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Educational Psychology 14th Edition Anita Woolfolk - Solutions
2. Students should be taught self-regulatory (conditional)knowledge about when, where, and why to use various strategies.Although this may seem obvious, teachers often neglect this step.A strategy is more likely to be maintained and employed if students know when, where, and why to use it.
3. Students may know when and how to use a strategy, but unless they also develop the desire to employ these skills, general learning ability will not improve. Remember, left to their own, many students, adult students included, fall back on comfortable but ineffective strategies, even if they know
4. Students need to believe that they can learn new strategies, that the effort will pay off, and that they can “get smarter” by applying these strategies.
5. Students need background knowledge and useful schemas in the area being studied to make sense of learning materials. It will be difficult to find the main idea in a paragraph about ichthyology, for example, if you don’t know much about fish. So students may need direct instruction in key
1. Can they separate relevant from irrelevant information?
2. Are they aware of the assumptions they are making?
3. Encourage them to visualize the problem by diagramming or drawing it.
4. Ask them to explain the problem to someone else. What would a good solution look like?
1. Suggest several different possibilities yourself, and then ask students to offer some.
2. Give students practice in taking and defending different points of view on an issue.
1. Students must be exposed to a number of different strategies, not only general learning strategies but also very specific strategies for particular subjects, such as the graphic strategies described later in this section.
Explain what characterizes robust knowledge, how to recognize it, and how teaching can develop robust knowledge.
5. Explain the three types of knowledge Mr. Beech’s students probably had to use while taking the algebra test.
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?
How would you help your students evaluate the information they are finding on the Web?
Beyond this immediate issue, how will you help students think more critically about the subjects you are teaching?
How will you take into account the cultural beliefs and values of your students as you support their critical thinking?
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.
1. Offer individual problems as well as group problems, so that each student has the chance to practice.
If so, what would you do?
1. Praise and appreciate the student’s efforts, accomplishments, and actions—especially when the actions help others.
2. Don’t evaluate the student’s character or personality—praise the action, not the person.
1. Praise progress or accomplishment in relation to the individual student’s past efforts.
2. Focus the student’s attention on his or her own progress, not on comparisons with others.
1. Don’t imply that the success may be based on luck, extra help, or easy material.
2. Ask students to describe the problems they encountered and how they solved them.
1. Don’t attempt to influence the rest of the class by singling out some students for praise. This tactic frequently backfires, because students know what’s really going on. In addition, you risk embarrassing the student you have chosen to praise.
2. Don’t give undeserved praise to students simply to balance failures. It is seldom consoling and calls attention to the student’s inability to earn genuine recognition.
3. Don’t use “caboosing”—tacking a criticism on at the end, as in “Good job on completing your homework this week.Why can’t you do that every week?” (Kazdin, 2008).
1. Reward the attainment of specified goals, not just participation.
2. Make sure the student understands the specific action or accomplishment that is being praised. Say, “I am impressed that you made sure everyone in your group got a chance to speak,” not, “Good job leading the group.”
1. Make sure praise is tied directly to appropriate behavior.
What functions might this behavior be serving?
How would you support more positive behaviors and help
the student find other ways to meet his needs?
Would giving rewards or administering punishments be
useful in this situation? Why or why not?
Define learning from a behavioral perspective, including ties to neuroscience and the processes involved in learning through contiguity, classical conditioning, operant conditioning, and observational learning.
Explain early views of learning through contiguity and classical conditioning and describe their implications for teaching.Explain operant conditioning, particularly the differences and similarities between positive and negative reinforcement and presentation and removal punishment and how
Apply behavioral approaches to modifying behavior in and out of the classroom using applied behavioral analysis approaches to encourage and discourage behaviors, shaping, positive practice, contingency contracts, token reinforcement, group consequences, and the appropriate use of punishment.
Apply functional behavioral assessment, positive behavioral supports, and self-management techniques.
Evaluate contemporary challenges to behavioral theories of learning and address concerns about their application.
2. Do not reward uninvolved students just for being quiet and not disrupting the class.
3. Tie praise to students’ improving competence or to the value of their accomplishment. Say, “I noticed that you double-checked all your problems. Your score reflects your careful work.”
1. Review your class list occasionally to make sure all students are receiving some reinforcement.
2. Set standards for reinforcement so that all students will have a chance to be rewarded.
3. Check your biases. Are boys getting more opportunities for reinforcement than girls, or vice versa? How about students of different races?
1. Let students suggest their own reinforcers or choose from a “menu” of reinforcers with “weekly specials.”
2. Talk to other teachers or parents about ideas for reinforcers.
1. After a long springtime filled with many bee stings, several of the kindergartners at Teddy Bear Cave Kindergarten refused to go outside for activities on the playground. Once an exterminator found and removed the nest, Miss Cochran announced the bees were gone. Later that day when Miss Cochran
2. Which one of the following behavioral principles does NOT apply to all people?A. No one eagerly repeats behaviors that have been punished or ignored. Without some sense of progress, it is difficult to persist.B. When actions lead to consequences that are positive for the person involved, those
3. Several of the students in Mr. Camp’s class had difficulty behaving in line. He thought he had managed to get them under control with reinforcement. He had been giving them a token every time they lined up in an orderly fashion. While it initially worked like magic, now the students were
4. Applied behavior analysis requires several steps for a behavior to be changed. Which of the following is NOT one of the required steps?A. Clear specification of the behavior to be changed and careful measurement of the behavior B. Analysis of the antecedents and consequences that might be
5. Is Miss Kemp doing anything that actually contributes to Haley’s poor behavior? Explain your answer.
2. At the beginning of the year, as students enter class, call their attention to a chart posted on the board listing all of the materials they should have with them when they come to class.
