topic is about and add some general information about it.

## Latest activity

Photos and videos are a great way to add visuals to your wiki. Find videos about your topic by exploring Wikia's Video Library.

File:Placeholder
Mythix

**Mythix** é a segunda transformação da temporada 6, mais forte que o Bloomix. Nesta transformação as Winx possuem varinhas com um símbolo no seu topo, representando o elemento mágico de cada Winx.

Esta transformação está relacionada com o mundo das lendas, os mitos, a imaginação e todo o que esteja relacionado com a irrealidade, pelo que as Winx poderão misturar no mundo dos mitos, lendas e histórias dentro do*Lendarium*.

Esta transformação é somente em 3D (como o Sirenix no Oceano Infinito), e só poder-se-á utilizar dentro do*Lendarium*, coexistindo assim com o Bloomix (no mundo real) e Mythix (no mundo do *Lendarium*). A transformação ver-se-á em CGI 3D dentro do *Lendarium*.

Mythix provem da palavra “*myth*” que em inglês significa “mito”.

## Formas de obtê-lo

Para conseguir o poder Mythix é necessário usar as Varinhas Místicas, artefatos mágicos que pertenciam às sete fadas que originalmente passaram do mundo do *Lendarium* para o mundo real, mas para isto é preciso mostrar o seu valor. Quando Bloom enfrentou Selina sem desistir, as Winx e Eldora conseguiram tornar-se as novas donas das varinhas.

## Aparência

Na transformação Mythix as Winx usam um vestido enfeitado. Com excepção de Layla e Musa, as raparigas usam cabelos soltos. Está presente também uma flor no seu cabelo que assemelha-se com as asas. As asas são grandes, e a diferença das outras transformações, são só duas ao invés de quatro.
1531576

## Animated lab sessions to conserve nature and cruelty prevention

The anatomy of animals and plants are better studied and understood by dissecting them.  Students understand better when they dissect them in the lab, assisted by their teacher.

In a lab session with an average strength of 35 students per class, 35 specimens need to be sacrificed. Extrapolate this strength with the number of schools/ colleges that perform dissections per month. At the end of the year so many species of animal/plant vanish from this world.

This amount of loss to nature can be minimized if the live lab sessions on dissection are replaced with the ICT technology. Dissections on animals/plants can be animated using virtual computer generated images based on the inputs from the students. If a student commits a mistake during dissection yet another animal/plant needs to be killed, whereas in animated lab sessions he/she can restart the lab session without causing any harm to nature. The history of mistakes committed by each student can be recorded and be monitored by the teacher/lecturer for corrective measures/ evaluation.

Animated dissections can be used in either of the two ways, or in combination:

1. Step photographs/recordings of a live dissection in progress can be used
2. Computer generated images simulating a dissection based on student input

The entire dissection session of a student on a computer can be recorded and replayed by the student doing the dissection or by his peers to hone the dissection skills and for the better understanding, assimilation of plant/animal anatomy.

This when implemented across schools/colleges will help in conserving nature, prevent from species becoming endangered and cruelty on animals

The Tamil translation of this document can be found here:

https://drive.google.com/open?id=0Bx\_R-4y\_JG3-cHV5MENYTC05U00
X-Men (Volume 1)

## Vydání

*X-Men* #1

*X-Men* #2

X-Men #3
*X-Men* #3

X-Men #4

X-Men #5
*X-Men* #5

X-Men #6
*X-Men* #6

X-Men #7
*X-Men* #7

X-Men #8

X-Men #9
*X-Men* #9

X-Men #10
*X-Men* #10

X-Men #11
*X-Men* #11

X-Men #12

X-Men #13
*X-Men* #13

X-Men #14
*X-Men* #14

X-Men #15
*X-Men* #15

X-Men #16

X-Men #17
*X-Men* #17

X-Men #18
*X-Men* #18

X-Men #19
*X-Men* #19

X-Men #20
*X-Men* #20
Abertura da temporada 1 (música)

**Abertura da temporada 1 (música)**

Ei que você vai querer ser

Uma de nós

Winx quando damos nossas mãos

Nos tornamos poderosas

Porque juntas somos invencíveis

Winx é tão bom poder sorrir

E o mundo iluminar

Venha se juntar à nós voando

Com o nosso raio

O céu incendeia

Dando inicio a uma aventura estelar

Numa nuvem a mente vagueia

Colore a minha vida

Com tudo que imagino
Kanada version of the teaching strategy Think pair share

1531519 ಯೋಚಿಸಿ-ಜೊತೆಯಾಗಿ-ವಿನಿಮಯಿಸಿ
ಇದು ಒಂದು ವಿದ್ಯಾರ್ಥಿಗಳ ಗುಂಪಿಗೆ ಸಹಯೋಗದಿಂದ ಕಲಿಸುವ ತಂತ್ರ. ಈ ವಿಧಾನದಲ್ಲಿ ಒಂದು ಗುಂಪು ಒಂದು ವಿಷಯನ್ನು ತೆಗೆದುಕೊಂಡು, ಪ್ರಟ್ಯೇಕವಾಗಿ ಆಲೋಚಿಸಿ, ಜೊತೆಜೊತೆಯಾಗಿ ಚರ್ಚಿಸಿ, ತಮ್ಮ ಗುಂಪಿನಲ್ಲಿ ಇರುವ ಇತರರೊಂದಿಗೆ ಹಂಚಿಕೊಂಡು ತಮ್ಮ ವೈಯುಕ್ತಿಕವಾದ ವಿಚಾರಗಳನ್ನು ರೂಪಿಸಿಕೊಳ್ಳುವ ಪದ್ದತಿ.

