Each day I will work with the group of students using activities that is designed to improve writing fluency. By working in groups to evaluate one another's writing, students will learn to recognize mistakes on their own. By me giving them feedback, I can help them see difficult errors such as language usage and grammar errors that other students might not see. During these sessions data will be collected by way of note taking and observations. Student artifacts will also be collected. Although the focus here will be on the small group activities, the students will also be participating in class writing assignments as well.
Data Collection

Observation/field notes: I will take notes daily while completing fluency improvement activities.

Students' artifacts: I will collect samples of the students writing.

Daily reflection on lessons and responses from students.

Discussions with peers about daily activities and outcomes.

Calendar

July

Pre-assessment of students' writing fluency.

Data collection begins by way of…...

In particular, they specify the need for students to be good listeners, team players, and to make compromises to work toward mutual goals (Scheuerell, 2010).
Group work must be a time for students to engage in productive and accountable collaboration around a task or problem that causes them to rely on one another's part or participation to ensure successful completion. Successful group work can be designed and presented to the students, following three principles. The first, and most obvious, characteristic of successful group work is to design tasks that cause students to talk with one another, to hear how their peers approach the content and then to be able to compare this with their own approach. Second, the task must provide a stimulus question or problem that causes students to cooperate as they formulate, share, and compare ideas with one another. Finally, all tasks should be broad enough to involve…...

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References

Berridge, E. (2009). Peer Interaction and Writing Development in a Social Studies High

School classroom. Unpublished doctoral dissertation, Dominican University of California, San Rafael, CA.

Chou, M. (2011). The influence of learner strategies on oral presentations: A comparison between group and individual performance. English for Specific Purposes, 30(4),

272-285.

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 learning to promote student participation and achievement. Results will be based on quiz and test scores, as well as cooperative assignments.

As educators in middle school and high school classrooms, content specialty teachers often work with a variety of class sizes. Yet, with such an assortment of class sizes, there are also extraneous variables that each teacher must consider in order to foster individual achievement. Participation and achievement are variables of the individual students that weigh heavily on class success and…...

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Bibliography

Alex Molnar. (2000). Vouchers: Class Size Reduction & Student Achievement. Phi Delta Kappa International Publishers.

Charles M. Achilles. (1999). Let's Put Kids First, Finally: Getting Class Size Right. Corwin Press.

Cooper, J.L., Robinson, P.R. And McKinney, M. (1994). Cooperative learning in the classroom. In D.F. Halpern & Associates Changing college classrooms: New teaching and learning strategies for an increasingly complex world. San Francisco: Jossey-Bass.

Enerson, Diane M., R. Neill Johnson, Susannah Milner, and Kathryn M. Plank. (1997). Teaching with Collaborative Activities and Small Groups. The Penn State Teacher II: Learning to Teach, Teaching to Learn. University Park: CELT, 57-72.

The main concentration of this study was on the various approaches that were adopted in numerous educational institutes and universities and how their incorporation of cooperative learning strategies proved constructive. The demographics or spectrum of this study was very vast and carried out analyses and comparisons of universities from Australia, UK and the U.S.A. This particular study highlighted the CL strategies employed in the MIT Graduate School of Business and the potential paths that the future practitioners can take when they choose to focus on the academic functioning of similar CL tools. The results of this study showed that, in comparison to other educational techniques, the students' regular participation in a group activity results in higher understanding and comprehension of a subject or problem even when the subject at hand is not of their interest. Furthermore, student performance, student satisfaction with their education and social communication/interaction is higher after…...

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References

Becker, W.E. (2004). "Quantitative research on teaching methods in tertiary education," in Becker, W.E. And M.L. Andrews (eds) the scholarship of teaching and learning in higher education, contributions of research universities, Bloomington: Indiana University Press.

Beckman, M. (1990). "Collaborative Learning: Preparation for the Workplace and Democracy," College Teaching, 38(4), 128-133.

Davis B.G. (1993). Collaborative Learning: Group Work and Study Teams

From the hard copy book Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993]

Enhancing Instruction Through Constructivism, Cooperative Learning and Cloud Computing
The author's major thesis in "Enhancing instruction through constructivism, cooperative learning, and cloud computing" which was written by David Denton, is that cloud computing technologies are beneficial to incorporating various aspects of constructivism and cooperative learning. The author's research question for this study was to determine what sort of effect cloud computing would have on these two different principles of learning. He presented research that indicated that his hypothesis would demonstrate a favorable correlation between the cloud computing and constructivism and cooperative learning. His principle means of persuading the reader of his thesis was through utilizing a research study in which cloud computing (specifically various components of Google Docs and other applications created by this manufacturer) proved to have a beneficial effect in these two areas of learning, as well as through citing other research studies that came to the same conclusion.

A…...

