Here is the synopsis of our sample research paper on The Use of Learning Stations to Improve Time-on-Task and Behavioral Compliance in K-5 Special Education. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
This 4 page paper provides an overview of the application of learning stations to improve task completion and behavioral compliance in K-5 Special Education programming. This paper includes a 1-page graph.
Page Count:
4 pages (~225 words per page)
File: MH11_MHSpEdGr.rtf
Buy This Term Paper »
Unformatted sample text from the term paper:
to determine the impacts of these types of learning "stations" on the development and educational successes of a varied learner population. In fact, special educators have viewed the creation
of independent learning "stations" as a potential method for improving instructional strategies, reducing problematic behaviors and increasing compliance with classroom expectations and personal goals. The creation of individual
learning "stations" is based on the belief that children can work independently on designed, curriculum-based projects that allow each child to move at their own pace. The process of
self-discovery, especially important in developing early mathematics skills and integrating science theory, is a central component of this educational model. In the classroom setting, teachers provide students with the
materials they need for a self-directed learning lesson at each of the given stations. In some classrooms, the creation of these stations can allow children to be working on
a variety of disciplines at the same time, in other classrooms, collaborative learning could take place with two or more children working at one learning station at a time.
In both cases, the use of the learning station is aimed at promoting individual discovery of lesson materials with clear goals set at each station and compliance expectations outlined for
all students. This type of classroom or programming design is especially helpful in classrooms of learners who progress at varied levels and with children who struggle with learning motivation
and educator-directed instructional strategies. This method works by providing the materials for a lesson, giving each student a rubric or a verbal cue about expected outcomes at the station,
and time to complete the task to their satisfaction. For example, a mathematics lesson for a K-1 learning group might include a lesson that requires the use of manipulatives
...