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Educational Psychology 14th Edition Anita Woolfolk - Solutions
3. Ellen Baker knew that her new job in a middle school would require that she understand differentiated instruction. Using this strategy, her students would be more apt to progress and master the concepts they needed to succeed throughout their school years. One of the techniques she decided to
4. Teachers sometimes make determinations about their students’abilities based on little evidence. When teachers expect their students will not do well, their words and actions can make that expectation come true regardless of the validity. This effect is referred to as which one of the
5. In what ways can Casey Yost avoid writing objectives that are too general?
1. Return papers that do not meet standards with specific suggestions for improvements.
2. Try to grade student work without knowing the identity of the student. Ask another teacher to give you a “second opinion” from time to time.
2. Offer a wide range of problems, and encourage all students to try a few of the harder ones for extra credit.Find something positive about these attempts.
3. Make sure your high expectations come with academic and emotional support for students’ struggles. “Holding high standards without providing a warm environment is merely harsh. A warm environment without high standards lacks backbone” (Jussim, 2013).
1. Give them prompts, cues, and time to answer.
2. Give ample praise for good answers.
3. Call on low achievers as often as you do high achievers.
1. Check readers and library books. Is there ethnic diversity?
2. Ask students to research and create their own materials, based on community or family sources.
1. Use a checking system to be sure you call on and include all students.
2. Monitor the content of the tasks you assign. Do boys get the “hard” math problems to work at the board? Do you avoid having students with limited English give oral presentations?
1. Make sure equal offenses receive equal punishment. Find out from students in an anonymous questionnaire whether you seem to be favoring certain individuals.
6. List several strategies that Casey can employ during instruction to teach her students more effectively.
1. In mathematics class, ask students to point out all the examples of right angles that they can find in the room.
3. Refrain from using pet phrases such as you know, like, and Okay?
4. Record one of your lessons to check yourself for clarity.
5. Give explanations at several levels so all students, not just the brightest, will understand.
6. Focus on one idea at a time, and avoid digressions.
1. “The North had an advantage in the Civil War because its economy was based on manufacturing.”
2. Explanatory links are also helpful in labeling visual material such as graphs, concept maps, or illustrations.
1. “The next area,” “Now we will turn to,” or “The second step is.”
2. Outline topics, listing key points, drawing concept maps on the board, or using an overhead projector.
1. Tell students why the lesson is important. Have a better reason than “This will be on the test” or “You will need to know it next year.” Emphasize the value of the learning itself.
2. Be sure to make eye contact with the students.
2. Use specific (and, if possible, colorful) names instead of it, them, and thing.
1. Avoid vague words and ambiguous phrases: Steer clear of “the somes”—something, someone, sometime, somehow; “the not verys”—not very much, not very well, not very hard, not very often; and other unspecific fillers, such as most, not all, sort of, and so on, of course, as you know, I
2. In teaching about islands and peninsulas, use maps, slides, models, postcards.
1. Provide objectives that help students focus on the purpose of the lesson.
2. Begin lessons by writing a brief outline on the board, or work on an outline with the class as part of the lesson.
3. If possible, break the presentation into clear steps or stages.
4. Review periodically.
1. Plan a clear introduction to the lesson that tells students what they are going to learn and how they will learn it.
2. Do the exercises and anticipate student problems—consult the teachers’ manual for ideas.
3. Have definitions ready for new terms, and prepare several relevant examples for concepts.
4. Think of analogies that will make ideas easier to understand.
5. Organize the lesson in a logical sequence; include checkpoints that incorporate oral or written questions or problems to make sure the students are following the explanations.
3. Vary your pace and volume in speaking. Use silence for emphasis.
1. At the beginning of a unit, send home a list of the main objectives, examples of major assignments, key due dates, a homework “calendar,” and a list of free resources available at libraries or on the Internet.
1. Create a class lesson about how family members use math and reading in sewing and in house construction(Epstein & Van Voorhis, 2001).
2. Design interactive homework projects that families do together to evaluate needed products for their home, for example, deciding on the best buy on shampoo or paper towels.
1. “What’s your opinion, Joel?” or “Does anyone have another opinion?”
2. Don’t wait until there is a deadly silence to ask shy students to reply. Most people, even those who are confident, hate to break a silence.
1. “That’s an unusual idea, Steve. Kim, what do you think of Steve’s idea?”
2. “That’s an important question, John. Maura, do you have any thoughts about how you’d answer that?”
3. Encourage students to look at and talk to one another rather than wait for your opinion.
1. Ask a second student to summarize what the first student said; then, the first student can try again to explain if the summary is incorrect.
2. “Karen, I think you’re saying. . . . Is that right, or have I misunderstood?”
1. “That’s a strong statement. Do you have any evidence to back it up?”
3. Locate free help in public libraries, and make these resources known.
2. If students have computers, provide lists of Internet help lines.
2. Provide a clear, concise description of your homework policy, including how homework is counted toward class grades, as well as consequences for late, forgotten, or missing homework.