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References

Denton, D.W. (2012). Enhancing instruction through constructivism, cooperative learning, and cloud computing. TechTrends. 56, 4: 34-41.

Among the last advantages of cooperative learning in the classroom is the increase in competition that every student experiences as s/he collaborates with other students/teammates in the process of accomplishing a particular task or activity. There is one caveat, however, in stating this observation about cooperative learning: increased competence is induced only in learning processes wherein information used by students are similar or identical with each other (uchs, 2004:310-1). An increase in the competitive nature of learning using the cooperative learning technique stimulates students' greater desire to perform better, and to outdo other students in accomplishing the task at hand.

While there are advantages to cooperative learning as a teaching and learning tool, there are also disadvantages that can become impediments or hindrances to the students' further learning and the teacher's role as a moderator or to serve as the students' guide to learning.

Among the enumerated disadvantages to cooperative learning as…...

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Bibliography

Bandiera, M. (2006). "Active/cooperative learning in schools." Journal of Biological Education, Vol. 40, Issue 3.

Buchs, C. (2004). "Resource interdependence, student interactions, and performance in cooperative learning." Educational Psychology, Vol. 24, Issue 3.

Coke, P. (2005). "Practicing what we preach: an argument for cooperative learning opportunities for elementary and secondary educators." Education, Vol. 126, Issue 2.

Laatsch, L. (2005). "Cooperative learning effects on teamwork attitudes in clinical laboratory science students." Clinical Laboratory Science, Vol. 18, Issue 3.

Cooperative Learning
Making Cooperative Learning Work:

Response Journal: Do you agree or disagree with the common criticism that cooperative learning is unfair because it slows down the progress of the academically gifted?

Every student in today's day and age, barring those from extremely conservative school system, or perhaps those who have been home schooled, have probably engaged in some form of cooperative learning. Cooperative learning assignments, as discussed in the essay "Making cooperative learning work," from Kaleidoscope: Readings in Education, have many benefits to them that may seem to outweigh the potential pitfalls of the constructions of such learning environments. Ultimately, these assignments are thought to better prepare students to live and work in a real world and work environment where teamwork is valued, rather than pure individual achievement. But perhaps the best argument for cooperative learning in the classroom is not only that it is commensurate with today's workforce, but that it…...

It prepares kids for the type of thinking essential to living and working in a very social world. Through this involvement, a teacher can make a huge impact in a student's life, (ong 2002).
Spencer Kagan believes that the levels of student participation should be equal in order to maximize student potential. ith all students actively engaging at the same level, each student will increase their capability of understanding the subject material. He provides several techniques to incorporate students participating with each other. By using techniques such as worksheets encouraging communication between students, each individual student engages in a cooperative style of learning the material at hand, (Fortenburg 1998). Spencer Kagan spreads his own idea of cooperation learning through technique workshops throughout the country.

Like Harry ong, Kagan encourages cooperation not only between teachers and students, but most importantly, between student and student. By using group activities, Kagan's method forces integration…...

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Works Cited

Fortenberry, Gary. "Kagan Cooperative Learning Techniques." Woodrow Wilson

National Leadership Program for Teachers. Found at http://wwwWoodrow.org/teachers/bi/1998/presentations/fortenberry

Kagan, Spencer. Cooperative Learning. Kagan Publishing. 1993.

Wong, Harry. "Effective Practices Apply to All Teachers." Teachers.Net. October

Cooperative Learning or Competitive Interaction.
In my opinion cooperative learning is when a group of people decide to get a certain solution by solving the basic problems together. Competitive learning, I believe is when one depends on one's own abilities and intelligence to get to the desired solution to a problem. This brings out the confidence and the belief in a person that whatever his individual dreams are, can be achieved with determination and enough conviction to go through and pass various hurdles.

A personally have been in both competitive and cooperative circumstances. I have had times when even trying to achieve my own goals, I have had to ask for help from others more capable under those circumstances. And there have been times when I have done on my own that which others could not have achieved without "cooperation." I believe that the environment necessary for healthy learning is cooperation, though…...

Learning Environments
Educators as far back as Aristotle have attempted to determine the most optimal approach to teaching and learning. Any theory of learning must take a constellation of factors into consideration. Evidence-based research on the different components of learning theory, effective instruction, and learning environments abound, yet the one commonality is that individual differences are pivotal to the success of any approach. Additionally, even if perfect learning environments could be created, learning must be applicable to the world outside of the classroom. Indeed, that it its ultimate purpose. In this paper, this author will explore the characteristics of the backwards mapping, or designing for understanding, Common Core State Standards, both of which are integrative frameworks that promote efficient learning and effective teaching.

Learning Theory and Its Importance

A primary consideration of learning theorists is how to effectively address individual differences. Consider that from the 18th century and earlier, learning was often the…...

