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¶ … Size Affect Learning Outcomes?
Some educators feel that there is a perfect size for a classroom and that any number over this can lead to stress for both teacher and student. As a result, these educators hold that learning outcomes are negatively impacted the bigger the class becomes. However, if an educator has truly mastered the art of education, then class size really should not be that big of a factor in how well student learning outcomes are achieved: what will matter will be how effectively the teacher implements his or her teaching approach, assessments and classroom design. Thus, this paper will show that class size does not have to affect learning outcomes because teachers can use a variety of teaching methods, evaluation methods, and classroom designs in order to facilitate student learning no matter the size of the class.
Class size does not affect learning outcomes because teachers can use a variety of teaching methods to help them meet the needs of their class no matter the size. A teacher can utilize active learning methods, for instance, to help students acquire knowledge in a deeper way that is generated through students' active engagement with the lessons. For instance, teachers can conduct board races, question/answer sessions, read-alouds, and so on to help engage students. Teachers can also set aside time to meet with students individually in order to make sure...
A teacher's method is the main branch upon which learning outcomes are reached.
Class size does not affect learning outcomes teachers can use a variety of evaluation methods to make sure learners are meeting objectives. Evaluation methods can range from direct observation to multiple-choice-questions to portfolio assessment to oral evaluation and so on. The more diverse a teacher's evaluation methods, the more likely the learning outcomes are to be met because the range of assessments will provide the teacher and the student with a better idea of where they are and what they need to do to reach their goals. Assessments offer students opportunity for feedback and reflection that are critical to their success. Thus, class size is not so much a factor in learning outcomes as teacher evaluation methods are.
Class size does not affect learning outcomes because classroom design can help to facilitate learning regardless of the size of the class. Individual learners are keenly aware of and impacted by their environment. A classroom that has access to natural light, is peaceful, is designed to facilitate reflection and rest and has enough space for learners to get out of their seats once in a while and engage in…
Size/Cooperative Learning & it's effects on participation Action Research Question Will cooperative learning have a significantly positive impact on smaller or larger classes? The purpose of this study was to investigate if cooperative learning will have a significantly positive impact on smaller or larger classes. In order to have valid results, I used both my largest and smallest classes as my sampling. I also incorporated a variety of teaching styles with cooperative
Education Class Size vs. School Vouchers on the Achievement of Minority Students The continuous achievement gap between African-American students and their white peers is a major problem in American education. The gap in fourth-grade reading on the National Assessment of Educational Progress (NAEP) diminished in the 1970s, but since the early 1980s it has remained unchanged. Evidence from many studies suggests that African-American students may benefit more than other students from improvement in
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Looping on at-Risk Children ABSRACT Review of the Literature Operational Definitions Setting/Site Instruments and Materials F. Design and Procedures G. Data Analysis EFFECTS OF LOOPING ON AT-RISK CHILDREN This chapter will introduce the educational process of looping, as well as evaluate the benefits that looping can have on students. It will also address the individual needs of at-risk children, and explain how looping effects these children. Looping, which is also known as multiyear teaching or multiyear placement, occurs when
Learning that is imparted through an educational institution or training company within the workplace setting in known as Work-based learning (WBL). WBL is administered by an external teacher in professional capacity and supervised by an employee of the company where WBL is imparted. An exhaustive literature review indicates that it was only after Moser report's shocking revelations, regarding lack of literacy, language, and numeracy skills in one out every five
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