Educational Psychology 15th Edition Anita Woolfolk Hoy - Solutions

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1. Specify standards by developing a rubric with students.Show anonymous examples of poor, good, and excellent work from previous classes.
2. Explain to younger students in a low-pressure manner how their work will be evaluated.
1. Give older students a handout describing the assignments, tests, grading criteria, and schedule.
8. Use teacher assessment. In your grading, be sure to use the same rubric students used to assess their work.
7. Revise. Always give students time to revise their work based on the feedback they get in Step 6.
6. Use self- and peer assessment. Give students their task.As they work, stop them occasionally for self- and peer assessment.
5. Practice on models. Have students use the rubrics to evaluate the models you gave them in Step 2.
4. Articulate gradations of quality. Describe the best and worst levels of quality; then fill in the middle levels based on your knowledge of common problems and the discussion of not-so-good work.
3. List criteria. Use the discussion of models to begin a list of what counts in quality work.
2. Look at models. Show students examples of good and not-so-good work based on composites of work not linked to individual students. Identify the characteristics that make the good ones good and the bad ones bad.
1. Make sure the skill to be assessed is important and can be taught. It takes time to develop good rubrics, so make sure the skill being assessed is worth everyone’s time and that the skill can be improved with instruction and practice.
2. Examine your students’ portfolios frequently, especially early in the year when they are just getting used to the idea. Give constructive feedback.
1. Keep models of very well done portfolios as examples, but stress that each portfolio is an individual statement.
2. Ask students to include descriptions of activities outside class that reflect the growth illustrated in the portfolio.
1. Ask students to make a “history” of their progress along certain dimensions and to illustrate points in their growth with specific works.
3. Throughout the year, the portfolios may be the basis for family night conferences. Students can lead the discussion and explain to their family what they have learned by talking them through their portfolios.
2. At the end of the year, it should contain only what the student is willing to make public.
1. Early in the year, it might hold unfinished work or“problem pieces.”
2. Ask students to relate the goals of learning to the contents of their portfolios.
1. Include a representative selection of projects, writings, drawings, and so forth.
4. Model self-criticism of your own productions.
3. Include self- and peer critiques, indicating specifically what is good and what might be improved.
2. Have each student write a “guide” to his or her portfolio, explaining how strengths and weaknesses are reflected in the work included.
1. Ask students to include a rationale for their selections.
2. For their final submissions, ask students to select pieces that best show how much they have learned.
1. During the unit or semester, ask each student to select work that fits certain criteria, such as “my most difficult problem,” “my best work,” “my most improved work,” or“three approaches to.”
Before a major test, do a free write on these prompts “What exactly will be on the test?” “What kinds of questions will be asked (multiplechoice, essay, etc.)?” “How well will I do?” “What do I need to study to make sure I am ready?”
In pairs, make up questions that might be on the test, explain why those are good questions, and then answer them together.Look back at earlier work and analyze how they have grown by describing “I used to think . . . but now I know. . . .” After doing a few of these analyses, summarize using a
Analyze their strengths and weaknesses before starting a project, then discuss with the teacher or peers how they will use their strengths and overcome their weaknesses as they work on the project.
Learn about the criteria for judging work by examining and discussing with a peer examples of good, average, and poor products or performances. Then pick a poor example, and revise to improve it.Describe to the teacher or a peer (orally or in writing) the way they approached an assignment, the
3. If you were to describe the physical concept of sound to your best friend, what music would you use to demonstrate this concept?
2. Compare and contrast magnetic, electronic, and gravitational fields.
1. How can you determine the coefficient of friction if you know only the angle of the inclined plane?
4. The main consideration in judging the adequacy of a textbook or standard achievement test is the match between its test questions and what pupils were taught in their classes:a. Are questions similar to the teacher’s goals and instructional emphases?b. Do questions require pupils to perform
3. The more classroom instruction deviates from the textbook, the less valid the textbook tests are likely to be.
2. Textbook and standard tests are designed for the typical classroom, but because few classrooms are typical, most teachers deviate somewhat from the text to accommodate their pupils’needs.
1. The decision to use a textbook test or pre-made standard achievement test must come after a teacher identifies the learning goals that he or she has taught and now wants to assess.
Explain how to interpret common standardized test scores(percentile rank, stanine, grade-equivalent, scale score) as well as current issues and criticisms concerning accountability and teacher evaluation, high-stakes assessment, growth versus proficiency tests, and value-added approaches.
Describe the effects of grading on students and the types of strategies teachers can use to communicate to parents about grades.
Explain how to use formative assessment to improve instruction and describe ways to design and evaluate authentic assessments,including portfolios, exhibitions, performances, and the development of rubrics.
Describe two kinds of test interpretations (norm-referenced and criterion-referenced), how to use selected-response and constructed-response/essay testing appropriately in teaching, and the advantages as well as criticisms of traditional testing.
