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psychology
Educational Psychology 14th Edition Anita Woolfolk - Solutions
Explain the need for and approaches to culturally relevant classroom management.
Characterize successful teacher–student and student–student communication through such approaches as empathetic listening, I-messages, and problem solving.
Identify strategies (especially penalties and alternatives, restorative justice, and student self-discipline) for preventing and addressing student misbehaviors, including bullying.
Discuss how to maintain a positive learning environment by encouraging student engagement, preventing problems, and developing caring, respectful relationships with your students.
Summarize the research on the contributions to classroom management of rules, procedures, consequences, and the design of the physical space; give special attention to establishing your management system during the first weeks of class, including the differences in requirements between in-person
Relate academic learning time and student cooperation to creating and maintaining a classroom climate conducive to academic achievement and socio-emotional well-being.
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 to meet the diverse needs of students?
In what ways can Casey Yost avoid writing objectives that are too general?
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
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 use
Homework has long been a staple of education. For students to gain the most from their homework experience, ALL BUT which one of the following suggestions should be followed?A. Establish that students understand the assignment.B. Hold students accountable for completing the work correctly.C. Check
Direct instruction is best used when teachers do which one of the following?A. Teach basic skills B. Have their students explore numerous pathways to solve a mathematics problem C. Encourage their students to refine their creativity in art D. Assign critical thinking exercises
Define differentiated instruction and apply this approach to teaching a diverse group of students, including how to apply the guidelines of universal design for learning in your teaching.
Discuss the appropriate uses of direct instruction, independent work, homework, questioning (particularly authentic questions), feedback, dialogue, and group discussion, and explain how to use Understanding by Design to integrate outcomes, evidence for reaching those outcomes, and teaching
Describe the planning process, including the possibilities of lesson study, and how to develop learning outcomes that are consistent with the standards in your state using either Bloom’s taxonomy or Webb’s Depth of Knowledge levels.
Identify the methods used to study teaching as well as the characteristics of effective teachers and effective classroom climates, including the role of teacher expectations and the goal of ambitious teaching.
How could you incorporate technology into your teaching to reach all your students?
How will you assess learning if you have successfully differentiated instruction?
Do different philosophies of teaching provide different answers to this question?
What makes someone a great teacher? How are “best” practices determined?
How do you evaluate the quality of others’ advice about teaching and learning?
What would lead you to conclude that someone else’s advice is simply a trend versus a sound educational practice?
What kinds of research findings would convince you to change your practice?
Describe the challenges facing teachers today, including increasing student diversity, requirements of the Every Student Succeeds Act, the continuing impacts of testing and accountability for teachers and students, and the emphasis on social and emotional learning.
Discuss the essential features of effective teaching, including different frameworks describing what good teachers do.
Describe the methods used to conduct research in the field of educational psychology and the kinds of questions each method can address.
Recognize how theories and research in development and learning are related to educational practice.
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. An
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
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 will have his or her scores reported separately under the Every
Identify the methods Sandra Chapman used to encourage attendance, and explain why these methods might have been unsuccessful.
What advice would you offer Sandra Chapman as she prepares to develop new methods?
1. What are three criteria that we can use to assess something as ‘positive’?
2. What are four ways we can apply the label ‘positive’ in positive psychology?
3. How is positive psychology similar to and different from other sub-disciplines in psychology (e.g. humanistic, personality, cognitive) and from other forms of self-help advice?
4. Why is it that correlations do not imply causation?
5. What is the key difference between correlational studies and experimental studies?
1. Briefly describe the five components of emotions.
2. How is the basic emotion approach different from the dimensional approach?
3. What is a Duchenne smile?
4. What is the difference between wanting and liking? Which is more pleasurable?
5. How is the ‘experiencing self’ different from the ‘remembering self’?
6. In the broaden and build model, what is broadened and what is built?
1. What is subjective well-being? How does it differ from eudaimonia?
2. What does it mean to say that happiness is heritable?
3. How is money associated with subjective well-being?
4. Why does happiness resist easy change?
5. What are some of the desirable outcomes associated with happiness?
1. Give an example of a personality feature at each level; that is, where everyone is the same, where some people differ, and where everyone differs.
2. Name the big five traits. Can you also list one facet of each trait?
3. What are two reasons why it can be hard to decide whether you are an introvert or an extravert?
4. Describe three kinds of personality units that are not traits.
5. Describe two ways character strengths are like traits, and one way they are different.
6. Name the six virtues, and one related strength for each.
1. How is the ‘I’ part of the self different from the ‘me’ part of the self, and how are they linked?
2. How does self-determination theory describe authentic behaviours?
3. Note one similarity and one difference in the correlates of dispositional authenticity and state authenticity.
4. Give one good reason for, and one good reason against, efforts aimed at increasing selfesteem.
5. Describe the key differences between the independent aspect and the interdependent aspect of the self-concept.
1. Use a short phrase to describe each of the four Ps in creativity research.
2. Name two individual differences that predict both creativity and wisdom well.
3. Describe at least two features of wise reasoning.
4. What does it mean to say that intellectual ability is hierarchical?
5. Explain why we devote so much energy to education when intelligence is highly heritable.
6. Compare and contrast immune neglect and the focusing illusion.
1. How can evolutionary theory explain prosocial behaviour?
2. Give one example of each: A common resource dilemma and a public goods dilemma.
3. Name three factors that predict successful resolutions of social dilemmas.
4. Describe two pieces of evidence that support the idea of intuitive prosociality.
5. What does the reasonable person model suggest about the links between physical environments and psychological well-being?
6. What is biophilic design, and what does it assume about human nature?
1. How has the prototype approach identified key features of love?
2. Compare and contrast companionate love and passionate love, including where you are likely to find them.
3. Why are some neuroscientists uncomfortable with calling oxytocin the hug hormone?
4. How are gratitude and active constructive responses similar in close relationships?
5. What are the two key assumptions of self-expansion theory?
1. What personality features are associated with resilience, and why do contemporary views of resilience avoid defining it as those personality features?
2. Why is resilience sometimes described as ‘ordinary magic’?
3. What are some of the domains in which people experience post-traumatic growth, and does it matter whether actual change versus perceptions of change are assessed?
4. Name two personal characteristics that are usually conducive to reaping benefits from positive interventions, and describe the notion of person–activity fit in general.
5. How might publication bias and the special characteristics of the people included in intervention studies distort conclusions?
1. According to goal-setting theory, what kinds of goals are most effective?
2. What are implementation intentions?
4. Describe three reasons why psychology studies’ results might not replicate.
5. Describe two recent developments that will likely improve the replicability of psychological science.
1. Focus on one learning strategy at a time. Ask families to simply remind their children to use a particular strategy with homework that week.
How would you use what the students already know to help them learn in better, more meaningful ways?How will these issues affect the grade levels you will teach?
Differentiate between behavioral and cognitive views of learning, including the role of knowledge in the cognitive view.
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.
What are your options besides a rote memory approach?
How could you help these students retain and retrieve the necessary information?
2. Develop a lending library of books, Website resources, and DVDs to teach families about learning strategies.
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