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02:55
āĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ¸āĻžāĻ—āĻ° āĻœāĻ¨ā§āĻŽāĻœāĻ¯āĻŧāĻ¨ā§āĻ¤ā§€ | āĻļāĻŋāĻļā§āĻļāĻŋāĻ•ā§āĻˇāĻž āĻ“ āĻŦāĻ°ā§āĻŖāĻĒāĻ°āĻŋāĻšāĻ¯āĻŧ|26 September | #vidyasagar | vidyasagar janmo jayanti
08:31
āĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ¸āĻžāĻ—āĻ° āĻœāĻ¨ā§āĻŽāĻœāĻ¯āĻŧāĻ¨ā§āĻ¤ā§€ āĻ¨āĻŋāĻ¯āĻŧā§‡ āĻŦāĻ•ā§āĻ¤āĻŦā§āĻ¯ |26 September Celebration| #vidyasagar #biography | Iswar Chandra
01:34
āĻ†āĻœ āĻ¸ā§āĻŦāĻžāĻ§ā§€āĻ¨āĻ¤āĻž āĻĻāĻŋāĻŦāĻ¸ āĻ‰āĻĒāĻ˛āĻ•ā§āĻˇā§‡ āĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ˛āĻ¯āĻŧā§‡āĻ° āĻ›āĻžāĻ¤ā§āĻ°āĻ›āĻžāĻ¤ā§āĻ°ā§€āĻĻā§‡āĻ° āĻ°â€ā§āĻ¯āĻžāĻ˛āĻŋ āĻĒā§āĻ°āĻĻāĻ°ā§āĻļāĻ¨
03:54
āĻ•ā§āĻˇā§āĻĻāĻŋāĻ°āĻžāĻŽ āĻŦāĻ¸ā§āĻ° āĻ†āĻ¤ā§āĻŽāĻŦāĻ˛āĻŋāĻĻāĻžāĻ¨ āĻĻāĻŋāĻŦāĻ¸ | 11th august celebrations | āĻ•āĻŋāĻ‚āĻ¸āĻĢā§‹āĻ°ā§āĻĄ āĻšāĻ¤ā§āĻ¯āĻžāĻ•āĻžāĻŖā§āĻĄ
02:50
āĻĒā§āĻ°āĻœāĻžāĻ¤āĻ¨ā§āĻ¤ā§āĻ° āĻĻāĻŋāĻŦāĻ¸ā§‡āĻ° āĻŦāĻ•ā§āĻ¤āĻŦā§āĻ¯ ā§¨ā§Ļā§¨ā§Ē | Republic Day Speech in Bengali 2024 | ā§¨ā§Ŧ āĻļā§‡ āĻœāĻžāĻ¨ā§āĻ¯āĻŧāĻžāĻ°ā§€ |
03:07
āĻ¨ā§‡āĻ¤āĻžāĻœā§€ āĻœāĻ¯āĻŧāĻ¨ā§āĻ¤ā§€ āĻŦāĻ•ā§āĻ¤ā§ƒāĻ¤āĻž | Netaji Jayanti Speech in Bengali | 23rd January Speech | āĻ¸ā§āĻ­āĻžāĻˇ āĻšāĻ¨ā§āĻĻā§āĻ° āĻŦāĻ¸ā§
11:05
Types of Sampling | Probability sampling and Non Probability Sampling | #sampling #education
02:15
āĻ—āĻžāĻ¨ā§āĻ§ā§€ āĻœāĻ¯āĻŧāĻ¨ā§āĻ¤ā§€ āĻŦāĻ•ā§āĻ¤āĻŦā§āĻ¯ āĨ¤ Gandhi Jayanti SPEECH in BengaliāĨ¤Mahatma Gandhi SPEECH|āĻ—āĻžāĻ¨ā§āĻ§ā§€ āĻœāĻ¯āĻŧāĻ¨ā§āĻ¤ā§€ āĻŦāĻ•ā§āĻ¤ā§ƒāĻ¤āĻž
02:49
āĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ¸āĻžāĻ—āĻ°ā§‡āĻ° āĻœāĻ¨ā§āĻŽāĻĻāĻŋāĻ¨ āĻĒāĻžāĻ˛āĻ¨ āĻ¨āĻŋāĻ¯āĻŧā§‡ āĻŦāĻ•ā§āĻ¤āĻŦā§āĻ¯ | Vidyasagar birthday celebration | āĻŦāĻŋāĻĻā§āĻ¯āĻžāĻ¸āĻžāĻ—āĻ° āĻœāĻ¨ā§āĻŽ āĻœāĻ¯āĻŧāĻ¨ā§āĻ¤ā§€
05:57
Advantage and disadvantage of sampling | Advantage of sampling | Importance of sampling | āĻ¨āĻŽā§āĻ¨āĻžāĻ¯āĻŧāĻ¨
01:57
Characteristics of good sampling | āĻ­āĻžāĻ˛ā§‹ āĻ¨āĻŽā§āĻ¨āĻžāĻ¯āĻŧāĻ¨ā§‡āĻ° āĻŦā§ˆāĻļāĻŋāĻˇā§āĻŸā§āĻ¯ |
03:28
āĻŦā§ˆāĻœā§āĻžāĻžāĻ¨āĻŋāĻ• āĻ…āĻ¨ā§āĻ¸āĻ¨ā§āĻ§āĻžāĻ¨ā§‡āĻ° āĻ§āĻžāĻĒ | Steps of Scientific Investigation|Scientific inquiry |Education Subject
04:27
Population and Sampling | āĻ¸āĻŽāĻ—ā§āĻ°āĻ¤āĻž āĻ“ āĻ¨āĻŽā§āĻ¨āĻžāĻ¯āĻŧāĻ¨ | āĻ¸āĻŽāĻ—ā§āĻ°āĻ• āĻ“ āĻ¨āĻŽā§āĻ¨āĻžāĻ¯āĻŧāĻ¨ā§‡āĻ° āĻĒāĻžāĻ°ā§āĻĨāĻ•ā§āĻ¯
04:42
Primary TET 2023 Preparation | Child Psychology|WB primary TET|Pedagogy Question|āĻļāĻŋāĻļā§ āĻŽāĻ¨āĻ¸ā§āĻ¤āĻ¤ā§āĻ¤ā§āĻŦ [3]
05:10
Child Psychology | Pedagogy | Primary TET preparation 2023 | āĻļāĻŋāĻļā§ āĻŽāĻ¨āĻ¸ā§āĻ¤āĻ¤ā§āĻ¤ā§āĻŦ [02] @RGMEDUCATION
04:33
Child Psychology | Pedagogy | Primary TET preparation 2023 | WB Primary TET | āĻļāĻŋāĻļā§ āĻŽāĻ¨āĻ¸ā§āĻ¤āĻ¤ā§āĻ¤ā§āĻŦ [01]
01:46
āĻšā§āĻ—āĻ˛āĻŋāĻ¤ā§‡ āĻ†āĻ°āĻ“ āĻāĻ• āĻ­ā§āĻ¯āĻŧā§‹ āĻļāĻŋāĻ•ā§āĻˇāĻ•ā§‡āĻ° āĻ–ā§‹āĻāĻœ RTI report āĻ āĻŸā§‡āĻŸ āĻ…āĻ¨ā§āĻ¤ā§āĻ¤ā§€āĻ°ā§āĻŖ |TET NOT QUALIFY CANDIDATE |TET SCAM
05:26
āĻļāĻŋāĻ•ā§āĻˇāĻ•ā§‡āĻ° āĻŦāĻŋāĻ¯āĻŧā§‹āĻ— āĻ…āĻ™ā§āĻ• āĻ•āĻ°āĻž āĻĻā§‡āĻ–āĻ˛ā§‡ āĻ†āĻĒāĻ¨āĻžāĻ° āĻŽāĻžāĻĨāĻž āĻ˜ā§āĻ°ā§‡ āĻ¯āĻžāĻŦā§‡ | āĻŦāĻžāĻāĻ•ā§āĻĄāĻŧāĻž āĻœā§‡āĻ˛āĻžāĻ° āĻ˜āĻŸāĻ¨āĻž | Viral Primary Teacher |