Describe the basics of assessment including types of assessments(standardized tests, classroom assessments, and measurements, as well as formative, interim, and summative assessments) and explain how reliability, validity, and absence of bias are used to understand and judge assessments.
How will these issues affect the grade levels you will teach?
What do you think of the wide range of criteria being used by different teachers—is this fair to students?
How would you justify your system to the principal and to the students’ families, especially when the teachers in your school are using so many different criteria?
How would you put all the elements together to determine a grade for every student for every marking period?
Would you include credit for behaviors such as group participation or effort?
What would you choose as your major graded assignments and projects?
Which of the following is true regarding extrinsic motivation?A. Extrinsic motivation should be avoided at all costs because it undermines a student’s intrinsic desire.B. Extrinsic motivation is not associated with grades and incentives.C. Extrinsic motivation may be necessary to initially
Explain why Stephanie’s plan to provide early remediation when students are struggling is a good idea.
How can Stephanie Wilson support self-determination and autonomy in her classroom?
How would you handle this situation?
Who should be involved?
What would you do about the verbal homophobic and racial insults?
How would you help your students to collaborate with each other in a meaningful way, even when they are far apart?
Teachers who select all content for their students and insist on students accomplishing their assignments on their own neglect which of the following aspects of self-determination?A. Autonomy and competence B. Autonomy and relatedness C. Relatedness and competence D. Autonomy, relatedness, and
Why should educators concern themselves with Abraham Maslow’s hierarchy of needs?A. The stages in students’ development might determine their ability to be successful in certain subjects.B. Social and emotional growth can impact students in their ability to cooperate with their peers.C.
Miss Johnson would like her students to be motivated to do their work without bribing them with treats or promises of extra recess time. Which one of the following is the type of motivation she should encourage in her students?A. Extrinsic B. Intrinsic C. Locus of control D. Relatedness
Explain how teachers can influence and encourage students’motivation to learn.We began our examination of motivation in the previous chapter when we explored students’ beliefs about their capabilities—their self-efficacy. We broaden our examination of motivation in this chapter given the
Describe the role of interests, curiosity, flow, emotions, and anxiety in motivation.
Discuss how students’ beliefs and attributions about their school experiences and their ability mindsets can influence motivation.
Discuss how students’ expectations for success, value of the task, and perceptions of cost can influence motivation.
Describe the different kinds of goal orientations and examine their influences on motivation.
Explain how learners’ needs—including the needs for competence, autonomy, and relatedness—influence their motivation to learn.
Define motivation and describe the differences between intrinsic and extrinsic motivation.
How would you get your students to be both independent and engaged when they were learning remotely?
As you plan for similar possibilities in the future, what online or hybrid strategies, resources, assignments, or assessments would you incorporate into your curriculum for the year?
Did you organize your thoughts and make a Table of Contents?
Did you pick the right kind of paper and illustrate your book clearly?
Did you reread your work to check for SOUND, SENSE, ORDER, and GOOFS?
What is the problem asking me?
What kind of problem is this? How do I know?
What information is relevant to solve this problem and why?
Does the problem require multiplication or proportions or the Pythagorean theorem or.. ..?
When I solved this type of problem before, which visual representation did I use?
How will I represent this new problem?
What would I do next and why?
What higher-order knowledge can make the difference between how well and quickly students learn material?A. Declarative B. Rote C. Metacognition D. Procedural
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 following
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
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 will
How is Karen Slagle’s argument an example of confirmation bias?
In the current argument Karen Slagle is not practicing critical thinking. What types of strategies do critical thinkers employ?
What are the critical features of effective technology-enhanced instruction?
Did you write a special beginning that makes the reader want more?
What do you need to know about your students to motivate them?
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.
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.
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
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 to
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 one
How can I gain the support of administrators and parents for teaching in such a radically different and unfamiliar way?
How can I allow for student-driven, problem-based learning and meet specific state and local standards?
Can I trust students to accept responsibility for their own learning?
How do my own past images of what is proper and possible in a classroom prevent me from seeing the potential for a different kind of learning environment?
How can I accommodate the worldviews of students from diverse backgrounds while at the same time transforming my own classroom culture?
How can I manage new kinds of discourse and collaborative work in the classroom?
Describe positive and negative influences of technology-mediated instruction on how children and adolescents develop and learn.How can I honor students’ attempts to think for themselves while remaining faithful to accepted disciplinary ideas?
Appropriately incorporate collaboration and cooperative learning in your classes.
Apply constructivist principles to classroom practice including using inquiry, problem-based learning, and cognitive apprenticeships.

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Educational Psychology 15th Edition Anita Woolfolk Hoy - Solutions

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