New Semester
Started
Get
50% OFF
Study Help!
--h --m --s
Claim Now
Question Answers
Textbooks
Find textbooks, questions and answers
Oops, something went wrong!
Change your search query and then try again
S
Books
FREE
Study Help
Expert Questions
Accounting
General Management
Mathematics
Finance
Organizational Behaviour
Law
Physics
Operating System
Management Leadership
Sociology
Programming
Marketing
Database
Computer Network
Economics
Textbooks Solutions
Accounting
Managerial Accounting
Management Leadership
Cost Accounting
Statistics
Business Law
Corporate Finance
Finance
Economics
Auditing
Tutors
Online Tutors
Find a Tutor
Hire a Tutor
Become a Tutor
AI Tutor
AI Study Planner
NEW
Sell Books
Search
Search
Sign In
Register
study help
business
psychology
Educational Psychology 14th Edition Anita Woolfolk - Solutions
2. Experiment with peer editing.
3. Show students how their revised, higher grade reflects greater competence and raises their class average.
1. Have individual goal-setting and goal-review conferences with students, in which you ask students to reflect on how they solved difficult problems.
2. Confront self-defeating, failure-avoiding strategies directly.
1. When I study for a test, I try to put together the information from class and from the book.
3. The child performs the task while instructing him- or herself aloud (overt, self-guidance).
4. The child whispers the instructions to him- or herself as he/she goes through the task (faded, overt self-guidance).
1. Have students write about or discuss how they show emotions in their family.
2. Teach students to “check it out.”Ask the other people how they are feeling.
1. “I believe I will do well in this class,” Chris declared to her brother. “I received a perfect score on the verbal part of the SAT, and I have always excelled in my literature classes.” Chris is demonstrating which of the following?A. High self-esteem B. High levels of empathy C. High
2. Modeling is defined as changes in behavior, thinking, or emotions that happen through observing another person. Which theory and theorist are associated with learning through observation?A. Behaviorist theory, Skinner B. Constructivist theory, Piaget C. Social cognitive theory, Bandura D.
3. Miss Hutton turned around with a scowl on her face and addressed her second graders. “What do you think you’re doing, Johnny? Did I tell you to get out of your seat? Don’t you ever let me catch you up without permission.” The class sat silently with their eyes wide. When the lunch bell
4. Through observational learning, one learns how to perform a behavior and also what will happen in specific situations if one performs it. Observation can be a very efficient learning process.What four elements must be met in order to learn from observation?A. Attention, retention, production,
5. How is Mr. Bonner encouraging Marcus’s self-efficacy?
6. How is Marcus’s response to Mr. Bonner an example of selfregulated learning?
How would you arouse student curiosity and interest about the topics and tasks in the workbooks?
How would you establish the value of learning this material?
3. Model strategies for students. Talk about how you handle anger, disappointment, or anxiety.
2. Use centering practices such as self-talk, deep breathing, or mindful movement to diffuse or prevent emotional outbursts.
5. The child performs the task while guiding his/her performance via private speech (covert self-instruction). (p. 32)
1. Avoid listening to “tattle tale” stories about students.
2. Follow through with fair consequences.
3. Avoid unnecessary comparisons, and give students opportunities to improve their work.
1. Provide a vocabulary of emotions, and note descriptions of emotions in characters or stories.
2. Be clear and descriptive about your own emotions.
3. Encourage students to write in journals about their own feelings. Protect the privacy of these writings (see trust above).
1. For young children, “Look at Chandra’s face. How do you think she feels when you say those things?”
2. For older students, use readings, analysis of characters in literature, films, or role reversals to help them identify the emotions of others.
1. Discuss or practice alternatives such as stopping to think how the other person feels, seeking help, or leaving the scene.
How would you handle the difficulty level of the texts?
5. Explain the three types of knowledge Mr. Beech’s students probably had to use while taking the algebra test.
5. How is Karen Slagle’s argument an example of confirmation bias?
6. In the current argument Karen Slagle is not practicing critical thinking. What types of strategies do critical thinkers employ?
How would you begin to introduce cooperative learning to your students?
What tasks will you choose to start?
How will you establish groups?
What will you watch and listen for to be sure the students are making the most of the experience?
