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Educational Psychology 14th Edition Anita Woolfolk - Solutions
5. What strategies should Ms. Sullivan employ to assist Suzanne with her emotional development?How will you design a standards-based curriculum that will allow all of the students to learn to their fullest potential and demonstrate proficiency toward the standards?What can you do to address the
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
Discuss what happens when children develop two languages.
Address whether dialect differences affect learning and discuss what teachers can do.
Describe the meaning of culture and discuss how cultural diversity in American schools today is related to learning and teaching.
Explain how race, ethnicity, prejudice, discrimination, and stereotype threat might affect student learning and achievement in schools.
Describe the development of gender, gender identity, and sexual orientation and discuss their role in teaching and learning.
Define multicultural education and apply research on diversity to the creation of culturally compatible classrooms.
1. Socioeconomic status and school achievement are often correlated. Which one of the following statements is not true regarding the relationship between SES and levels of achievement?A. The longer a child lives in poverty, the greater the impact on achievement.B. Children who are poor are no more
2. Educators often assume students are not bright because they have inadequate resources at home. This inadequacy manifests itself as a lack of familiarity with school-related activities. When this occurs, what is the likely outcome?A. These students work harder to prove themselves to their
3. Damon, an African American student in Diane Collins’s math class, pushed his math test away after a few minutes and proclaimed, “This is stupid. I don’t know why we even have to do this.” What is Ms. Collins most likely to think?A. She should send Damon to the principal’s office for
4. To avoid gender bias in his fourth-grade classroom, Mr. Bonner used gender-free language, provided positive role models, and ensured that all students had opportunities to engage in various activities by rotating classroom jobs and activities. His school was also experimenting with single-sex
5. To acquire a better understanding of Paulo and make school a more positive experience, what three types of relationships would assist Paulo as well as Miss Wyant?
6. What aspects of culturally relevant teaching might Katie Wyant employ to assist Paulo Nzambi in his transition to an American classroom?
If you teach older students, what can you do about student groups that define themselves by who cannot be members?
If you found that your students had created a club that excluded non-White students, what would you do?
Compare and contrast immigrant, refugee, and Generation 1.5 students, including their learning characteristics and needs.
Discuss teaching methods for English language learners including English immersion, bilingual instruction, and sheltered instruction.
Discuss how teachers can recognize special learning needs and talents when they do not speak their students’ first language.
1. During the 1960s and 1970s, some educators suggested that students of color and students living in poverty were culturally disadvantaged. The cultural deficit model implied students’ home cultures were inferior because they failed to prepare students to fit into school. What is the current
2. Ms. Carney decided to visit the Mexican families of her ELL students to gain a better understanding of their backgrounds and culture. Drawing upon the research of Luis Moll and current best practices, what do you think Ms. Carney decided to do with the new information she gained from her family
3. Once Mr. Heney learned that his Asian ELL students consider it rude to ask the teacher questions because questioning implies that the teacher has done a poor job of teaching, he could generalize to which one of the following assumptions?A. If his English language learners are not asking
4. One important way in which a teacher can motivate students is to show an interest in their lives. All but which one of the following are appropriate motivational strategies that demonstrate an interest in the lives of students from diverse backgrounds?A. Incorporate students’ traditions into
5. What are the four general profiles of English learners in today’s classroom with which Nick should familiarize himself?
6. What tips could you offer Nick Takis that would help him to promote language learning in his class?
Would you investigate to learn more about this “Club”?How?
Could this be a case of a classically conditioned phobia?
1.1 Describe the key elements of the No Child Left Behind Act and its successor, the Every Student Succeeds Act, and discuss the continuing impact of testing and accountability for teachers and students.
How will you decide if the students are not developmentally ready for this material?
1. Provide a definition of development that takes into account three agreed-upon principles and describe three continuing debates about development, along with current consensus on these questions.
2. Summarize research on the physical development of the brain and possible implications for teaching.
3. Explain the principles and stages presented in Piaget's theory of cognitive development, including criticisms of his theory.
