This document discusses effective teaching practices, with a focus on cooperative learning and multicultural education. It argues that research should guide teaching improvements and that practices must adapt to social changes. Two practices examined are cooperative learning, which emphasizes teamwork and accountability, and multicultural education, which supports exploring different cultures and viewpoints. These practices aim to build relationships, engage students, and ensure high standards when implemented ethically. The goal is for all students to achieve success through inclusive, student-centered practices aligned with the vision of preparing students for the 21st century.

1. Effective Best Practices:
Research should be the foundation from which teaching and learning practices are
developed and improved (Cochran-Smith, 2004). There are many best practices and methods
relegated to the teaching profession, however, all methods can be used appropriately for student
success. Education is an evolving paradigm with significant ideologies encompassing all of its
evolutionary stages. Schools can no longer follow along traditional models planned and
implemented over time, but must respond quickly and innovatively to social changes and the
new knowledge about how children learn. Understanding that education is changing
significantly, it is necessary to examine the practices in pedagogy of how teachers teach and
children learn. Teaching and learning occur mainly as a function of teachers’ beliefs,
understandings, and behaviors in the context of specific evolving ideologies (Peterson, McCarthy
& Elmore, 1996).Within the learning environment, both teachers and students share
responsibility for instruction and accountability. The emphasis must be placed on the practices
and approaches as goals conducive to learning plans and strategies. In a broad sense there are
several aspects of effective teaching practices. However, in the examination of two pivotal
methods seeks to enable teachers to target the high priority needs of learners. The introduction of
cooperative learning methodologies and multicultural education offer possible benefits for
students to discover personal meaning in their learning and pursuit of academic excellence.
Determination of Practices Effectiveness
Effective instructional practices is key to sound principles of learning theories applied to
curricula design. A practitioner, in order to implement effective practices to pedagogy and the
classroom setting must know what he or she is doing together with a structural plan. It is
necessary to analyze the students’ prior knowledge, classroom environment, and the practices

2. along specific theoretical dimensions suitable for the population. Evidence to substantiate
effectiveness is gleaned from pre and posttest, teacher observation, and ongoing assessments.
Research indicates that the preparedness of teachers who must carry out linguistically informed
instruction is an increasingly important issue in educational practices (Cook-M0ats, 1995).
Examples of Effective Practices
The two effective practices chosen for this study are “Cooperative Learning and
Multicultural Education”. The components of cooperative learning places emphasis on students’
working as a team. They share a common academic goal and as a group they share the rewards
and improved social skills. Cooperative learning engenders working in a team and learning
proactively with peers. The application of that practice serves to eliminate some competition and
classroom conflicts. The practice encourages discussion through Socratic questioning, and the
use of critical thinking skills. Students are active participants, and knowledgeable problem
solvers. They become conscious of accountability to themselves and to others, the approach also
fosters positive social skills
Central to the development of the curriculum, policies, and practices that provide
positive, ongoing and educational opportunities for all students are the interrelated and
overlapping concepts of multicultural education and critical pedagogy (McKeon, 1994).A
genuine commitment by educators to help students explore their ethnicity and cultural
background is vital to student success. Being conscious of intellectual standards which is
essential to intellectual traits, ties virtues together for engagement with others (Paul &
Elder,2014).The use of multicultural education as a practice is a requisite condition for
supporting all students to show sensitivity to diversity using alternative points of view. The
process present the teacher as the coach/facilitator modeling meaningful engagement and