1. Put up humorous signs in the classroom to remind students of rules.
1. When presenting class rules, set up positive consequences for following rules as well as negative consequences for breaking rules.
2. Recognize honest admissions of mistakes by giving a second chance: “Because you admitted that you copied your paper from a book, I’m giving you a chance to rewrite it.”
3. Offer desired rewards for academic efforts, such as extra recess time, exemptions from homework or tests, or extra credit on major projects.
1. Find and comment on something good in every student’s first life drawing.
2. Reinforce students for encouraging each other. “French pronunciation is difficult and awkward at first. Let’s help each other by eliminating all giggles when someone is brave enough to attempt a new word.”
1. Offer surprise rewards for good participation in class.
2. Start classes with a short, written extra-credit question.Students don’t have to answer, but a good answer will add points to their total for the semester.
3. Make sure the good students get compliments for their work from time to time. Don’t take them for granted.
1. Watch what students do with their free time.
2. Notice which students like to work together. The chance to work with friends is often a good reinforcer.
6. What could one assume about Miss Kemp’s reprimands if Haley’s behavior has not decreased?How could you help these students retain and retrieve the necessary information?What are your options besides a rote memory approach?How would you use what the students already know to help them learn in
What do you need to know about motivation to solve these problems?
1. Jointly define the conflict. Separate the person from the problem and the actions involved, avoid win–lose thinking, and get both parties’ goals clear.
3. Contact businesses for donations of computers, printers, or other equipment.
1. Talk to families over the phone or in their home. Keep good records about the problem behavior.
2. Listen to family members, and solve problems with them.
1. What is the aim of classroom management?A. To keep an orderly classroom B. To establish the primacy of the teacher C. To sustain a quiet and disciplined environment D. To maintain a positive productive learning environment
2. Which of the following is NOT a benefit of teaching students to be self-regulated?A. Students demonstrate the ability to fulfill their own needs without interfering with the rights and needs of others.B. Teachers have fewer management problems, less stress, and more time to teach.C. Students
3. Mr. Ruiz was constantly plagued by students disrupting his English class. Determined to finally gain control, he resorted to afterschool detention, dropping letter grades, and belittling his students. When his evaluation by the principal occurred at the end of the term, he received low scores on
4. Which of the following techniques is recommended for approaching and disciplining a student who may be prone to explosive behavior?A. Move swiftly and get as close to the misbehaving student as possible.B. Ensure that there are several witnesses to the confrontation.C. Be respectful and brief.D.
5. List several simple ways in which Ginny Harding can quickly stop the boys from misbehaving.
6. Routines and procedures can also reduce the incidence of misbehavior by assisting students in smooth transitions from one activity to another. List several classroom operations and activities that should have an established routine or procedure.
How would you differentiate instruction for these very dissimilar students?
2. Find family members who can build shelves or room dividers, paint, sew, laminate manipulatives, write stories, repot plants, or network computers.
1. Have students write letters to carpet and furniture stores asking for donations of remnants to carpet a reading corner.
2. Exchange positions and interests. Present a tentative proposal, and make a case for it; listen to the other person’s proposal and feelings; and stay flexible and cooperative.
3. Reverse perspectives. See the situation from the other person’s point of view, and reverse roles and argue for that perspective.
4. Invent at least three agreements that allow mutual gain. Brainstorm, focus on goals, think creatively, and make sure everyone has power to invent solutions.
5. Reach an integrative agreement. Make sure both sets of goals are met. If all else fails, flip a coin, take turns, or call in a third party—a mediator.
1. At a Family Fun Night, have your students do skits showing the rules—how to follow them and what breaking them “looks like” and “sounds like.”
2. Make a poster for the refrigerator at home that describes, in a light way, the most important rules and expectations.
3. For older students, give families a list of due dates for the major assignments, along with tips about how to encourage quality work by pacing the effort—avoiding last-minute panic. Some schools require family members to sign a paper indicating they are aware of the due dates.
4. Communicate in appropriate ways—use the family’s first language when possible. Tailor messages to the reading level of the home.
1. Send positive notes home when students, especially students who have had trouble with classroom management, work well in the classroom.
2. Give ideas for ways any family, even those with few economic resources, can celebrate accomplishment—a favorite food; the chance to choose a game to play; a comment to a special person such as an aunt, grandparent, or minister; the chance to read to a younger sibling.
Do different philosophies of teaching provide different answers to this question?
How will you grade work if you have successfully differentiated instruction?
2. Ask students to explain the meaning of the learning targets. If they can’t give specific examples of what you mean, the targets are not communicating your intentions to your students.
1. If the goal is the memorization of vocabulary, give the students memory aids and practice exercises.
2. If the goal is the ability to develop well-thought-out positions, consider position papers, debates, projects, or mock trials.
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