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Essay / Research Paper Abstract
A 4 page reflective paper that discusses three specific topics: Cooperative learning as an instructional approach, Mastery of the course/program competencies relative to diversity, and using the IMPROVE method to improve student performance. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: MM12_PGdvscl5.rtf
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Unformatted sample text from the term paper:
found to increase self-esteem and self-confidence because they allow students to express themselves in small groups that are far less threatening than the larger full class discussions. This approach has
been used successfully in diverse multicultural classrooms because it allows students to get to know each other and to accept differences as a positive. Writing about English learners, Gutierrez (2002)
reports: "cooperative learning situations provide opportunities for students to develop both listening and speaking skills in English and to increase mathematical understanding" (p. 1047). Cooperative learning is more than assigning
students to small groups; it requires the teacher to instruct students in the social skills that will allow them to be successful in those groups. Those skills include communication and
problem solving. A little time spent teaching these skills saves a lot of time when students are actually assigned to work in small groups. Because students share not
only what they are thinking but why they were thinking it, students increase metacognitive and critical thinking skills. They expand their own thinking by discovering how peers thought about a
problem or what they think about a story. We know that teams are used extensively in the work world. Thus, using cooperative learning groups in the classroom provides practice
for their adult lives. 2. Mastery of Program Competencies Meeting the needs of all students in a diverse classroom requires some amount of knowledge about and understanding of
different cultures. For exemplary purposes, mathematics will be used as the subject area. Math is generally considered to be a more language-free subject area and it is then believed
that it would be the subject English learners would have the least trouble with (Ren, 2004, p. 202). Gutierrez said: "The prevailing view in mathematics education is that mathematics is
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