3. offering variant forms of empowering discussions (Paul & Elder, 2011). Diversity within the
nations’ schools is both an opportunity to expand learning, and a challenge for the stakeholders.
The student population today is inclusive of immigrants and so it is imperative that schools
reform ways to help both students and teachers re-envision, rethink and reteach the fundamentals
of diversity in a transformational manner. Teachers must use multiple culturally sensitive
techniques and instructional strategies to assess and enhance complex cognitive skills. The
curriculum necessitates a cross-cultural set of ideologies to improve student’s relationships while
offering possibilities for learning and meeting high standards of the curricula.
Educators must carefully define concepts such as multiethnic and multiracial to
delineate boundaries implied by the concepts (Banks, 2006).The knowledge construction of
multicultural education involve students in critiquing social positioning of groups, which allows
points of view and information to be presented in a specific manner. As with cooperative
learning practices, intergroup relationships are examined with the intent of facilitating the
students in their elements of reasoning, while promoting them as critical thinkers in the area of
diversity.Anothe r leading scholar in the field addresses the context of multicultural education
and its approaches. The practice is seen in terms of the sociopolitical context of communities
within the process of education as elasticity and not in a fixed or static form (Nieto,
2007).Ultimately, culturally responsive teaching, theory and practices of cooperative learning
applies to all areas of developmental instructional methodology. The implementation of the
programs as practices serves to build positive relationships between all stakeholders while
ensuring students successes as a citizen of the world.
Ethical Considerations Pertinent to the Chosen Practices

4. Learners bring their own unique approaches,talents,and interests to the learning
situatin.Within the environment ,the curricula and practices should start with the long-term goals
of schooling making meaning and the transfer of that learning (Wiggins &
McTighe,2000).Ethical considerations are necessary for justified decision making tenets relevant
to pedagogical practices. Decisions are needed based on the ethical and logical principles
unaffected by personal intents and special groups associated with schools. In some ways,
uniformity permeates in most schools across the nation, and the appropriate balances must be
determined thoughtfully with attention to beliefs, theories, and research rather than efficiency
(Guild, 2014).Schools definitely have the ethical obligation to meet the demands of a culturally
diverse society of children. There is a great concern not only to make schools more just by
providing equality of educational opportunity and to allow freedom of beliefs---but also to
educate so that free and just people emerge from our schools (Kohlberg, 1981).
The blended programs of multicultural education and cooperative learning
practices, when implemented encourages challenging and innovative learning opportunities for
all learners. Presently, significant emphasis is placed on multicultural education practices as a
central focus in schools due to the diverse population of the US. The principles following ethical
competencies as a student-centered function sustains students’ awareness of differences and
diversity in the classroom. Cooperative learning and multicultural education as effective tools for
learning are intertwined on a developmental continuum. Understandably, a learner’s culture,
ethnicity, family background and socioeconomics positioning affects their learning abilities in
and out of the school.
Questionably, the teachers’ challenge with the practice skills used becomes which
of the student centered activities will be most affective, and how ethically bound are the methods

5. for successful outcomes. Culturally and historically, the interconnect of multicultural education
and cooperative learning are viable and meaningful criteria’s for educational excellence. They go
beyond the curriculum and seeks to enable all citizens to contribute to the kinds of self and social
transformation that make democracies think (Banks, 2001).
Relationship of Instructional Practice to Vision
Relationships build upon each other with long term meaning and purpose of
embedded goals. The strategies and practices for student success aligns with the vision purported
for the school as a teacher. Inclusivity as a theory, reconstructs critical thinkers, and student
engagement for deeper thinking using intellectual standards. The theories as practices nurture
and empower purposeful citizens as students emerge from schools into the global society.
Research informs that a transformed model integrating culture and curriculum practices, projects
a committed scenario for inclusive educational awareness (Banks, 1994).My vision and
instructional practices are structured to meet the learning skills necessary for the 21st century
schools.
Summary
Most teachers now recognize the need to focus on seeking outcomes equitably for
all students (Lambert, 2003).Teachers as leaders are the ultimate providers of change reform.
The theories and practices promoting student centered and teacher centered education recognizes
students while promoting the constructivist approach to pedagogy. The study of multicultural
education correlates with cooperative learning approaches. The innovative and creative balance
of inclusive pedagogy is one of excitement, which also challenges students to confront the
realities in the lack of diversity awareness and social skills. My vision focuses on teaching all

6. students for successful outcomes. The practices offered ties in to that vision. No longer can
schools conform to a single way of teaching and learning all for excellence. New models are
warranted to promote learning and successful outcomes for all students...
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