ಯಾವುದೇ ಒಂದು ವಿಷಯದ ಪರಿಕಲ್ಪನೆಯನ್ನು ಕಲಿಸುವ ಅಥವಾ ಓದುವ ಮುಂಚೆ ಈ ಪದ್ದತಿಯನ್ನು ಉಪಯೊಗಿಸಬೆಕು. ಇದನ್ನು ಚಿಕ್ಕ ಚಿಕ್ಕ ಗುಂಪುಗಲ್ಲಿ ಮಾಡಿದರೆ ಒಳ್ಳೆಯದು.

ಈ ಪದ್ದತಿಯನ್ನು ಉಪಯೋಗಿಸುವ ವಿಧಾನ.

ಶಿಕ್ಷಕರು ಈ ಪದ್ದತಿಯನ್ನು ಉಪಯೋಗಿಸಲು ಅನುಕೂಲವಾಗುವುದಕ್ಕೆ ಬೇಕಾದ ಎಲ್ಲ ಕ್ರಿಯೆಗನ್ನು ವಿದ್ಯಾರ್ಥಿಗಳು ಅನುಸರಿಸಲು ಅನುಕೂಲ ಮಾಡಿಕೊಡುತ್ತಾರೆ.

ಮೊದಲನೆಯದಾಗಿ, ವಿಷಯವನ್ನು ವಿದ್ಯಾರ್ಥಿಗಳ ಗುಂಪಿಗೆ ಒಂದು ಪ್ರಶ್ನೆಯ ಅಥವಾ ಒಂದು ಸಮಸ್ಯೆಯ ರೂಪದಲ್ಲಿ ಕೊಡುತ್ತಾರೆ. ವಿದ್ಯಾರ್ಥಿಗಳು ಈ ಪ್ರಶ್ನೆ ಅಥವಾ ಸಮಸ್ಯೆಯ ಬಗ್ಗೆ ಆಲೋಚಿಸಲು ಸಾಕಷ್ಟು ಸಮಯನ್ನು ಕೊಡುತ್ತಾರೆ.ಬಳಿಕ ವಿದ್ಯಾರ್ಥಿಗಳನ್ನು ಇಬ್ಬಿಬ್ಬರಾಗಿ ಕುಳಿತುಕೊಳ್ಳಲು ಹೇಳಿ ಇಬ್ಬರೂ ಈ ವಿಷಯದ ಬಗ್ಗೆ ತಮ್ಮ ತಮ್ಮ ಅಲ್ಲೋಚನೆಗಳನ್ನು ವಿನಿಮಯ ಮಾಡಿಕೊಳ್ಳಲು ಅವಕಾಶ ಮಾಡಿಕೊಡುತ್ತಾರೆ.

ಈ ರೀತಿಯ ವಿನಿಮಯ ವಿದ್ಯಾರ್ಥಿಗಳ ನಡುವೆ ನಡೆಯತ್ತಿದ್ದಂತೆ, ಒಂದು ವಿಷಯದ ಬಗ್ಗೆ ಇನ್ನೂಂದು ರೀತಿಯಲ್ಲಿ ಆಲೋಚಿಸುವ ಮತ್ತು ಮತ್ತೊಂದು ದೃಷ್ಟಿಕೋನದಲ್ಲಿ ನೋಡುವ ಅವಕಾಶ ವಿದ್ಯಾರ್ಥಿಗಳಿಗೆ ಸಿಗುತ್ತದೆ. ಒಂದು ವಿಷಯದ ಬಗ್ಗೆ ತಮ್ಮ ಸರಿಸಮಾನರಲ್ಲಿ ವಿವಿಡ ರೀತಿಯಲ್ಲಿ ಆಲೋಚಿಸುವ ಸಾಧ್ಯತೆ ಇದೆಯೆಂಬ ಅರಿವು ಅವರಲ್ಲಿ ಮೂಡುತ್ತದೆ. ಒಂದು ವಿಷಯವನ್ನು ಎಲ್ಲ ರೀತಿಯಿಂದ ಪರಿಶೀಲಿಸಿ ಅದನ್ನು ಚೆನ್ನಾಗಿ ಅರ್ಥ ಮಾಡಿಕೊಳ್ಳಲು ಅನುಕೂಲವಾಗುತ್ತದೆ. ಮಕ್ಕಳು ವಿಷಯವನ್ನು ಸ್ಪಷ್ಟವಾಗಿ ಅರ್ಥ ಮಾಡಿಕೊಳ್ಳುವುದು ಮಾತ್ರವಲ್ಲದೆ ಮತ್ತೊಬ್ಬ್ಬ ವಿದ್ಯಾರ್ಥಿಗೆ ತಮ್ಮ ಆಲೋಚನೆಗಳನ್ನು ಸಂಪರ್ಕಿಸಲು ಕಲಿತುಕೊಳ್ಳುತ್ತಾರೆ.