1. Have some homework assignments that are fun and involve the whole family—puzzles, family albums, watching a television program together and doing a“review.”
2. In conferences, ask families how you could help them to support their child in completing and learning from homework. Checklists? Background reading? Web sites?Explanations of study skills?
1. Remind families that “helping with homework” means encouraging, listening, monitoring, praising, discussing, brainstorming—not punishing, harassing, threatening, helping when help isn’t needed, or doing the work for their child.
2. Encourage families to set aside a quiet time and place for everyone in the family to study. Make this time a regular part of the daily routine.
3. Encourage parents to focus on modeling and supporting time management and persistence skills in doing homework: homework before play, friends, TV, games, or screen time.
4. Make sure the needed materials are all available so the child won’t interrupt homework to find a pen or ruler.
1. Find out what responsibilities the child has at home—how much time is available for homework.
2. Periodically, have a “homework hotline” for call-in questions and suggestions.
1. Assign study buddies who can be available over the phone.
2. “Did you consider any other alternatives?”
3. With complicated assignments, give students a sheet describing what to do, what resources are available, due dates, and so on. Older students should also be told your grading criteria.
1. Teach students how to ask explicit questions about what they do not understand.
1. Have students predict what will happen in an experiment, then show them whether they were right or wrong.
2. Provide quotes from history, and ask students to guess who said it.
3. Use high-novelty reading materials with elements such as active/emotional verbs (clinging vs. walking), unfamiliar characters (orangutan vs. fox), unusual adjectives (hairy vs. brown), and surprising endings (Beike & Zentall, 2012).
1. Monitor activities to make sure no students are being put under undue pressure.
2. During competitive games, make sure all students involved have a reasonable chance of succeeding.
3. Experiment with cooperative learning activities.
1. Ask anxious students questions that can be answered with a simple yes or no, or some other brief reply.
2. Give anxious students practice in speaking before smaller groups.
1. Write test instructions on the board or on the test itself instead of giving them orally.
2. Check with students to make sure they understand. Ask several students how they would do the first question, exercise, or sample question on a test. Correct any misconceptions.
2. Darwin’s notes in biology.
1. Letters and diaries in history.
2. Recognize students who are helpful.
3. Train class experts for some ongoing needs such as technology guides or progress checkers.
1. With a teacher in another school, establish pen pals across the classes. Through writing letters, students exchange personal experiences, photos, drawings, written work, and ask and answer questions (“Have you learned cursive writing yet?” “What are you doing in math now?” “What are
2. Identify classroom experts for different assignments or tasks. Who knows how to use the computer to create graphics? How to search the Web? How to cook? How to use an index?
3. Have a “Switch Day” when students exchange roles with a school staff member or support person. Students must research the role by interviewing their staff member, prepare for the job, dress the part for the day they take over, and then evaluate their success after the switch.
1. Have students design and conduct interviews and surveys to learn about each other’s interests.
2. Keep the class library stocked with books that connect to students’ interests and hobbies.
3. Allow choices (stories in language arts or projects in science) based on students’ interests.
1. Share your own hobbies, interests, and favorites.
2. Tell students there will be a surprise visitor; then dress up as the author of a story and tell about “yourself” and your writing.
3. If you are using a new format or starting a new type of task, give students examples or models to show how it is done.
1. Give occasional take-home tests.
3. Finally, we want our students to be cognitively engaged—to think deeply about what they study, not just finish it (Blumenfeld, Puro, & Mergendoller, 1992).
1. Give students frequent opportunities to respond through questions and answers, short assignments, or demonstrations of skills and correct problems quickly. You don’t want students to practice errors too long.
2. When possible, have students create a finished product. They will be more persistent and focused on the task when the end is in sight.For example, I often begin a house-painting project thinking I will work for just an hour and then find myself still painting hours later because I want to see
3. Avoid heavy emphasis on grades and competition. An emphasis on grades forces students to focus on performance, not learning.Anxious students are especially hard hit by highly competitive evaluation.
4. Reduce the task risk without oversimplifying it. When tasks are risky(failure is likely and the consequences of failing are grave), student motivation suffers. For difficult, complex, or ambiguous tasks, provide students with plenty of time, support, resources, help, and the chance to revise or
5. Model motivation to learn for your students. Talk about your interest in the subject and how you deal with difficult learning tasks (Xu, Coats, & Davidson, 2012).
6. Teach the particular learning strategies that students will need to master the material being studied. Show students how to learn and remember so they won’t be forced to fall back on selfdefeating strategies or rote memory.
1. In an informal setting, around coffee or snacks, meet with families individually or in small groups to listen to their goals for their children.
2. Mail out questionnaires or send response cards home with students, asking what skills the families believe their children most need to work on. Pick one goal for each child, and develop a plan for working toward the goal both inside and outside school. Share the plan with the families, and ask
1. Ask a member of the family to share a skill or hobby.
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