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References

Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annuals Rev. Psychology, 51(2), 1-26. Retrieved from  http://moodle2.cs.huji.ac.il/nu14/pluginfile.php/179670/mod_resource/content/1/Bandura_2001.pdf 

Brown, D. (2014). Opening classroom doors to collaborative learning. The Education Digest, 79(7), 19-22. Retrieved from  http://search.proquest.com/docview/1506936575?accountid=12085 

Fine, L., & Myers, J.W. (2004). Understanding students with Asperger's syndrome. Phi Delta Kappa Fastbacks, (520), 3-39. Retrieved from  http://search.proquest.com/docview/203654515?accountid=12085 

Griswold, D.E., Barnhill, G.P., Brenda, S.M., Hagiwara, T., & Simpson, R.L. (2002). Asperger syndrome and academic achievement. Focus on Autism and Other Developmental Disabilities, 17(2), 94. Retrieved from  http://search.proquest.com/docview/205061045?accountid=12085

Teacher could also have class come up with a name for the substance.
Anticipation Guide

Name____ Date

Prediction

Please list five words that you think will describe the texture of the "Mystery Substance"

After the Activity

Please list five words that actually did describe the texture of the "Mystery Substance" (you can use some of the same words, but ONLY if they are accurate)

Science- Grade 2

Key Concepts: _Estimation

Science Objective:

Students will learn the basics of scientific methods for science inquiry: i.e. state the problem, formulate the hypothesis, conduct the experiment and analyze and verbalize the results

Language Objective:

Basic: Students will be able to demonstrate their understanding of new vocabulary words related to the lesson. This will provide a foundation for future scientific lessons using similar vocabulary words.

Higher: Students will be able to articulate their discoveries verbally and in writing.

Materials:

Large, clear cup

Small, clear cup (medicine cup)

M & Ms

Science Voc.

Problem

Hypothesis

Experiment

Estimation

Quantity

Basic Voc.

Estimate

Comparison

Amount

Lesson

Lesson Introduction: Strategy: Anticipation Guide

Teacher will explain the basics…...

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References

Gunter, M.A., Estes, T.H., & Schwab, J. (2003). Instruction: A models approach (4th ed.). Upper Saddle River, NJ: Pearson.

Kagan, S. (1994) Cooperative Learning. San Clemente, CA: Kagan Publishing. http://edtech.kennesaw.edu/intech/cooperativelearning.htm

" Specifically, it seems to me that this statement is largely self-evident. After all, it is a basic truth that the more effort someone contributes toward a task, they will realize their goal more efficiently and provide greater productivity. Conversely, a student who does not work to the best of their ability will not be productive and will be unsuccessful. I still do not understand how the authors were able to quantify effort, or how exactly one would validate such a claim. While I can certainly understand a correlation between effort level and a classroom that motivates students to perform at their highest level, quantifying effort level seems as though it would be an impossible task.
However, the techniques provided in the chapter are helpful for motivating students in the English language learning classroom. The statement that asking "why" questions is a useful method for enhancing students' curiosity is understandable and…...

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References

Lightbown, Patsy M., and Spada, Nina. How Languages are Learned. London: Oxford University Press, 1999.

Hill, Jane D., and Flynn, Kathleen M. Classroom Instruction that Works with English Languae Learners. Alexandria: ACSD, 2006.

The obvious implication is that the pairing of hands-on, inquiry-based active-learning teaching methods with cooperative learning holds tremendous potential for improved learning and social development of grade school students. Naturally, that would be an appropriate and likely productive area for future research in the area of effective teaching methodologies.
Conclusion

Cooperative learning has demonstrated tremendous beneficial potential as a modern educational method capable of increasing learning. Evidence also strongly suggests that cooperative learning is an equally valuable tool for increasing the educational value of academic programs for mildly disabled student populations, as well as for their integration into the mainstream student population. Beyond academic achievement, cooperative learning seems to benefit students emotionally and in terms of their development of communications and cooperation skills. Ultimately, its greatest value may be in conjunction with the more general shift toward active learning instead of the traditional focus on passive learning that has long dominated…...

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Sources

Adams D. And Hamm M. (1994). New Designs for Teaching and Learning: Promoting

Active Learning in Tomorrow's Schools. San Francisco: Jossey-Bass.

Huber RA. And Moore CJ. "A Model for Extending Hands-on Science to Be Inquiry

Based." School Science and Mathematics, Vol. 101, No. 1 (2001): 32-35.

Cooperative Lesson Plan: Journal
The first lesson plan being discussed here is regarding the journal written by Douglass S.Massey on racial segregation and the creation of the underclass. Massey (1990) states that the racial segregation during the 1970s was a major reason that poverty levels were high in some areas of the city. This is basically explained by the fact that the rising incidence of segregation went on to reflect the economic and class different that arose in the society. It was noted that the poverty concentration of the minority were also linked with the socioeconomic character of the neighborhood. In other words, it was noted that segregation and poverty combined led to other acts like bad schooling, increased crime rate and poor family life in those neighborhoods.