ಹೆಚ್ಚು ಸಮಯವಿದ್ದಲ್ಲಿ, ವಿದ್ಯಾರ್ಥಿಗಳು ಮತ್ತೊಬ್ಬರೊಂದಿಗೆ ಕುಳಿತು ತಮ್ಮ ಆಲೋಚನೆಗಳನ್ನು ವಿನಿಮಯ ಮಾಡಿಕೊಳ್ಲಬಹುದು ಅಥವಾ ಇಡೀ ವರ್ಗದವರೊಂದಿಗೆ ತಮ್ಮ ಆಲೋಚನೆಗಳನ್ನು ಹೇಳಿಕೊಳ್ಳಬಹುದು.

ಈ ಪದ್ದತಿಯಿಂದ ಹಲವಾರು ಲಾಭಗಳಿವೆ. ಅವುಗಳನ್ನು ಈ ಕೆಳಗೆ ತೋರಿಸಲೋಗಿದೆ.

* ಒಂದು ವಿಷಯದ ಬಗ್ಗೆ ಸರಿಯಾದ ಪರಿಕಲ್ಪನೆಯ ಅರ್ಥವನ್ನು ಮಾಡಿಕೊಳ್ಳಲುಸಹಾಯ ಮಾಡುತ್ತದೆ.
* ತನ್ನ ಹತ್ತಿರ ಇರುವ ಮಾಹಿತಿಯನ್ನು ಸರಿಯಾಗಿ ಶೋಧಿಸಿ ಒಂದು ವಿಚಾರವನ್ನು ರೂಪಿಸುವ ಮತ್ತು ಅದರ ಬಗ್ಗೆ ಒಂದು ತೀರ್ಮಾನಕ್ಕೆ ಬರುವ ಸಾಮರ್ಥ್ಯವನ್ನು ಕೊಡುತ್ತದೆ
* ಎಲ್ಲಕಿಂತ ಹೆಚ್ಚಾಗಿ ಒಬ್ಬ ವಿದ್ಯಾರ್ಥಿ ಇತರರ ದೃಷ್ಟಿಕೋನಗಳನ್ನು ಗಣನೆಗೆ ತಂದುಕೊಂಡುಅದನ್ನು ಗೌರವಿಸುವ ಸಾಮರ್ಥ್ಯವನ್ನು ಹೊಂದುತ್ತಾನೆ. <ref>{{cite web|url=http://www.readingrockets.org/strategies/think-pair-share|title=Think-Pair-Share|work=Reading Rockets}}</ref>

ಯೋಚಿಸಿ-ಜೊತೆಯಾಗಿ-ವಿನಿಮಯಿಸಿ ಪದ್ದತಿಯ ಅನುಕೂಲತೆಗಳು.

* ಇದಕ್ಕೆ ತಯಾರಿ ಮಾಡಲು ಮತ್ತು ತರಗತಿಯಲ್ಲಿ ಇದನ್ನು ನಿರ್ವಹಿಸಲು ಸ್ವಲ್ಪವೇ ಸಮಯ ಬೇಕಾಗುತ್ತದೆ.
* ವಿದ್ಯಾರ್ಥಿಗಳು ತಮ್ಮ ಸರಿಸಮಾನರಲ್ಲಿ ಪರಸ್ಪರ ವೈಯುಕ್ತಿಕವಾಗಿ ಬೆರೆಯುವಿಕೆಯಿಂದ ಈ ವಿಷಯದ ಬಗ್ಗೆ ಅಷ್ಟಾಗಿಆಸಕ್ತಿ ಇಲ್ಲದವರನ್ನೂ ಪ್ರೇರೇಪಿಸುತ್ತದೆ.
* ವಿವಿಧವಾದ ಮತ್ತು ಕೆಳಮಟ್ಟದಿಂದ ಮೇಲ್ಮಟ್ಟದ ಪ್ರಶ್ನೆಗಳನ್ನೂ ವಿದ್ಯಾರ್ಥಿಗಳು ಕೇಳಲು ಅನುಕೂಲವಾದ ಪರಿಸರವನ್ನು ಉಂಟು ಮಾಡುತ್ತದೆ.
* ಜೊತೆ ಜೊತೆಯಾಗಿ ಕುಳಿತ ವಿದ್ಯಾರ್ಥಿಗಳು ವಿನಿಮಯಮಾಡಿಕೊಳ್ಳುವ ವಿಚಾರಗಳನ್ನು ಕೇಳಿದಾಗ ಮತ್ತು ಅವರು ಪ್ರತ್ಯೇಕವಾಗಿ ತಮ್ಮೆ ವಿಚಾರಗಳನ್ನು ಹೇಳುವಾಗ ವಿದ್ಯಾರ್ಥಿಗಳವಿಚಾರ ಸರಣಿಯನ್ನು ಅರ್ಥಮಾಡಿಕೊಳ್ಳಲು ಶಿಕ್ಷಕರಿಗೆ ತುಂಬಾ ಸಹಾಯವಾಗುತ್ತದೆ.<ref{{citeweb|url=http://serc.carleton.edu/introgeo/interactive/tpshare.html|title=Think-Pair-Share|work=Interactive Lectures}}</ref>
트위스티드 페이트

