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Educational Psychology 15th Edition Anita Woolfolk Hoy - Solutions
Identify the common elements in most contemporary constructivist theories.
Explain different perspectives on constructivism as a theory of learning and teaching.
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?
What do you need to know about motivation to solve these problems?
How would you handle the difficulty level of the texts?
How would you establish the value of learning this material?
How would you arouse student curiosity and interest about the topics and tasks in the workbooks?
How is Marcus’s response to Mr. Bonner an example of self-regulated learning?
How is Mr. Bonner encouraging Marcus’s self-efficacy?
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 again.”The class sat silently with their eyes wide. When the lunch bell
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.
“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
Explain the meaning and different applications of four basic theories of learning.
Apply your knowledge to teach for self-efficacy and self-regulated learning.
Describe important components of self-regulated learning.
Define self-efficacy and agency, distinguish these concepts from selfconcept and self-esteem, explain the sources of self-efficacy, and discuss self-efficacy for teaching.
Discuss the roles of observation and modeling in learning, including factors that support learning by observation.
Distinguish between social learning theory and social cognitive theory, including an explanation of triadic reciprocal causality.
How would you help students develop an authentic sense of efficacy for guiding their own learning?
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, and
Did you pick a topic that you know all about?
Discuss the problems with the measurement and application of learning styles and the appropriate uses of students’ learning preferences.
Are there ways you can address the issues raised by this situation in your classes?
What—if anything—would you say to your other students?
How would you respond to each of the girls?
What is the term for the assistance that more knowledgeable class members might provide to less advanced students in order to help the latter succeed? List some strategies that the more knowledgeable students might use to assist their peers.
Explain the theory of learning that Mr. Gething is initially drawing on, and identify the individual credited with it.
Research studies involving the brain and learning indicate that all but which one of the following statements are true?A. There is no such thing as “left-brain” and “rightbrain” thinking.B. The production of new neurons continues into adulthood.C. Using different modalities for instruction
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 him
Discuss implications of Piaget’s and Vygotsky ‘s theories for teaching.
Explain the principles presented in Vygotsky’s theory of development, including criticisms of his theory.
Explain the principles and stages presented in Piaget’s theory of cognitive development, including criticisms of his theory.
Summarize research on the physical development of the brain and possible implications for teaching.
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.
How will you decide whether the students are developmentally ready for this material?
How would you give your students concrete experiences with symbolism?
What more would you do to “listen” to your students’ thinking so that you could match your teaching to their level of thinking?
Describe general trends, group differences, and challenges in physical development throughout childhood and adolescence.
Discuss how the components of Bronfenbrenner’s bioecological model influence development, especially the influences of families, parenting styles, peers, teachers, and technology.
Describe general trends and group differences in the development of identity and self-concept.
Explain how creativity is defined, assessed, and encouraged in the classroom.
Describe current theories of intelligence including hierarchical and multiple theories of intelligence, emotional intelligence, how intelligence is measured, and what these measurements tell teachers.
Describe the advantages and disadvantages of labeling as well as the value of identity-first/person-first language in respecting the dignity of all students.
How will you remain confident in your abilities to be effective in this situation?
What can you do to address the specific needs of students who have special education designations?
How will you design tasks and structure interactions with students to ensure they all make progress and learn to their full potential?
What strategies should Ms. Sullivan employ to assist Suzanne with her emotional development?
Identify and explain the parenting style the Wilsons appear to practice.
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
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 partners to assist them in navigating Central Middle School, she also makes sure she addresses their psychosocial needs.Which one of the
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
Who should decide your favorite vegetable or how to style your hair?
If there were no rule against it, would it be OK to chew gum in class?
If there were no law against it, would it be OK to blind someone?
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.
How would you approach this unit?
What do these students’ reactions tell you about children’s thinking?
What aspects of culturally relevant teaching might Katie Wyant employ to assist Paulo Nzambi in his transition to an American classroom?
Choose healthcare professionals who are members of your race?
Take classes on just about any topic that are taught by people who look like you?
Experience failures in work or school without fearing that people will attribute them to your race?
Observe more positive than negative portrayals of your race group in the media?
Congregate in public spaces with other members of your race without being perceived as threatening?
Browse leisurely in a store without being watched closely by an employee?
Define multicultural education and apply research on diversity to the creation of culturally relevant classrooms.
Describe the development of gender, gender identity, and sexual orientation and discuss their roles in teaching and learning.
Explain how race, ethnicity, prejudice, discrimination, and stereotype threat might affect student learning and achievement in schools.
Discuss what defines social class and socioeconomic status, including how SES differences relate to school achievement.
Describe the meaning of culture and discuss how cultural diversity in American education today is related to learning and teaching.
What are your fears about having conversations about race (or other social identities)?
When, if ever, is it a good idea to bring up group-based identity and the systems of privileges, advantages, and disadvantages those identities might bring with them?
If you knew that students of color were upset by White students’ comments, how would you respond?
How could you use this as an opportunity to talk about race in your classroom?How would you design the classroom space for difficult conversations about race? What would be essential for you to do in order to set up the classroom for productive and courageous discursive interactions?
Share the same race with most of your immediate colleagues and high-level leaders in your field?
Call the police when a crime has been committed without fear that your race will affect how you will be treated?
Walk around in your residential community without being asked if you really live there?
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?
To prevent gender bias in his fourth-grade classroom, Mr. Bonner used gender-free language, provided positive role models, and ensured that all his students had opportunities to engage in various activities by rotating classroom jobs and activities. His school was also experimenting with single-sex
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
Educators often assume that 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
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
Work on setting aside your own personal biases to better serve students dealing with issues around sexual orientation and gender identity.
Dispel myths around sexual orientation by knowing facts and sharing that information.
Work on your own sense of comfort around issues of sexual orientation and gender identity.
Interact with others without being asked what country you are from?
Receive an education that will highlight the traditions and accomplishments of people of your race?
Find numerous books and films that feature lead characters who look like you?
Be an expert or highly skilled in something without it being attributed to your race?
Offer your opinions without an expectation that they reflect the views of your entire racial group?
Go through your daily life without fear of being viewed as “out of place” because of your race?
Go to any salon or barbershop and find someone who can appropriately style and care for your hair?
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
Discuss the implications of the IDEA, Section 504 protections, and Response to Intervention for contemporary education.
Explain what characterizes robust knowledge, how to recognize it, and how teaching can develop robust knowledge.
How will these issues affect the grade levels you will teach?
How would you use what the students already know to help them learn in better, more meaningful ways?
What are your options besides a rote memory approach?
How could you help students retain and retrieve the necessary information?
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