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The Benefits of Using Cooperative Learning and Problem-Based Learning for ELLs solution
The Benefits of Using Cooperative Learning and Problem-Based Learning for ELLs
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The Benefits of Using Cooperative Learning and Problem-Based Learning for ELLs
Cooperative learning and problem-based learning are two effective teaching approaches that can be especially beneficial for English Language Learners (ELLs). In this response, I will explain what these teaching methods are and discuss the benefits they offer for ELLs in 1000 words.
Cooperative learning is a teaching method that involves students working together in small groups to achieve a common goal. Each student in the group is responsible for learning the material and contributing to the group’s success. Students are encouraged to help each other and share their knowledge and skills. This method can be particularly beneficial for ELLs because it allows them to interact with native English speakers and practice their language skills in a supportive environment. Here are some specific benefits of cooperative learning for ELLs:
Increased opportunities for language practice: In a cooperative learning environment, ELLs have more opportunities to practice their language skills in a low-stakes setting. They can ask questions, clarify their understanding, and communicate their ideas with their peers. This helps to build their confidence and fluency.
Enhanced social interaction: Cooperative learning encourages social interaction between students. This helps ELLs to feel more comfortable in the classroom and build relationships with their classmates. It also gives them a chance to learn about American culture and customs.
Improved academic performance: Studies have shown that cooperative learning can improve academic performance for all students, including ELLs. This is because students are more engaged and motivated when they work together and receive feedback from their peers.
Increased cultural awareness: Cooperative learning exposes ELLs to different cultural perspectives and ways of thinking. This can help them to appreciate diversity and develop a more global perspective.
Problem-based learning (PBL) is another teaching method that can be effective for ELLs. PBL involves presenting students with a real-world problem or scenario and challenging them to solve it. Students work in groups to identify the problem, research possible solutions, and develop a plan of action. Here are some specific benefits of PBL for ELLs:
Contextualized learning: PBL provides a context for learning that is relevant to students’ lives. ELLs are more likely to engage with the material when they can see how it relates to their own experiences and interests.
Increased motivation: PBL is a highly engaging teaching method that can motivate ELLs to learn. It allows them to use their problem-solving skills and creativity to come up with solutions to real-world problems.
Improved language skills: PBL requires students to communicate their ideas and collaborate with their peers. This can help ELLs to improve their language skills and develop their ability to work in groups.
Enhanced critical thinking: PBL requires students to think critically and analytically about a problem. This can help ELLs to develop their problem-solving skills and build their confidence as learners.
In conclusion, cooperative learning and problem-based learning are two teaching methods that can be especially beneficial for ELLs. Cooperative learning provides opportunities for language practice, social interaction, academic performance, and cultural awareness. Problem-based learning offers contextualized learning, increased motivation, improved language skills, and enhanced critical thinking. By incorporating these teaching methods into their classrooms, educators can create a supportive and engaging learning environment for ELLs.
The Benefits of Using Cooperative Learning and Problem-Based Learning for ELLs
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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