트위스티트 페이트는 리그오브레전드의 챔피언 중 1명이다. 그의 본명은 '토비아스'이다.

* 스토리:﻿ 그는 부러운 남자다. 비록 가난한 집시 집안에서 태어나긴 했지만 출신은 그에게 그 어떤 방해도 되지 않았다. 그는 데마시아와 녹서스의 불법 도박장을 넘나들며 카드 사기를 쳤고 큰 돈을 벌게 되었다. 게다가 운은 또 대단히 좋아서 위기가 코앞까지 다가온 상황에서도 어찌어찌 탈출할 수 있었다. 운이 따르지 않았다면 경찰의 수사망을 매번 그토록 유유히 빠져나갈 수 없었을 것이다. 돈도 많고 운도 좋고 남부러울 것이 없었던 그에게도 어릴 때부터 갈망하던 것이 있었다. 바로 마법 조종의 힘을 손에 넣는 것이었다. 불가능해 보이는 꿈을 품고 살아가던 어느 날 좋은 기회가 찾아왔다. 자운에서 사람을 대상으로 마법 실험을 자원하고 나섰다. 악명 높은 재비어 라스 박사의 실험체가 된다는 것은 그야말로 엄청난 도박이었다. 밗도 실험대상도 그 어떤 것도 예상할 수 없었다.모든게 송두리째 바뀔지도 최악의 경우엔 끔찍한 죽음을 맞이할지도 모르는 상황이었다. 게다가 어떤 결과가 나오든 반드시 고통이 따르게 될 건 뻔했다. 하지만 이런 것쯤은 그의게 있어서 고난 축에도 끼지 않았다.그는 마법의 힘에 대한 갈망으로 실험의 모진 고통을 전부 이겨냈다. 그러나 실험은 아무 효과도 없이 무의미하게 끝나버렸다. 그는 지독한 허탈함과 끓어오르는 분노를 참을 수 없었다. 길길이 날뛰면서 연구원들을 해치우려는 찰나, 그는 자신도 모르는 사이에 실험실에서 수 킬로미터나 떨어진 곳으로 순식간에 이동해 버렸다. 행운의 여신이 또 한 번 자신의 편에 섰음을 깨달은 그는 교활한 미소를 지었다. 이제 그는 전쟁 학회에서 타고난 운과 난봉꾼다운 매력을 한껏 뽐내며 특히 도박꾼들에게 큰 사랑을 받고 있다. 무슨 이유에서인지 라스 박사와의 재회만은 극구 피하고 있지만 그는 박사와의 만남을 언제까지나 피할 수는 없다는 사실을 잘 알고 있다. 다른 이들에게 미래란 불확실한 것이지만 그는 자신의 미래가 카드 속에 있다고 굳게 믿는다.
1531554

Vark Model

http://vark-learn.com/introduction-to-vark/the-vark-modalities/

please type your article on the given link below.

https://en.wikipedia.org/wiki/User:Andrea\_Charles\_D%27cruz/teaching\_games\_for\_understanding

https://en.wikipedia.org/wiki/Teaching\_games\_for\_understanding

User:Vincentvikram
Pneu - Mágica

É um tipo de correio que os habitantes de Magix usam. Desta forma eles não precisam de um carteiro.

## Como Funciona

Símples, existem alguns tubos na parede (de quem tem a pneu - mágica) que apontam todos os edifícios na cidade Magix que são executados dentro deles.