4. Explain the principles presented in Vygotsky's theory of development, including criticisms of his theory.
1. Human capabilities—intelligence, communication, problem solving, and so on—emerge from each person’s unique synaptic activity overlaid on his or her genetically endowed brain anatomy; nature and nurture are in constant activity together.The brain can place some limits on learning in the
2. Many cognitive functions are differentiated; they are associated with different parts of the brain. Using a range of modalities for instruction and activities that draw on different senses may support learning—for example, using maps and songs to teach geography. Using different modalities
3. The brain is relatively plastic, so enriched, active environments and flexible instructional strategies are likely to support cognitive development in young children and learning in adults. The brain is constantly changing at many levels from cells to connections to remapping skills in new areas
4. Changing the brain takes time, so teachers must be consistent, patient, and compassionate in teaching and reteaching in different ways, as Nico’s and Brooke’s parents and teachers could tell you. Don’t overwhelm the brain with a heavy cognitive load(see Chapter 8 ) that presents too much
5. Some learning disorders may have a neurological basis; neurological testing may assist in diagnosing and treating these disorders, as well as in evaluating the effects of various treatments.
How would you give your students concrete experiences with symbolism?
What more would you do to "listen" to your students' thinking so you could match your teaching to their level of thinking?
1.2 Discuss the essential features of effective teaching, including different frameworks describing what good teachers do.
1.3 Describe the methods used to conduct research in the field of educational psychology and the kinds of questions each method can address.
1.4 Recognize how theories and research in development and learning are related to educational practice.
1. Novice teachers face numerous tasks and scenarios with which they have little prior experience. For teachers currently entering the field, which of the following is not a challenge they are apt to encounter?A. Students who may exhibit superior technology skills as compared to their teachers B.
2. Both students and teachers work harder and persist longer when they have a high sense of efficacy. Which of the following does not enhance self-efficacy in both students and teachers?A. Formal school relationships that focus solely on skills B. Day-to-day success in achieving tasks C. High
3. All the students in Ms. Clare’s third-grade class engage in weekly test reviews. Ms. Clare believes that these reviews will enhance student retention when standardized testing occurs in the spring.Which of Ms. Clare’s students under the Every Student Succeeds Act (ESSA) will have his or her
4. Identify the methods Sandra Chapman uses to encourage attendance, and explain why these methods might have been unsuccessful.
5. What advice would you offer Sandra Chapman as she prepares to develop new methods?
What do these students' reactions tell you about children's thinking?
How would you approach this unit?
6. Learning from real-life problems and concrete experiences helps students construct knowledge and also gives them multiple pathways for learning and retrieving information. Knowledge learned should be clearly connected with situations in which it is useful. “Inert” knowledge that is memorized
7. The brain seeks meaningful patterns and connections with existing networks, so teachers should tie new information to what students already understand and help them form new connections. Use both concrete and abstract examples where possible and ask students to think of their own examples.
1. Cognitive development requires both physical and social stimulation.
2. To develop thinking, children have to be mentally, physically, and linguistically active. They need to experiment with, talk about, describe, reflect on, write about, and solve problems. But they also benefit from teaching, guidance, questions, explanations, demonstrations, and challenges to
3. Teaching students what they already know is boring. Trying to teach what the student isn’t ready to learn is frustrating and ineffective.
4. Challenge with support will keep students engaged but not fearful.
1. Mr. Winstel was worried about his former star student, Ramon.As the seventh-grade year progressed, Ramon was frequently being called into the principal’s office for skateboard stunts that broke school rules and bordered on dangerous. Recently, Ramon’s parents contacted Mr. Winstel to alert
2. Miss McClintock discovered that five of the children in her class were developmentally advanced. All of the students’ language skills were exploding! Although many of the students still had trouble sharing, a few appeared to understand that by sharing, everyone could be happy. Finally, there
3. In introducing students to persuasive advertising methods, which of the following approaches would be most apt to lead to student retention?A. Determine what students already know about the topic, and connect new information to their prior knowledge.B. Have students initially watch several
4. Research studies involving the brain and learning indicate that all but which one of the following statements is true?A. There is no such thing as “left-brain” and “right-brain”thinking.B. The production of new neurons continues into adulthood.C. Using different modalities for
How would you respond to each of the girls?
What-if anything-would you say to your other students?
2. Tie assignments to these funds of knowledge, and use community experts to evaluate assignments.
1. Identify family knowledge by having students interview each other’s families about their work and home knowledge (agriculture, economics, manufacturing, household management, medicine and illness, religion, child care, cooking, etc.).
8. Because the brain naturally looks for patterns and makes predictions about what to expect, feedback is critical, because feedback is a form of evidence to help the brain correct and improve its predictions.
