| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "DIFFERENTIATION ELEMENTARY CLASSROOMS": |
|
|
Differentiation in Elementary Classrooms, 2006.
An overview of differentiated instruction in the classroom and success stories associated with its application.
2,249 words (approx. 9.0 pages), 3 sources, APA, $ 69.95
»
Click here to show/hide summary
Abstract
This paper begins by providing information on the background and fundamental elements of differentiated instruction and then briefly describes some success stories when differentiated instruction was applied in the classroom. The success stories described are provided in order to give the reader a better understanding of how the concept of differentiation has been applied in different elementary classroom settings.
Table of Contents
Introduction
What is Differentiated Instruction
Examples of Successful Elementary Differentiated Instruction
Conclusion
From the Paper
"As children are mainstreamed into modern classes regardless of differing abilities, today's teachers can draw on lessons provided from teachers of yesteryear to manage the situation. Teachers from one-room schoolhouses have contributed more of a legacy than once thought as they displayed the incredible skill of teaching primary and secondary children not just in the same day, but in the same room as well. But the skills used in those rustic settings have not been lost to time. Instead, they have been preserved and improved upon to meet a new need and to serve a new purpose. Today, "differently-abled" children are all taught in the same classroom and while they are similar in age, the techniques used by current teachers to assure that differentiated lesson plans are delivered effectively are some of the most critical skills needed in the classroom."
| |
|
Motivation in Elementary School Classrooms, 2004.
A look at the significance of the role of motivation in elementary classrooms in enhancing student academic performance.
2,250 words (approx. 9.0 pages), 8 sources, APA, $ 79.95
»
Click here to show/hide summary
Abstract
This paper examines the importance of motivation in elementary school classrooms. The paper discusses the role played by motivation in enhancing a student's academic performance and looks at how educators can shape motivation.
From the Paper
"In recent years educators have increasingly acknowledged the significance of the role of motivation in enhancing students' academic performance. Essentially, students who derive tremendous pleasure in the learning of any subject demonstrate a strong motivation to learn. Concomitantly, how educators are able to utilize appropriate instructional strategies and create an ideal learning environment to increase motivation has also become a popular subject among researchers. At the same time, this emerging acknowledgement of the importance of motivation is accompanied by two..."
| |
|
Traditional Grading in Elementary Classrooms, 2005.
This paper discusses the effects of traditional grading and writing in elementary classrooms.
1,825 words (approx. 7.3 pages), 5 sources, APA, $ 58.95
»
Click here to show/hide summary
Abstract
This paper explains that grades signify an end, a final evaluation of a finished piece; however, by not grading, teachers signal that a piece can still be revised, which recognizes that writing is a recursive process that requires various stages of revision. The author evaluates two alternatives to traditional grading: Minimal grading using codes to communicate with students, such as exclamation points to show approval, a question mark to point to an unclear passage or a check to indicate an error, and achievement grading or contract grading, which allows students to receive credit for the work accomplished---the more work students do, the higher their grade. The paper recommends that students as young as first grade should be encouraged to revise their writing in response to teacher feedback, which should focus specifically on student's writing strengths and weaknesses that is the type of feedback they can't get from conventional letter grades.
From the Paper
"In too many classrooms, "grades are wages students earn in exchange for their labor." Teachers assign papers as work, students create papers as products and grades are exchanged as currency. Students who enter school with the appropriate skills are rewarded; they know how to write a paper and just have to figure out what the teacher wants to read. Students who lack those skills begin the writing process already at a disadvantage; unless they are explicitly taught how to write, they will continue to receive low grades. It is the students lacking these basic skills -- who view writing as threatening, are unmotivated, or are learning the conventions of English, who we need to advocate for when thinking about the effects of traditional grading."
| |
|
Differentiated Instruction in the Classroom, 2004.
An analysis of the success of differentiated instruction in the classroom.