## Aparições

Ele tem uma única aparição, que é na revista das winx, Número 8, coração de Fada.
1531556

Wikipedia main page link:

https://en.wikipedia.org/wiki/Eclectic\_Approach

Assamese translation on main page:

https://as.wikipedia.org/wiki/%E0%A6%9C%E0%A6%BF%E0%A6%97%E0%A6%B6%E0%A7%8D%E0%A6%AC

## **Eclectic Approach in Education**

Eclectic approach is a method of language teaching that combines various approaches and methodologies to teach language depending on the aims of the lesson and the ability of the learners.(1)

## **Approaches and Methods Used**

There are varied approaches and methods used for language teaching. In eclectic approach, the teacher can choose from these different methods and approaches:

* **Grammar-translation Method**: It is a method of teaching languages by which students learn grammatical rules and then apply those rules by translating between the target language and the native language.(2)
* **Direct Method**: In this method, the teacher refrains from using the students' native language. The target language is directly used for teaching all the four skills-listening, speaking, reading and writing.
* **Structural-situational Approach**: In this approach the teacher teaches language through a careful selection, gradation and presentation of vocabulary items and structures through situation based activities. (3)
* **Audio-lingual/Audio-visual Method**: In this style of teaching, students are taught through a system of reinforcement. Here, new words and grammar are directly taught without using the students' native language. However, unlike direct method, audio-lingual method does not focus on vocabulary. Instead, the teacher focuses on grammar through drill and practice.
* **Bilingual Method**: The word 'bilingual' means two languages. In bilingual method, the teacher teaches the language by giving mother tongue equivalents of the words or sentences. This method was developed by C.J. Dodson. (4)
* **Communicative Language Teaching**: This approach lays emphasis on oral method of teaching. It aims to develop communicative competence in students.
* **Total-Physical Response**: It is based on the theory that memory is enhanced through association with physical response. (5)
* **The Silent Way**: In this method, the teacher uses a combination of silences and gestures to focus students' attention. It was developed by Caleb Gattegno.

## **Advantages**

* The teacher has more flexibility.
* No aspect of language skill is ignored.
* There is variety in the classroom.
* Classroom atmosphere is dynamic.

## **References**

1. https://www.teachingenglish.org.uk/article/eclectic-approach
2. https://sites.google.com/site/theteachersetofinstruments/methods-and-approaches-in-elt/grammar-translation-method
3. Aslam, Mohammad (2003). *Teaching of English.* Cambridge University Press. p.61
4. Dash, M. & Dash, Neena (2007). *Teaching English As An Additional Language.* Atlantic. p. 67
5. http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-approaches-total-physical-response/146503.article

User:Vincentvikram User:Lekha R
1531533

Sir is it fine if i work on structural approach as there is no data about it on wikipedia?

Please show me data that says this topic is relevant. Also send me an email from your official email address. Vincentvikram (talk) 15:24, September 4, 2015 (UTC)
wikipedia link :- https://en.wikipedia.org/wiki/User:Snehavarghese03/Structural\_Approach
O Vazamento

**O Vazamento** é o segundo episódio da 5ª Temporada do Clube das Winx.

## Sinopse

No reino de Andros, Netuno planeja fazer de seu filho Nereu um príncipe, o irmão gêmeo de Nereu interrompe a cerimônia de coroação e é enviado para a prisão de Andros, onde se encontra os seres mas perigosos da Dimensão Mágica, e é lá que ele conhece suas fiéis comparças Icy, Darcy e Stormy.

## Grandes Eventos

* Vemos todas as Winx com seus namorados, exceto Aisha que perdeu Nabu.
* Tritannus interrompe a cerimônia de coroação de Nereu.
* Um vazamento de petróleo ocorre.
* A convergência Believix que as Winx usaram para restaurar o tanque de óleo foi a mesma que elas usaram para derrotar os Feiticeiros do Círculo Negro.
* Tritannus se depara com as Trix pela primeira vez.
* Quando Aisha está debaixo ďágua, ela descobre que há algo errado com suas asas e tem dificuldade para chegar ao fundo do oceano.
* É o terceiro vilão que as Trix resolvem fazer parceria ( os outros foram Lord Darkar e Valtor).

## Personagens

* Rei Netuno
* Rainha Ligea
* Príncipe Nereus
* Príncipe Tritannus
* Princesa Tressa
* Bloom
* Stella
* Tecna
* Musa
* Flora
* Aisha
* Roxy
* Sky
* Brandon
* Helia
* Riven
* Timmy
* Vanessa
* Mike
* Kiko
* Icy
* Darcy
1531574

Sir, I want to contribute to this page https://en.wikipedia.org/wiki/Mathematics\_education under methods of teaching mathematics.
Noor Anjum (talk) 12:02, September 4, 2015 (UTC)

Sir I have another topic in mind as well INFORMATION MAPPING.so please let me know which topic to choose.
Anjum, please share relevant literature with sir and me over email to consider this topic.