One of the strategies that can be used to discuss this journal is positive interdependence and face-to-face promotive interaction. Because this is an intellectual…...

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References

Logan, J. And Schneider, M. (1984). Racial segregation and racial change in American suburbs, 1970-1980. American Journal of Sociology, pp. 874 -- 888.

Massey, D. (1990). American apartheid: Segregation and the making of the underclass. American Journal of Sociology, pp. 329 -- 357.

Learning Disabled
During the course of a child's school years they will learn to define themselves as a person and shape their personality, sense of self-concept and perception of their potential for achievement for life (Persaud, 2000). Thus the early educational years may be considered one of the most impacting and important with regard to emotional, social and cognitive development for students of all disabilities. Labeling is a common by-product of educational institutions, one that has been hotly debated with regard to its benefits and consequences by educators and administrators over time. There are proponents of labeling and those that suggest that labeling may be damaging to students in some manner.

Students who are labeled at the elementary and middle school level as learning disabled may face greater difficulties achieving their true potential in part due to a decreased sense of self-esteem, self-concept and personal achievement (Persaud, 2000). The intent of this…...

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References

Beilke, J.R. & Yssel, N. (Sept., 1999). "The chilly climate for students with disabilites in higher education." College Student Journal, Retrieved October 19, 2004 from LookSmart. Available:  http://www.findarticles.com/p/articles.mi_m0FCR/is_3_33/ai_62839444/pg_3 

Clark, M. (1997). "Teacher response to learning disability: A test of attributional principles." The Journals of Learning Disabilities, 30 (1), 69-79. Retrieved Oct 4, 2004 from LDOnline. Available:

 http://www.ldonline.org/ld_indepth/self_esteem/teacherresponse.html .

Clark, M. And Artiles, A. (2000). "A cross-national study of teachers' attributional patterns." The Journal of Special Education, 32(2), 77-99.

Essay Topics for Scaffolding Struggling Writers with Opposing Viewpoints

1. The Impact of Technology on Education

Viewpoint 1: Technology enhances learning by providing access to resources, fostering collaboration, and personalizing instruction.
Viewpoint 2: Technology distracts students, reduces face-to-face interaction, and exacerbates social isolation.

2. The Role of Homework in Student Learning

Viewpoint 1: Homework reinforces concepts, develops study skills, and prepares students for higher-level thinking.
Viewpoint 2: Homework creates unnecessary stress, deprives students of free time, and can be ineffective if not properly assigned.

3. The Benefits and Drawbacks of Standardized Testing

Viewpoint 1: Standardized tests provide objective measures of student achievement, identify....

1. **Identifying similarities and differences:**
- Encourage students to compare and contrast key concepts or events in the lesson.
- Use graphic organizers or Venn diagrams to help students visually organize their thoughts.

2. **Summarizing and note taking:**
- Teach students how to effectively summarize and take notes on important information presented in the lesson.
- Have students practice summarizing information in their own words.

3. **Reinforcing effort and providing recognition:**
- Acknowledge and reward students for their hard work and effort in the lesson.
- Provide specific feedback on students' progress and growth.

4. **Homework and practice:**
- Assign purposeful homework assignments....

Marzano's 9 High-Yielding Strategies in Lesson Planning

1. Identifying Similarities and Differences

Compare and contrast concepts, objects, or events to highlight their similarities and differences.
Use Venn diagrams, T-charts, or other graphic organizers to facilitate this activity.
Encourage students to articulate specific reasons for the similarities and differences identified.

2. Summarizing and Note Taking

Provide students with a summary of the lesson after each section or unit.
Guide students in taking notes during lectures or presentations.
Encourage students to condense and synthesize information to enhance understanding and retention.

3. Reinforcing Effort and Providing Recognition

Acknowledge and praise students for their effort, regardless of....

How Educational Strategies Can Enhance Mathematical Comprehension and Critical Thinking Skills
Educational strategies play a pivotal role in fostering students' mathematical comprehension and critical thinking abilities. By implementing effective teaching methodologies, educators can nurture these essential skills, equipping students with the tools necessary for success in mathematics and beyond.
1. Inquiry-Based Learning:
Inquiry-based learning encourages students to actively engage with mathematical concepts by asking questions, formulating hypotheses, and drawing conclusions. By allowing them to explore and discover solutions independently, this approach fosters their curiosity, problem-solving skills, and understanding of mathematical principles. (Van de Walle, J. A., & Lovin, L. H. (2006))
2. Manipulatives and....