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Essay / Research Paper Abstract
10 pages in length. Attempting to educate the masses is often met with significant challenges that can thwart the very objective; from teacher apathy to lackadaisical attitudes and poor instruction to budget cutbacks, no longer is it as easy as presenting a lesson plan for students to glean its academic message. One of the most challenging components of contemporary learning, however, is the aspect of overcrowded classrooms, a problem that has exponential consequences beyond not being enough seats to go around. The extent to which class size has become a critical component to effective learning is both grand and far-reaching; that reduction is a wholly viable solution speaks to the combined simplicity and complexity of addressing the problem. Bibliography lists 10 sources.
Page Count:
10 pages (~225 words per page)
File: LM1_TLCClassSz.rtf
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Unformatted sample text from the term paper:
it as easy as presenting a lesson plan for students to glean its academic message. One of the most challenging components of contemporary learning, however, is the aspect of
overcrowded classrooms, a problem that has exponential consequences beyond not being enough seats to go around. The extent to which class size has become a critical component to effective
learning is both grand and far-reaching; that reduction is a wholly viable solution speaks to the combined simplicity and complexity of addressing the problem. II. THESIS
The very aspect of classroom overcrowding makes it all but impossible for students to learn to such a degree as experienced by those whose class sizes
are considerably smaller. Moreover, not only are these students hampered in their academic absorption but they are more times than not ill-equipped at knowing how to learn because of
the teachers inability to accomplish much more than the basics. Kenneth A. Kiewra contends in his book entitled How Classroom Teachers Can Help Students Learn And Teach Them How
To Learn that students are ill-equipped when it comes to knowing how to take notes or study for exams simply because they are "rarely instructed how to learn" (p. 71).
Moreover, Applebee (1984) strongly suggest that strategy instruction is all but absent from standard curriculum. Consistent with that concept is the support of others who agree that "students
must relate or connect the material to be learned" (Kiewra, 2002, p. 71); however, their ability to become connected to the given lessons is directly related to the number of
students in the classroom. Kiewra (2002) argues how the role of teacher encompasses myriad elements critical to the overall learning experience; if an
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