6,212 words (approx. 24.8 pages), 13 sources, MLA, $ 145.95
»
Click here to show/hide summary
Abstract
This paper discusses the issue of differentiated instruction in the classroom. The paper contends that the success of differentiated instruction rests ultimately in the hands of teachers who, for better or for worse, will decide its fate. The paper explains that the attention that teachers find in the use of differentiated instruction is a direct result of actual use of the program's constituent elements. If differentiated instruction serves teachers well and provides them with both the growth in student understanding and concept mastery that they desire, along with the achievement of standardized testing accomplishment, teachers will rally around the idea and see that it is promoted.
Outline
Introduction and Statement of Problem
What is Differentiated Instruction?
Why is it so Important in Today's Classroom?
What is Keeping Teachers from Using Differentiated Instruction?
Encouraging more Differentiated Instruction in the Classroom
Examples of Successful Differentiation
High School Differentiation
District Wide Differentiation
High School Algebra II Differentiation
1st Grade Differentiation
Conclusion
From the Paper
"The differentiation and variety that are but some of the special qualities of humanity too often are lost in the demand for higher scores, better results and more efficient techniques. The gap that exists between the cold, mechanical apparatus of standardized education and the infinitely varying nature of the child results in a theft from society of the educated progeny that it so desperately needs and of the joy and ecstasy of the learning process that children should be enjoying. In many ways "[T]he urgent drives out the important; the future goes largely unexplored; and the capacity to act, rather than the capacity to think and imagine becomes the sole measure for leadership." (Davies 196) This as true for business CEOs as it for those who are charged with the noble and awesome responsibility of educating the nation's young. Worse yet, the gap between true educational success and the call by the unfeeling standardizing machine seem to be growing wider. But a method capable of closing this gap and preventing the losses that society and children so often experience may be nearer than many educators had supposed."
| |
|
Differentiation Strategies for the Gifted in Heterogeneous Classrooms, 2006.
Explores the meaning of giftedness, the theories of Gardner and Bloom in shaping gifted instruction, and ways to address the needs of gifted students in the general education classroom.
1,312 words (approx. 5.2 pages), 11 sources, APA, $ 44.95
»
Click here to show/hide summary
Abstract
This paper addresses the ideas of gifted education and how it came about, starting with Alfred Binet and Lewis Terman's IQ test theories. Giftedness is defined in terms of both academic qualities and affective/social needs. Then, Howard Gardner's Multiple Intelligences and Benjamin Bloom's revised taxonomy are defined as ways of structuring questioning and learning in the classroom. Finally, several general teaching strategies are listed and described as ways for teachers to address the needs of the gifted.
Paper Outline:
Introduction to Gifted Students
General Differentiation Models and Theories
Differentiation Techniques
Conclusion
References
From the Paper
"In any subject area, teachers can differentiate for gifted students through the use of centers. In addition to whole-class instruction for topics most students are unfamiliar with, centers provide independent activities that each student can pursue at his or her own pace. Teachers differentiated the centers with books of various levels, different prompts to reading materials, modified assessments, multiple levels of questioning, and more or less time at individual centers (Johnsen, 2003)."
| |
|
Internet in Elementary ESL/EFL Classroom, 2002.
A study of using the internet in elementary school English as a second language classrooms.
1,365 words (approx. 5.5 pages), 5 sources, MLA, $ 45.95
»
Click here to show/hide summary
Abstract
This paper recommends the use of internet technology in the classroom. It demonstrates how it benefits both teachers and students, who find their learning sessions more challenging and interesting, by advancing the learning process rapidly through this dynamic information medium. The paper provides an example of the classic elementary school project of pen-pals through e-mail and the gathering of geographical information on their new friend on-line.
From the Paper
"Sela (1997) encouraged e-mail activities for EFL students. This method should apply to any level of students all over the world since e-mail reaches multiple community and nationalities.
E-mail offers a new way of learning, which students would mostly like. Compared to conventional mode, which takes time to apply postages and put them through post offices, e-mail would provide speedy, inexpensive, and eye-catching materials. When attempting the e-mail technique to teach EFL classroom, Sela remarked how students enjoy learning on first-hand experience, writing to other friends in other countries, which would write them back directly. They would enjoy reading about other cultures as well as telling learning about their own cultures to people from different nationalities. It is like the classical way of pen-pal activities, only e-mail goes faster; therefore students may expect the reply shortly afterwards."
| |
|
Computers in Elementary Education, 2004.