9. It takes a long time and extensive practice to build and consolidate knowledge. Numerous visits and practice in different contexts and distributed over time (not all at once) help to form strong, multiple connections. Changing the brain (learning) benefits from elaborating, extending, and
10. Large, general concepts should be emphasized over small specific facts so students can build enduring, useful knowledge categories and associations that are not constantly changing.
11. Stories should be used in teaching. Stories engage many areas of the brain—memories, experiences, feelings, and beliefs. Stories also are organized and have a sequence—beginning, middle, end—so they are easier to remember than unrelated or unorganized information.
12. Emotions and health affect learning—positive emotions can support learning and memory, whereas negative emotions can interfere.Emotions also are related to motivation, as you will see in Chapter 12 . Stress, lack of sleep, poor nutrition, and lack of exercise all can affect the brain’s
13. Helping students understand how activity (distributed practice, problem solving, making connections, inquiry, etc.) changes their brain and how emotions and stress affect attention and memory can be motivating, leading to greater self-efficacy and selfregulated learning (we talk more about this
1. When students are beginning new tasks or topics, provide models, prompts, sentence starters, coaching, and feedback. As the students grow in competence, give less support and more opportunities for independent work.
2. Give students choices about the level of difficulty or degree of independence in projects; encourage them to challenge themselves but to seek help when they are really stuck.
1. Teach students to use learning and organizational strategies, research tools, language tools (wikis, dictionaries, or computer searches), spreadsheets, and word-processing programs.
2. Model the use of tools; show students how you use an appointment book or calendar app on your smartphone to make plans and manage time, for example.
Are there ways you can address the issues raised by this situation in your classes?
Differentiate between behavioral and cognitive views of learning, including the role of knowledge in the cognitive view.
3. Tie the new material to previous lessons—show an outline or map of how the new topic fits with previous and upcoming material.
1. Arouse curiosity with questions such as “What would happen if?”
2. Create shock by staging an unexpected event such as a loud argument just before a lesson on communication.
3. Alter the physical environment by changing the arrangement of the room or moving to a different setting.
4. Shift sensory channels by giving a lesson that requires students to touch, smell, or taste.
5. Use movements, gestures, and voice inflection—walk around the room, point, and speak softly and then more emphatically. (My husband has been known to jump up on his desk to make an important point in his college classes!)
1. Ask students why the material is important, how they intend to study, and what strategies they will use.
2. Give students self-checking or self-editing guides that focus on common mistakes or have them work in pairs to improve each other’s work—sometimes it is difficult to pay attention to your own errors.
1. Rachel had been practicing her multiplication tables for weeks before her yearly standardized test. She knew all of her facts completely. This type of knowledge that Rachel now has attained does not require attention and concentration. This process is known as which one of the following?A.
2. Elaboration occurs when one adds meaning to new information by connecting with already existing knowledge. In other words, we apply our schemas and draw on already existing knowledge to construct an understanding. Which of the following is NOT true of elaboration?A. Elaboration can occur
2. Explain the reasons for learning, and ask students for examples of how they will apply their understanding of the material.
1. Write the goals or objectives on the board, and discuss them with students before starting. Ask students to summarize or restate the goals.
Explain early information processing models of memory and recent cognitive science models, including working memory, cognitive load theory, and individual differences in working memory.
Describe current views of long-term memory, particularly the contents and types of long-term memory, individual differences, and the processes of retrieving information from long-term memory.
Describe strategies for supporting students’ construction of longlasting knowledge.
1. Develop a signal that tells students to stop what they are doing and focus on you. Some teachers move to a particular spot in the room, flick the lights, tap the table, or play a chord on the class piano. Mix visual and auditory signals.
2. Avoid distracting behaviors, such as tapping a pencil while talking, that interfere with both signals and attention to learning.
3. Give short, clear directions before, not during, transitions.
4. Be playful with younger children: Use a dramatic voice, sensational hat, or clapping game (S. A. Miller, 2005).
1. Walk to the child, look into his or her eyes.
2. Speak in a firm but nonthreatening voice.
3. Use the child’s name.
3. Miss Campbell wanted to ensure that her driver’s education students were safe under all circumstances. To ensure this, she had her students drive in the rain and snow. She also made sure they had adequate practice for driving in traffic and on the highway. Miss Campbell was encouraging the
4. Cognitive load is a term that refers to the amount of mental resources, mostly working memory, required to perform a particular task. Of the two types of cognitive load, which can instruction support by asking students to explain the material to each other or to themselves, drawing or charting
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