Also, please tag me as well when you have any query needing attention. Thanks!~~~~
^ Who posted this? Please sign using four tildes
Noor, as discussed please go ahead. Write your article in the link provided below. All the best!

https://en.wikipedia.org/wiki/User:Noornazhathanjum/MathematicsEducation

~~~~Reshmi

Thanks reshmi. Ill start working on it.Noor Anjum (talk) 15:23, September 5, 2015 (UTC)User:Reshmi.iyer

People! Try to follow some of the formatting like reply threads etc Vincentvikram (talk) 15:29, September 5, 2015 (UTC)

Sir, Apologies. I was doing this on IE and I think the formatting got messed up.
Noor, request you to please share the supporting relevant articles supporting your write up.Reshmi.iyer (talk) 05:12, September 6, 2015 (UTC)
Sir,

```
   My English article https://en.wikipedia.org/wiki/User:Noornazhathanjum/MathematicsEducation#References.User:VincentvikramUser:Reshmi.iyer

```
Terra

A ****Terra**** é o terceiro planeta mais próximo do Sol, o mais denso e o quinto maior dos oito planetas do Sistema Solar Sistema Solar. É também o maior dos quatro planetas telúricos. É por vezes designada como Planeta Azul. Lar de milhões de espécies de seres vivos, incluindo os humanos, a Terra é o único corpo celeste onde é conhecida a existência de vida. O planeta formou-se há 4,56 bilhões de anos, e a vida surgiu na sua superfície um bilhão de anos depois. Desde então, a biosfera terrestre alterou significativamente a atmosfera e outros fatores abióticos do planeta, permitindo a proliferação de organismos aeróbicos, bem como a formação de uma camada de ozônio, a qual, em conjunto com o campo magnético terrestre, bloqueia radiação solar prejudicial, permitindo a vida no planeta. As propriedades físicas do planeta, bem como suas história geológica e órbita, permitiram que a vida persistisse durante este período. Acredita-se que a Terra poderá suportar vida durante pelo menos outros 500 milhões de anos.

A Terra é o lar adotivo de Bloom, e como o local de origem de Roxy e das fadas da Terra. Na temporada 4, as Winx vão para a Terra e criam uma loja chamada Amor e Peluches para ajudar a restaurar a magia da Terra e também encontrar a última fada da Terra, Roxy.

Nos tempos antigos, as fadas estavam protegendo os seres da Terra com amor e esperança, mas depois que ele foi selado pelos Bruxos do Círculo Negro, caos, guerras e intolerância explodiu. O povo da Terra começou a esquecer tudo sobre magia, cortando a Terra com o resto da Dimensão Mágica.

Depois de destruir as bruxas ancestrais Domino, a princesa Bloom foi enviada para a Terra pela princesa Daphne, a irmã dela, sabendo que ela estaria segura ali.

Três anos mais tarde ela descobriu seus poderes e descobriu sua verdadeira identidade, ela e o Clube das Winx retornaram à Terra para encontrar a última fada da Terra (Roxy) e, assim, salvar as fadas da Terra, e restaurar a crença da Terra na magia e restaurar a conexão da Terra com a Dimensão Mágica.

Selina, uma bruxa da temporada 6, também é da Terra.
Eldora

**Eldora** é a guardiã da Biblioteca de Alexandria (Egito, a Terra).

## Aparência

Tem a pele pálida e o cabelo cinza violeta. Sempre anda com uma cara sonriente, embora é um pouco misteriosa quando vem dar informação às Winx e dar objetos que possam lhes servir.

### Casual

Sua roupa comun é um vestido rosa, camisa com mangas lilás, uma joia de cor vermelho em seu pescoço e uma saia de cor de rosa que se vêem umas pétalas de uma flor.

### Fada

Em sua forma de fada, Eldora tem uma elaborada decoração em tons de cor de rosa claro, seu cabelo fica amarrado em duas tranças. Leva um vestido com um pescoço alto como uma flor e volantes nos ombros. Sua equipe tem duas grandes mangas falsas como pétalas ao redor de suas bonecas a longitude de suas mangas longas. Suas asas são grandes em cores azul-verde com listras rosas, parecidas às asas Sophix e Speedix das Winx.
Charmix

* **Transformação Anterior: Fada Moderna**
* **Próxima Transformação: Enchantix**

**Charmix** é a segunda transformação de uma fada.

Na temporada 2, as Winx recebem a segunda transformação de fada, o poder Charmix. Elas ganham o seu Charmix,é o que acontece quando uma fada consegue vencer suas fraquezas mais difíceis, e a enfrentar seus medos. Elas ainda usam as suas roupas de Fada Moderna, mas agora têm uma pequena joia em seu peito e uma pequena bolsa em sua cintura que se senta sobre os quadris. Porém no caso de Flora, ela tem uma bolsa sobre seu ombro e não na cintura como as outras. Também deve ser notado que o Charmix não concede poderes novos, só aumenta os que já possuem.