04:39
āĻ¸ā§āĻ•ā§āĻ˛ā§‡ āĻšāĻ¨ā§āĻŽāĻžāĻ¨ āĻ›āĻžāĻ¤ā§āĻ°āĻ›āĻžāĻ¤ā§āĻ°ā§€āĻĻā§‡āĻ° āĻ¸āĻžāĻĨā§‡ āĻŦāĻ¸ā§‡ āĻŽāĻŋāĻĄ āĻĄā§‡ āĻŽāĻŋāĻ˛ āĻ–ā§‡āĻ˛ | āĻ¸ā§āĻ•ā§āĻ˛ā§‡ āĻšāĻ¨ā§āĻŽāĻžāĻ¨|#āĻ­āĻžāĻ‡āĻ°āĻžāĻ˛ āĻ­āĻŋāĻĄāĻŋāĻ“ | hanuman
02:38
Primary 269 Panel Cancel News | āĻĒā§āĻ°āĻžāĻĨāĻŽāĻŋāĻ• āĻļāĻŋāĻ•ā§āĻˇāĻ• āĻ¨āĻŋāĻ¯āĻŧā§‹āĻ— āĻŦāĻžāĻ¤āĻŋāĻ˛| Primary panel update news| primary 2017
02:57
Difference between Nominal scale and Ordinal scale | āĻ¨āĻžāĻŽāĻ¸ā§‚āĻšāĻ• āĻ¸ā§āĻ•ā§‡āĻ˛ āĻ“ āĻ•ā§āĻ°āĻŽāĻ¸ā§‚āĻšāĻ• āĻ¸ā§āĻ•ā§‡āĻ˛ā§‡āĻ° āĻĒāĻžāĻ°ā§āĻĨāĻ•ā§āĻ¯
11:19
Scales of measurement | Types of measurement | āĻ¨āĻžāĻŽāĻ¸ā§‚āĻšāĻ• āĻ¸ā§āĻ•ā§‡āĻ˛ | āĻ•ā§āĻ°āĻŽāĻ¸ā§‚āĻšāĻ• āĻ¸ā§āĻ•ā§‡āĻ˛ | āĻŦā§āĻ¯āĻžāĻĒā§āĻ¤āĻŋāĻ¸ā§‚āĻšāĻ• āĻ¸ā§āĻ•ā§‡āĻ˛ |
10:53
PRIMARY TET 2022 |āĻļāĻŋāĻļā§ āĻŽāĻ¨āĻ¸ā§āĻ¤āĻ¤ā§āĻ¤ā§āĻŦ |Primary TET Question with Answer Set 3 | Child Studies | WB TET
06:50
Definition of Educational Planning | Components of Educational Planning | āĻļāĻŋāĻ•ā§āĻˇāĻž āĻĒāĻ°āĻŋāĻ•āĻ˛ā§āĻĒāĻ¨āĻž
03:34
Components of Curriculum | āĻĒāĻžāĻ āĻ•ā§āĻ°āĻŽā§‡āĻ° āĻ‰āĻĒāĻžāĻĻāĻžāĻ¨ | Elements of Curriculum @EducationalZone #curriculum
02:01
āĻĒā§āĻ°āĻ•ā§āĻˇā§‡āĻĒāĻŖ āĻ•āĻžāĻ•ā§‡ āĻŦāĻ˛ā§‡? āĻ‰ā§ŽāĻ•ā§āĻˇā§‡āĻĒāĻŖ āĻ•āĻžāĻ•ā§‡ āĻŦāĻ˛ā§‡?What is Projection? @EducationalZone @TheWayOfSolution
06:41
Motor development | Important of Motor development | āĻ¸āĻžā§āĻšāĻžāĻ˛āĻ¨āĻŽā§‚āĻ˛āĻ• āĻŦāĻŋāĻ•āĻžāĻļ | @Education_SMudi@EducationalZone
03:55
Definition of Maturation | Characteristics of Maturation | āĻĒāĻ°āĻŋāĻ¨āĻŽāĻ¨ | @TheWayOfSolution