A research proposal to question whether computers are taking the place of quality education in elementary classrooms,
1,226 words (approx. 4.9 pages), 24 sources, MLA, $ 41.95
»
Click here to show/hide summary
Abstract
In today's modern world, computers have not only changed the way one handles daily errands and life, but also the way children are being educated. Today, computers are in classrooms across the nation and being used in almost every subject as a teaching tool. This paper shows that, while the age of technology continues to grow, there are some who are concerned that the back-to-basics of elementary education may be lost in the use of technological tools such as computers. People are concerned that the basic ability to read and compute numbers will be lost if the children at this age-level are taught to use technical tools instead of the ?old fashioned method?. Teachers around the nation have been trained to incorporate computers into their lessons, but those who have concerns fear the computers are either taking the place of basic instruction or being used as babysitters. This proposal addresses that concern and asks questions to determine whether the use of computers in the elementary classroom is taking away the basic instructional knowledge for the core subjects.
From the Paper
"Many articles have been published about computers in the classrooms and the benefits of the programs that are available(Instill, 1995). Children type in the word ?Watergate? and they are instantly taken to a picture of Richard M. Nixon with a history of his life and participation in the scandal. Other students may locate maps of Africa and compare them historically through graphics on the monitor(Instill, 1995). All of this appears to be a positive learning experience but is it taking the place of good old fashioned research? Students are being taught reading skills by chasing characters across the correct words on a screen and some worry that it is replacing the skill of sounding out words on a page."
| |
|
ADD and Discipline In Elementary School, 2002.
Explores methods of helping children with Attention Deficit Hyperactivity Disorder manage their behavior in the elementary school classroom.
1,655 words (approx. 6.6 pages), 12 sources, APA, $ 53.95
»
Click here to show/hide summary
Abstract
Attention Deficit Disorder (ADD) or Attention Deficit Hyperactivity Disorder (ADHD) is a problem that affects both children and adults. It has, however, only recently been recognized as a serious problem impacting a significant minority of children. The paper shows that recent findings regarding the link between ADHD and psychosocial dimensions have led experts to believe that this disorder can be controlled successfully using specific methods of behavior management. The paper examines methods of helping ADHD children manage this disorder, focusing on elementary school age.
From the Paper
"The important thing to remember is that children with ADHD are not willfully disobedient. They are not intentionally disrupting the classroom, but struggling with a disorder that has certain manifestations. The best way to work with these children is to recognize that fact, accept it, and work with the children to help them learn how to manage their own behavior. It is not possible to control children from the outside, even with the use of drugs. Instead, the children must be engaged in the effort to change their behaviors to more effective and appropriate ones through techniques that allow them to gain gradual mastery (Kirby and Kirby, 1994)."
| |
|
The Science and Mathematics Classroom of Today, 2005.
Shows the process of designing an effective science and math classroom for elementary students, from classroom set-up to resources.
3,650 words (approx. 14.6 pages), 11 sources, APA, $ 101.95
»
Click here to show/hide summary
Abstract
This paper summarizes the considerations and steps necessary to properly design a successful program for mathematics, science, and all content areas in the elementary classroom. It offers an overview of classroom arrangement to create a stimulating environment, evaluating materials for a content-based program, and offering a variety of assessments to evaluate student learning.
Paper Outline:
Abstract
Classroom Arrangement
Classroom Materials
Student Assessment
Conclusion
References
From the Paper
"Evertson, Emmer, and Worsham (2003) state that the logical place for a teacher to begin his or her classroom management procedures is in arranging the classroom as it occurs prior to the beginning of the school year. Reflective teachers will arrive at the school several days before their contract calls them to so that they can assess the space to plan for the best arrangement, begin to hang posters and other personal effects, and decorate bulletin boards (Eby, Herrel, & Hicks, 2002). They go on to say that the classroom appearance makes a statement to the students and others about how much the teacher cares for the environment in which the class will learn. Whether the room is tidy or neat, colorful or drab, or filled with extra items to make it livelier will set a tone."
| |
|
Vygotsky and the ESL Classroom, 2007.