Explain different perspectives on constructivism as a theory of learning and teaching
Identify the common elements in most contemporary constructivist theories
Apply constructivist principles to classroom practice including using inquiry, problem-based learning, and cognitive apprenticeships.
Appropriately incorporate collaboration and cooperative learning in your classes.
“I think we should wait. If we walk on the path and our mothers come to get us, they won’t see us, and they’ll worry. Missing the bus is bad enough. If my mom can’t find me, she’ll be really mad!”In what type of problem solving are the two boys engaged?A. Heuristic B. Schema-driven C.
4. Fourth-graders Richard and Bruce sat on the stoop outside of the school. They had missed their bus and now had to make the decision whether to walk taking a short cut or just wait until their mothers notice they had not arrived home. “I think we should start walking on the path, and maybe we
6. In addition to not overloading his students with new information, how else can Mr. Beech assist his students in understanding and remembering in the future?
Discuss the roles of metacognition in learning and remembering.
Describe several learning and study strategies that help students develop their metacognitive abilities.
Explain the processes involved in problem solving and the factors that can interfere with successful problem solving.
Identify factors that influence students’ abilities to think critically and to form and support arguments.
Discuss how, why, and when knowledge learned in one situation might be applied to new situations and problems.
Explain what characterizes robust knowledge, how to recognize it, and how teaching can develop robust knowledge.
1. What higher-order knowledge can make the difference between how well and quickly students learn material?A. Declarative B. Rote C. Metacognition D. Procedural
2. Knowing the importance of metacognition, Joanna Pappas decided she would try to focus her young students’ attention on their own thinking skills. Joanna knew by having her students“think” about their thinking they would eventually increase their metacognitive skills. Which one of the
3. Teachers often neglect to teach their students about when, where, and why they should use various strategies. A strategy is more apt to be retained and appropriately used when educators directly teach which type of knowledge?A. Declarative B. Procedural C. Self-regulatory D. Rote
Describe positive and negative influences of technology on the learning and development of children and adolescents.
1. Which one of the following activities would NOT be consistent with a constructivist environment?A. Students are given frequent opportunities to engage in complex, meaningful, problem-based activities.B. Students work collaboratively and are given support to engage in task-oriented dialogue with
5. Model your expectations. I remember seeing my fellow teachers talking to one another during a school assembly while occasionally looking up to chastise students who were doing the same thing! Students detest hypocrisy.Promote desired behaviors by engaging in them yourself
1. In group work, pair students who do well with those who are having difficulties.
2. When choosing a model, alternate between coping models who work through problems slowly and correct their errors as they work and mastery models who solve problems quickly and without error.
3. Ask students to demonstrate the difference between“whispering” and “silence—no talking.”
1. Point out the connections between positive behavior and positive consequences in stories.
2. Be fair in giving reinforcement. The same rules for rewards should apply to both the students with problems and the students who do not cause trouble.
1. Ask a well-liked student to be friendly to an isolated, fearful student.
2. Let high-status students lead an activity when you need class cooperation or when students are likely to be reluctant at first. Popular students can model dialogues in foreign-language classes or be the first to tackle dissection procedures in biology.
1. Return to earlier material in reviews, and show how“easy” it is now.
2. Encourage students to improve projects when they have learned more.
4. Model coping skills, persistence, and effort. Engage with a difficult problem, even if you seem to reach a dead end.Try new strategies or take a break and return to the problem later.
3. Model good problem solving—think out loud as you work through a difficult problem. A language arts teacher might stop and say, “Now let me see if I remember what happened so far,” or “That was a hard sentence. I’m going to read it again.”
2. In Mr. Lawrence’s classroom, students are engaged in learning the art of driving. They watch Mr. Lawrence model techniques, receive hints and feedback from him on their performance, and are encouraged to put into words the new skills they are practicing. This type of learning is best referred
3. Group activities must be well planned. Students need to be prepared to work in groups, and teachers have to be explicit in stating their expectations. Which one of the following strategies is NOT an element that defines true cooperative learning?A. Positive interdependence and individual
4. Research demonstrates that constructive controversy can lead to greater learning, open-mindedness, seeing the perspectives of others, creativity, motivation, and engagement. Which one of the following is a set-up for activities that engage students in constructive/structured controversies?A.
5. Does Brenda Rhodes’s activity of finding a solution for the city’s homeless population as a topic meet the requirements for problem-based learning? Explain your answer.