05:34
āĻļāĻŋāĻļā§āĻ° āĻœā§€āĻŦāĻ¨ āĻŦāĻŋāĻ•āĻžāĻļā§‡āĻ° āĻ¸ā§āĻ¤āĻ° | Stages of child development | @TheWayOfSolution @zeetv@Education_SMudi
07:08
āĻŦāĻŋāĻ•āĻžāĻļ | āĻŦāĻŋāĻ•āĻžāĻļā§‡āĻ° āĻ¨ā§€āĻ¤āĻŋ | āĻŦāĻŋāĻ•āĻžāĻļā§‡āĻ° āĻŦā§ˆāĻļāĻŋāĻˇā§āĻŸā§āĻ¯ | Growth and Development | Principles of Development
18:48
Definition of Curriculum | Principals of Curriculum Construction | Types of Curriculum | āĻĒāĻžāĻ āĻ•ā§āĻ°āĻŽ
05:38
Teaching Stages | āĻļāĻŋāĻ•ā§āĻˇāĻŖ āĻ¸ā§āĻ¤āĻ° | Pre active stage | Interactive stage | Post active stage | Education
12:50
Modalities Of Teaching| Teaching Level | Memory Level | Understanding Level |Reflective level
03:06
Barriers of Classroom communication | Strategies to overcome these barriers |āĻ¯ā§‹āĻ—āĻžāĻ¯ā§‹āĻ— āĻĒā§āĻ°āĻ•ā§āĻ°āĻŋāĻ¯āĻŧāĻžāĻ° āĻŦāĻžāĻ§āĻž
11:33
Jean Piaget theory | Cognitive development theory in bengali | āĻĒāĻŋāĻāĻ¯āĻŧāĻžāĻœā§‡āĻ° āĻ¤āĻ¤ā§āĻ¤ā§āĻŦ
04:05
Components of Verbal communication and Non verbal Communication | āĻŦāĻžāĻšāĻ¨āĻŋāĻ• āĻ“ āĻ…āĻŦāĻžāĻšāĻ¨āĻŋāĻ• āĻ¯ā§‹āĻ—āĻžāĻ¯ā§‹āĻ—ā§‡āĻ° āĻ‰āĻĒāĻžāĻĻāĻžāĻ¨
04:13
Components of Communication | āĻ¯ā§‹āĻ—āĻžāĻ¯ā§‹āĻ—ā§‡āĻ° āĻ‰āĻĒāĻžāĻĻāĻžāĻ¨ | Educational Technology | Elements of communication
08:09
Define Communication | Nature of Communication | Process of Communication | Types of Communication
14:35
āĻ¨ā§āĻ¯āĻžāĻ¯āĻŧ āĻĻāĻ°ā§āĻļāĻ¨ | Nyaya Philosophy | Nyaya Philosophy In Bengali | Educational contribution of Nyaya |
06:14
āĻļāĻŋāĻ•ā§āĻˇāĻž āĻĻāĻ°ā§āĻļāĻ¨ā§‡āĻ° āĻĒā§āĻ°āĻ•ā§ƒāĻ¤āĻŋ āĻ“ āĻĒāĻ°āĻŋāĻ§āĻŋ | Nature and scope of educational philosophy | Educational Philosophy
