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Essay / Research Paper Abstract
This 3 page paper provides an overview of research regarding the best approaches for instruction to enhance self-esteem and classroom security. The end result of these measures is to improve school achievement. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: MH11_MHinstrued.rtf
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Unformatted sample text from the term paper:
the learning environment can influence school achievement. Specific approaches to instruction can enhance the learning process for a variety of learners, including those who struggle with issues of self-esteem
in academic settings. Slavin (2006) maintained that in the classroom setting, specific activities can influence learner self-perception. Factors that include inappropriate competition and groups that are defined by
learning levels are just two examples of instructional models that can hinder some students learning process while fostering positive learning gains for others. Recognizing that instructional models must meet
the needs of all learners has led to the integration of integrating learning groups and instructional methods that speak to the strengths of a variety of learners. Educators who
have recognized that varied learner processes can influence the integration of information (e.g. the presence of multiple intelligences by Howard Gardner (1983)) have focused on the use of experiential learning,
where learning occurs in authentic and applicable environments. Academic learning, which can include rote memorization, is the method contrasted against experiential learning. Many educators have focused on the
use of a multi-modal model for instruction that is adapted from the belief that different learners learn in different ways. The use of more than one technique is linked
to the belief that there are a variety of acceptable ways of learning and that this should result in more than one theory of learning and more than one curricular
focus. Methods for enhancing self-esteem can be integrated into the instructional methods, including ways of demonstrating student success and developing competence (Slavin, 2006). Instruction that views learners
as both individuals and part of a learning team can provide students with a greater understanding of their own progress, and educators should focus on this progress rather than a
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