## Feitiços

 **Layla** | Lâminas Iridescentes, Corrente de Aquário

## Fotos

Charmix de Bloom.Charmix de Stella.Charmix de Flora.Charmix de Musa.Charmix de Tecna.Charmix de Layla.
Torre Nebulosa

**Torre Nebulosa** é uma escola para bruxas. Em Torre Nebulosa, as bruxas aprendem sobre bruxaria e feitiços do mal. É a escola mágica rival de Alfea. Sua diretora é a senhora Griffin. O campus é um organismo vivo imenso e vasto. Aqui as Trix tinham estudado até serem expulsas por ultrapassar os limites da escola.

## Informação

Torre Nebulosa orgulha-se de ter virado bruxas ao mal no universo. Com cursos estelares que oferecem magias e vários níveis de mal avançados, Torre Nebulosa é o pináculo da educação nas artes das trevas.

É difícil entrar porque há um campo de defesa em torno da escola. Porém existem maneiras de se mover para além desta defesa: os túneis que ligam as escolas, formas de superar o próprio campo, e é possível entrar se seja convidado, por exemplo, Valtor se fez um cervo perseguido por lobos (que eram as Trix). Juntamente com isto, a torre pode ser manipulada como um dispositivo de confusão de alta tecnologia, que é capaz de se controlar. Isso transforma o edifício formando novos corredores ou bilhetes para confundir todos aqueles que estejam dentro.

## Pessoal

* **Griffin**: A diretora da escola e amiga antiga dos diretores Faragonda e Saladino, inclusive quando envolvem luta e inimizade. Ela conhece todos os segredos da escola e ensina o nível básico de feitiços. Ela controla a escola (que é uma criatura viva). Ela é a mais velha e usa um vestido longo e embriagado. Seu penteado é um coque um pouco peculiar.

* **Zaratustra**: É uma professora desagradável que preparou uma classe para as Winx, quando iam para a Torre Nebulosa para proteger o Codex de Lord Darkar na temporada 2.

* **Ediltrude**: Professora de capacidades mágicas. Irmã de Zarathustra.

* **Discorda**: Arrogante e pequena Pixie, encarregada de proteger o Codex da escola. É pequena e viste com um chapéu e vestido longo cinzento típico de bruxas antigas.
Oceano Infinito

**O Oceano Infinito** é o lar de criaturas suba aquáticas e mais.

## Selkies

Felizmente, durante as suas aventuras, as Winx encontram novas aliadas especiais: as Selkies, guardiãs dos portais submarinos Depois de se unirem magicamente às Winx, as Selkies estarão sempre ao lado das fadas e as ajudarão a cumprir a missão destas últimas.

## Sobre O Oceano Infinito

Este oceano é como uma “cópia do universo”, mas em vez de estar vazio, é cheio com água. Ele é conectado a todos os oceanos e mares dos mundos do universo. A fonte de energia do Oceano Infinito é o Trono do Imperador, que Tritannus quer conquistar. Um local fundamental do Oceano Infinito é o Pilar da Luz, mantendo o equilíbrio com sóis e estrelas dos mundos do universo (por esta razão, quando o Pilar da Luz foi destruído por Tritannus, os sóis desapareceram ficando um eclipse escuro). Outro local é o Pilar do Equilíbrio, que controla o equilíbrio das coisas (quando Tritannus rouba seu selo, isto produz um desequilíbrio no clima). Há também o Pilar do Controle, que está intimamente ligado com o Pilar do Equilíbrio, porque o Pilar do Equilíbrio dá equilíbrio para as coisas e o Pilar do Controle dá controle nas coisas.

Neste oceano foram estabelecidos os poderes da água. O Harmonix é o penúltimo poder, que aparece só na pesquisa do Sirenix. O poder supremo criado foi o Sirenix. Quando uma fada toca as águas do Oceano Infinito, imediatamente ganha o Sirenix.
Tritannus

**Tritannus** é o principal vilão da temporada 5. Ele é primo de Layla. Seu pai é o rei Netuno, sua mãe é a rainha Ligea, seu irmão é Nereus e sua irmã é Tressa. Aparece pela primeira vez no episódio 1 da temporada 5 (O Vazamento).

Tritannus era um tritão normal, que foi enviado à prisão após tentar matar seu irmão gêmeo Nereus em sua coroação para ser rei e substituir Netuno, porque o rei Netuno escolheu Nereus e não Trirannus como seu sucessor. Mais tarde, na prisão ele conheceu as Trix, depois depois foi transformado em um monstro horrível devido à poluição tóxica da Terra que chegou até Andros por um portal que liga os oceanos dos planetas da dimensão mágica.

Ele busca governar o Oceano Infinito e absorve mais poluição para se tornar mais poderoso. Ele roubou o poder do Sirenix de Daphne e deu um Sirenix escuro às Trix. Ele se faz o namorado de Icy. Ele é derrotado no episódio 26 da temporada 5 (O Fim de Tritannus).
Um Grande Segredo Revelado