07:26
Definition of Education and Philosophy | Relation between Education and Philosophy |
05:56
āĻŽā§‚āĻ˛ā§āĻ¯āĻžāĻ¯āĻŧāĻ¨ā§‡āĻ° āĻ•ā§ŒāĻļāĻ˛ | Tools of Evaluation | Technics of Evaluation | Evaluation of Students Progress
07:04
Formative evaluation | Summative evaluation | Characteristics | Differance summative and formative
02:31
āĻŽā§‚āĻ˛ā§āĻ¯āĻžāĻ¯āĻŧāĻ¨ āĻ“ āĻĒāĻ°āĻŋāĻŽāĻžāĻĒā§‡āĻ° āĻĒāĻžāĻ°ā§āĻĨāĻ•ā§āĻ¯ | Different between Evaluation and Measurement
03:08
Curriculum is a continuous process | āĻĒāĻžāĻ ā§āĻ¯āĻ•ā§āĻ°āĻŽ āĻ§āĻžāĻ°āĻžāĻŦāĻžāĻšāĻŋāĻ• āĻĒā§āĻ°āĻ•ā§āĻ°āĻŋāĻ¯āĻŧāĻž | āĻĒāĻžāĻ āĻ•ā§āĻ°āĻŽ āĻāĻ•āĻŸāĻŋ āĻšāĻ˛āĻŽāĻžāĻ¨ āĻĒā§āĻ°āĻ•ā§āĻ°āĻŋāĻ¯āĻŧāĻž
08:29
Educational Test | Classification of educational test | Importance of educational test |
07:28
Educational guidance | Purposes, Functions and Importance of Educational guidance | Semester VI
05:15
Scope of guidance | āĻ¨āĻŋāĻ°ā§āĻĻā§‡āĻļāĻ¨āĻžāĻ° āĻĒāĻ°āĻŋāĻ§āĻŋ | āĻ¨āĻŋāĻ°ā§āĻĻā§‡āĻļāĻ¨āĻžāĻ° āĻ•ā§āĻˇā§‡āĻ¤ā§āĻ° | 6th Semester | Education Subject
08:56
āĻ¨āĻŋāĻ°ā§āĻĻā§‡āĻļāĻ¨āĻž āĻ•āĻžāĻ•ā§‡ āĻŦāĻ˛ā§‡ | āĻ¨āĻŋāĻ°ā§āĻĻā§‡āĻļāĻ¨āĻžāĻ° āĻ—ā§āĻ°ā§āĻ¤ā§āĻ¤ā§āĻŦ | Definition of guidance | Importance of Guidance |
02:46
Mental health and mental hygiene | āĻŽāĻžāĻ¨āĻ¸āĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āĻ¯ āĻ“ āĻŽāĻžāĻ¨āĻ¸āĻŋāĻ• āĻ¸ā§āĻŦāĻžāĻ¸ā§āĻĨā§āĻ¯āĻŦāĻŋāĻœā§āĻžāĻžāĻ¨
04:43