6. Identify several types of scaffolding the students might use to help them solve their problem.
Which organizational skills do students need to be successful in your subject or class?
What could you do to teach these skills, while still covering the material that will be on the proficiency or achievement tests the students will have to take in the spring?
How would you help students develop an authentic sense of efficacy for guiding their own learning?
1. Show enthusiasm for the subject you teach.
2. Be willing to demonstrate both the mental and the physical tasks you expect the students to perform. I once saw a teacher sit down in the sandbox while her 4-yearold students watched her demonstrate the difference between “playing with sand” and “throwing sand.”
3. Keep examples of particularly good work in portfolios as well as work that shows growth and improvement over time, and periodically have students review and reflect on their improvements.
2. Give partial credit if students have good reasons for“wrong” solutions to problems.
Reflecting on your years in school, were your experiences more like those of Alison or Stephanie?
4. Several students in Mr. Collins’s kindergarten class appear to have deficits in their abilities. The school is unable to assess the children and will not begin providing special education services until next year. Which one of the following solutions would be the best?A. Mr. Collins should
5. List the parts of an IEP that must be in writing. Identify the aspect(s) of the IEP for which Ms. Morris is responsible.
6. Which parts of each child’s program would assist Ms. Morris in better understanding her students before they begin the school year?
1. If African American students are more likely to be identified for special education services and placed outside of the general education system than White students. Which one of the following is not a likely explanation for this overrepresentation?A. High poverty rates, which lead to poor
2. Developmental psychologist Howard Gardner’s multiple intelligences theory continues to have an impact on classrooms in the United States today, based on its reflection of which current classroom strategy?A. Differentiated instruction B. Sternberg’s triarchic theory of successful intelligence
3. When a student has been identified as needing special education services, the Individuals with Disabilities Education Act mandates all but which one of the following?A. Accommodations must be made during state standardized testing of all students receiving special education services.B. States
4. Several students in Mr. Collins’s kindergarten class appear to have deficits in their abilities. The school is unable to assess the children and will not begin providing special education services until next year. Which one of the following solutions would be the best?A. Mr. Collins should
5. List the parts of an IEP that must be in writing. Identify the aspect(s) of the IEP for which Ms. Morris is responsible.
6. Which parts of each child’s program would assist Ms. Morris in better understanding her students before they begin the school year?What is the real problem here?How would you help the students (and yourself) to feel more comfortable?What are your first goals in working on this problem?How will
Understand how language develops and know how to support emergent literacy.
3. When a student has been identified as needing special education services, the Individuals with Disabilities Education Act mandates all but which one of the following?A. Accommodations must be made during state standardized testing of all students receiving special education services.B. States
2. Developmental psychologist Howard Gardner’s multiple intelligences theory continues to have an impact on classrooms in the United States today, based on its reflection of which current classroom strategy?A. Differentiated instruction B. Sternberg’s triarchic theory of successful intelligence
3.1 Describe general trends, group differences, and challenges in physical development through childhood and adolescence.
3.2 Discuss how the components of Bronfenbrenner's bioecological model influence development, especially the impact of families, parenting styles, peers, and teachers.
3.3 Describe general trends and group differences in the development of identity and self-concept.
3.4 Explain theories of moral development including those of Kohlberg, Gilligan, Nucci, and Haidt, and discuss how teachers can deal with one moral challenge for students-cheating.
1. Authoritative teaching strategies are associated with what students identify as “good teachers.” Identify which one of the following educators is demonstrating authoritative techniques in the classroom.A. When Marcus failed to take his seat upon entering the room, Miss Thomas reminded him of
2. When new students arrive in Ms. Taylor’s class, she understands that they may initially have adjustment issues. In addition to pairing new students with a partner to assist them in navigating Central Middle School, she also makes sure she addresses their psychosocial needs. Which one of the
3. Research suggests that a majority of students cheat at some point in their academic careers. Which one of the following is not a recommendation to reduce cheating in the classroom?A. Clear guidelines on what constitutes cheating, accompanied by consequences that, when imposed, will deter other
4. Identify and explain the parenting style the Wilsons appear to practice.
Showing 900 - 1000
of 5177
First
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Last
Step by Step Answers
Get 50% OFF
Claim Now