**Um Grande Segredo Revelado** é o episódio 13, da temporada 1 e da série, O Clube das Winx.

## Sinopse

Bloom retorna à Terra durante as férias. Um mau acordo de negócios na loja de flores de sua mãe provoca que um homem incendeie a loja. Ao estar entre o fogo, Bloom, tem uma visão e descobre que é adotada.

## Principais Eventos

* Bloom recebe o poder de ver a verdadeira personalidade das pessoas.
* Bloom tem uma visão quando ela foi um bebê e esteve entre o fogo.
* Bloom descobre que ela não é da Terra.

## Personagens

* Bloom
* Stella
* Flora
* Tecna
* Musa
* Kiko
* Mike
* Vanessa
* Mitzi
* Sr. Bonner
* Sr. Brown

## Trivia

* Nem os Especialistas ou as Trix aparecem neste episódio.
* Ninguém é transformado neste episódio.
Harmonix

**Harmonix** é uma transformação temporária, usa-se até adquirir o Sirenix , a quinta transformação duma fada.

Na 5 Temporada , as Winx adquirem a transformação Harmonix, que é dada a elas pelas suas Guardiãs de Sirenix. Utiliza-se esta transformação para completar a sua busca para ganhar o poder Sirenix. Nessa transformação o cabelo das Winx é longo e amarrado, exceto o de Tecna, que é mais curto. As roupas Harmonix consistem num vestido com alça que vai em apenas num ombro, um cinto, uma mini-saia e uma espécie de calda anexada às suas saias que parecem semelhantes a caudas de sereias. As fadas usam uma tiara ou um pequeno pedaço de conchas e jóias no seu cabelo, os seus saltos são feitos de duas fitas anexadas ao redor dos pés e pernas, com duas longas tiras de fitas flutuantes ligadas aos saltos até o joelho.
Temporada 6

REINO DE DOMINO:

O reino de Domino está em festa e Bloom não cabe em si de contente: finalmente pode voltar a abraçar a sua amada irmã Daphne. As Winx, os Especialistas e todos os habitantes do reino recebem a nova princesa herdeira com grande alegria.

ALFEA: SALA DE AULA:

A nova vida de Daphne se enche logo de compromissos… Faragonda a convoca a Alfea para se tornar a professora de História da Magia. Para Bloom é uma imensa alegria.

TORRENUVEM:

Nesse meio tempo, em Torrenuvem uma nova aluna começa a despertar interesse.A jovem feiticeira Selina mostra a todos o seu poder: ela é a única capaz de controlar o Legendarium, o livro no qual se encontra aprisionado um poderoso feiticeiro, Acheron.Sob a sua influência, Selina pode transformar os monstros do livro em realidades assustadoras.Quando as Trix se dão conta do grande poder de Selina, decidem aliar-se à ela: desta vez, o plano das feiticeiras é conquistar todos os colégios da Dimensão Mágica.

LYNPHEA:

Em Lynphea, Selina evoca um dragão voador que ataca as Winx.Durante o combate, as fadas perdem seus poderes, mas, felizmente, os Especialistas as protegem com a ajuda de dois paladinos: Thoren e Nex.Bloom doa generosamente às Winx parte de seu poder: graças a ela, as seis fadas adquirem o poder Bloomix.A viagem pode finalmente continuar…

EGITO:

Daphne descobre que a única capaz de ajudá-las nesta missão é a Fada Madrinha Eldora, pois ela foi guardiã do Legendarium por muito tempo e sabe como fechar o maléfico livro uma vez por todas.Mas, onde estará?Talvez no Egito…

GARDÊNIA:

Depois de girar o mundo em busca de Eldora, finalmente Bloom e as Winx descobem onde ela se encontra… ali mesmo em Gardênia. A fada madrinha lhes revela o segredo para fechar o Legendarium: è preciso forjar uma Chave feita de objetos mágicos…

TIR NA NOG:

Viajando pelos lugares legendários da Terra e usando as varinhas Mythix que lhes foram doadas pelas fadas de Tir Na Nog, as Winx acham os dois elementos que servem para se forjar a Chave: a Esmeralda da Fantasia e a Lança Prateada.Finalmente uma boa notícia para as Winx: a Chave do Legendarium está pronta.Mas, fechar o poderoso livro mágico não é nada fácil, pois as Trix fizeram com que Torrenuvem se tornasse invisível.Mas os problemas não acabam aqui: o anão Praseidímio é imune à magia e roubou a voz de Musa.Para reavê-la, as Winx terão que trocá-la com a preciosa Chave do Legendarium.O grande dia chegou! Daphne está para se casar com o seu amado Thoren, mas… Acheron está solto.É terrível: em apenas um segundo a magia desaparece da Dimensão Mágica.Graças à Chama do Dragão doada por Bloom, as Winx voam em direção a Torrenuvem para enfrentar o pérfido feiticeiro.A única boa notícia é que as Trix são finalmente aprisionadas dentro do Legendarium, para sempre.Em um duelo sem tréguas, Bloom aprisiona Acheron dentro de uma caixa mágica e faz uma proposta a Praseidímio: o feiticeiro em troca da Chave do Legendarium.Arrependida do que fez, Selina fecha o Legendarium para sempre.A Chave fica nas mãos seguras de Eldora e os malvados são aprisionados dentro do livro para sempre.