āĻ—āĻ āĻ¨āĻŽā§‚āĻ˛āĻ• āĻŽā§‚āĻ˛ā§āĻ¯āĻžāĻ¯āĻŧāĻ¨ āĻ“ āĻ¸āĻŽāĻˇā§āĻŸāĻŋāĻŽā§‚āĻ˛āĻ• āĻŽā§‚āĻ˛ā§āĻ¯āĻžāĻ¯āĻŧāĻ¨ āĻ•āĻžāĻ•ā§‡ āĻŦāĻ˛ā§‡? āĻāĻĻā§‡āĻ° āĻŦā§ˆāĻļāĻŋāĻˇā§āĻŸā§āĻ¯ | Formative and Summative evaluation
03:58
āĻĒāĻ°āĻŋāĻŽāĻžāĻĒ āĻ•āĻžāĻ•ā§‡ āĻŦāĻ˛ā§‡ | āĻļāĻŋāĻ•ā§āĻˇāĻžāĻ¯āĻŧ āĻĒāĻ°āĻŋāĻŽāĻžāĻĒā§‡āĻ° āĻ—ā§āĻ°ā§āĻ¤ā§āĻ¤ā§āĻŦ | Definition of measurement | Importance of measurement
03:12
āĻĒā§āĻ°āĻžāĻĨāĻŽāĻŋāĻ• āĻ—ā§‹āĻˇā§āĻ ā§€ āĻ“ āĻ—ā§ŒāĻ¨ āĻ—ā§‹āĻˇā§āĻ ā§€āĻ° āĻĒāĻžāĻ°ā§āĻĨāĻ•ā§āĻ¯ | Difference between Primary group and Secondary group |
02:43
āĻļāĻŋāĻ•ā§āĻˇāĻžāĻ° āĻŽāĻžāĻ§ā§āĻ¯āĻŽā§‡ āĻ•ā§€āĻ­āĻžāĻŦā§‡ āĻ¸āĻžāĻŽāĻžāĻœāĻŋāĻ• āĻāĻ•ā§āĻ¯ āĻ“ āĻ¸āĻ‚āĻšāĻ¤āĻŋ āĻŦāĻœāĻžāĻ¯āĻŧ āĻĨāĻžāĻ•ā§‡
02:31
āĻ¸āĻžāĻŽāĻžāĻœāĻŋāĻ• āĻ¨āĻŋāĻ°ā§āĻ§āĻžāĻ°āĻ• āĻšāĻŋāĻ¸āĻžāĻŦā§‡ āĻļā§āĻ°ā§‡āĻŖā§€ | āĻ¸āĻžāĻŽāĻžāĻœāĻŋāĻ• āĻļā§āĻ°ā§‡āĻŖā§€ | Social class | āĻ¸āĻžāĻŽāĻžāĻœāĻŋāĻ• āĻļā§āĻ°ā§‡āĻŖā§€ āĻ•āĻžāĻ•ā§‡ āĻŦāĻ˛ā§‡ |
02:36
āĻ¸āĻžāĻŽāĻžāĻœāĻŋāĻ•ā§€āĻ•āĻ°āĻŖā§‡āĻ° āĻĒā§āĻ°āĻ•ā§āĻ°āĻŋāĻ¯āĻŧāĻž āĻšāĻŋāĻ¸āĻžāĻŦā§‡ āĻļāĻŋāĻ•ā§āĻˇāĻž | Education as a process of socialization
01:48
āĻ¯ā§‹āĻ—āĻžāĻ¯ā§‹āĻ—ā§‡āĻ° āĻŽāĻžāĻ§ā§āĻ¯āĻŽ āĻšāĻŋāĻ¸āĻžāĻŦā§‡ āĻĻā§‚āĻ°āĻĻāĻ°ā§āĻļāĻ¨ā§‡āĻ° āĻ­ā§‚āĻŽāĻŋāĻ•āĻž | āĻ¯ā§‹āĻ—āĻžāĻ¯ā§‹āĻ—ā§‡āĻ° āĻŽāĻžāĻ§ā§āĻ¯āĻŽ āĻšāĻŋāĻ¸āĻžāĻŦā§‡ āĻĻā§‚āĻ°āĻĻāĻ°ā§āĻļāĻ¨ā§‡āĻ° āĻ—ā§āĻ°ā§āĻ¤ā§āĻ¤ā§āĻŦ |Television
01:03
āĻ¯ā§‹āĻ—āĻžāĻ¯ā§‹āĻ—ā§‡āĻ° āĻŽāĻžāĻ§ā§āĻ¯āĻŽ āĻšāĻŋāĻ¸āĻžāĻŦā§‡ āĻšāĻ˛āĻšā§āĻšāĻŋāĻ¤ā§āĻ° | Cinema as a communication process
11:52
Mean Median and Mode Calculation | āĻ—āĻĄāĻŧ, āĻŽāĻ§ā§āĻ¯āĻŽāĻŽāĻžāĻ¨ āĻ“ āĻŽā§‹āĻĄ | Mean | Median | Mode |
01:28
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