This paper examines how the "zone of proximal development" as stated by Lev Vygotsky operates in the ESL elementary classroom.
1,215 words (approx. 4.9 pages), 15 sources, MLA, $ 41.95
»
Click here to show/hide summary
Abstract
The paper explores how Lev Vygotsky's 'zone of proximal development' might be best utilized in the provision of instruction and learning in the classroom. The paper explains that Vygotsky's proposed 'zone of proximal development' is a learning theory based on the social aspect of learning. The paper shows that Vygotsky's 'zone of proximal development' is relevant in the ESL elementary classroom; cooperative learning provides a fertile learning ground for ESL students in language acquisition, due to the frequent and collaborative use of the language in a setting that is non-threatening and non-demanding. The paper provides case study literature that relates the success of these methods, particularly in the ESL classroom.
Outline:
Objective
Introduction
Summary and Conclusion
From the Paper
"Stated as effective strategies to access the zone of proximal development are the strategies of: (1) scaffolding; and (2) reciprocal teaching. (Riddle) First the interest of the student must be engaged by the teacher and tasks must be simplified so as to be manageable. The students must be motivated in order to pursue the goal of instruction and the teacher must "look for discrepancies between students' efforts and the solution, control for frustration and risk, and model an idealized version of the act."(Hausfather, 1996; as cited by Riddle, nd) The development of a dialogue between the teacher and students is possible in 'reciprocal teaching'. Through the interactive instructional strategy of communication between the student and teachers the students are provided support and encouragement to reach beyond merely answering questions and to become engaged in the discourse in the classroom."
| |
|
"Building Classroom Discipline" by C. M. Charles, 1991.
This paper reviews three of the eight models of discipline favored for elementary and secondary classrooms which were discussed in "Building Classroom Discipline", by C. M. Charles.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
»
Click here to show/hide summary
From the Paper
"The textbook, "Building Classroom Discipline", by C. M. Charles, provides an overview and discussion of eight models of discipline most prominently favored for use in elementary and secondary classrooms today. This paper selects three of those models (Cantor, Jones, and Glasser) for a comparison and contrast of three aspects of discipline (rules, consequences, and positive reinforcement) and concludes with a summary of the positive and negative elements of these models with suggestions for selecting a personal classroom management plan.
The first aspect of effective discipline is rules. All the models put forth that rules are essential to an orderly classroom and that students of all ages must know what the rules are from the first day of the class meeting. Lee Cantor's method, also called assertive discipline, simply states that the teacher ... "
| |
|
Technology in the Classroom, 2002.
A research proposal to examine the use of technology to improve behavior and performance in an elementary classroom.
2,257 words (approx. 9.0 pages), 8 sources, APA, $ 69.95
»
Click here to show/hide summary
Abstract
Because of revolutions in knowledge and information technology and the demand for learning to be more meaningful, schools are changing their structures and teachers are changing with them. One of the most useful tools in modern education is technology and the use of computers. This paper investigates the use of computers and the internet in the classroom as a way of increasing motivation and attention in students. The paper proposes a literature review and research proposal to obtain answers to the following questions:
What effect does the use of technology in the classroom have on the students? interest in the curriculum?
Does the engagement in computer activities improve the concentration span of the students?
Is there a relationship between the use of technology and improved academic performance in elementary school students?
From the Paper
"One of the other important ways for teachers to improve their competence with using technology in the classroom was brainstorming with other teachers. Koszalka (2001) agrees with Renwick on this in her study that examined the hypothesis that teachers involved in a listserv discussion about integrating web resources would have a more positive attitude towards using the web resources. The study was conducted with K-12 public school teachers from six states assigned to a treatment group where they participated either in a small or large discussion group on a listserv and a control group. All the participants filled an attitudinal survey. The results showed that the teachers in the treatment groups had more positive attitudes regardless of the group size."
| |
|
The Benefits of Mixed-Grade Classrooms, 2001.
This paper describes the benefits of mixed-grade classrooms and questions the established norm of single-grade classrooms.
3,710 words (approx. 14.8 pages), 15 sources, APA, $ 102.95
»
Click here to show/hide summary
Abstract
This paper examines the research on the effectiveness of teaching in mixed-grade classrooms as compared to single-grade classrooms, with a particular emphasis on academic achievement and an even more specific math performance. The paper investigates the historical and cultural forces that shaped the one-age/one-grade classroom as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching in he 21st century.
From the Paper
"We are now so accustomed to the idea that students should be segregated from each other along narrow age bands that must of us do not question the efficacy and the rightness of doing so. But, of course, the idea that children should be placed into grades defined by age and separated from their peers is a recent trend in education as we well know. The practice is based as much in historical and social beliefs and circumstances as it is in sound pedagogy, and recently some schools have begun to ask whether single-grade classrooms are in fact the most effective atmosphere in which to teach elementary-age students. This paper examines the research on the effectiveness of teaching in mixed-grade classrooms to that of teaching in single-grade classrooms with a particular emphasis on academic achievement and an even more specific focus on how well students in both kinds of classrooms perform in math. Before looking at how these two types of classroom environments serve their students in the 21st century, it will be useful to examine the historical and cultural forces that shaped the one-age/one-grade classroom to begin with as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching."
| |
|
?Life In Classrooms?, 2002.
A review of the book ?Life in Classrooms? by Philip W. Jackson which focuses on the hidden elements of classroom education.
1,192 words (approx. 4.8 pages), 1 source, MLA, $ 40.95
»
Click here to show/hide summary
Abstract
This paper discusses the themes and ideas in the book, ?Life in Classrooms? by the highly acclaimed psychologist and educator Philip W. Jackson. It shows how although Jackson published this scholarly work in 1968, more than 30 years later, it is still quite relevant to our present-day classroom life and structure. It attempts to explain why Jackson considered life in a classroom quite unnatural and thus unfavorable for the proper psychological and intellectual development of a child.
From the Paper
"Keeping this in view, we realize that recent incidents of school violence may be subtly connected with this negative aspect of life in classrooms. When a child fails to make his presence felt, he resorts to violent and destructive tactics, which suddenly throw him in the spotlight. We can draw another extremely important conclusion from this group and crowd element. What schools mostly fail to understand is the fact that group operations are not always as smooth to adapt to as it appears on the surface."
| |
|
Calcium Consumption by Elementary Students, 2004.
This paper discusses the importance of calcium consumption by elementary students and programs to promote this nutritional behavior.
1,650 words (approx. 6.6 pages), 12 sources, APA, $ 53.95
»
Click here to show/hide summary
Abstract
This paper explains that calcium consumption is critical for proper nourishment and bone development in elementary school-age children. The author points out that promotion of the importance of calcium consumption in early elementary years is critical; school nutrition programs and parents are the most likely authority figures that influence children?s nutritional habits at the elementary level. The paper presents a literature review, which concludes that school-based nutrition programs are the most effective in promoting milk consumption perceptions, followed by parental input and feedback.
Table of Contents
Introduction
Analysis/Literature Review
Conclusion
From the Paper
"Calcium can be found in many green vegetables and fortified breads and cereals, but typically, elementary aged children resist consumption of sufficient quantities of such materials. Some studies have also indicated that minerals such as calcium and phosphorus are more likely to be absorbed from milk than other calcium alternatives. Later in life, adults are also more likely to drink milk than eat a variety of green leafy vegetables if they have been exposed to the nutritional benefits of milk consumption early in life. By including calcium consumption via milk drinking in school meals, scholastic nutritional programs have a mechanism for providing and promoting better health and wellness among students."
|
|
|
