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psychology

Questions and Answers of Psychology

1. Return work with specific comments noting what the students did right, what they did wrong, and why they might have made the mistakes.
2. Experiment with peer editing.
3. Show students how their revised, higher grade reflects greater competence and raises their class average.
1. Have individual goal-setting and goal-review conferences with students, in which you ask students to reflect on how they solved difficult problems.
2. Confront self-defeating, failure-avoiding strategies directly.
1. When I study for a test, I try to put together the information from class and from the book.
3. The child performs the task while instructing him- or herself aloud (overt, self-guidance).
4. The child whispers the instructions to him- or herself as he/she goes through the task (faded, overt self-guidance).
1. Have students write about or discuss how they show emotions in their family.
2. Teach students to “check it out.”Ask the other people how they are feeling.
1. “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.”
2. 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.
3. 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
4. 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
5. How is Mr. Bonner encouraging Marcus’s self-efficacy?
6. How is Marcus’s response to Mr. Bonner an example of selfregulated learning?
How would you arouse student curiosity and interest about the topics and tasks in the workbooks?
How would you establish the value of learning this material?
3. Model strategies for students. Talk about how you handle anger, disappointment, or anxiety.
2. Use centering practices such as self-talk, deep breathing, or mindful movement to diffuse or prevent emotional outbursts.
5. The child performs the task while guiding his/her performance via private speech (covert self-instruction). (p. 32)
1. Avoid listening to “tattle tale” stories about students.
2. Follow through with fair consequences.
3. Avoid unnecessary comparisons, and give students opportunities to improve their work.
1. Provide a vocabulary of emotions, and note descriptions of emotions in characters or stories.
2. Be clear and descriptive about your own emotions.
3. Encourage students to write in journals about their own feelings. Protect the privacy of these writings (see trust above).
1. For young children, “Look at Chandra’s face. How do you think she feels when you say those things?”
2. For older students, use readings, analysis of characters in literature, films, or role reversals to help them identify the emotions of others.
1. Discuss or practice alternatives such as stopping to think how the other person feels, seeking help, or leaving the scene.
How would you handle the difficulty level of the texts?
5. Explain the three types of knowledge Mr. Beech’s students probably had to use while taking the algebra test.
5. How is Karen Slagle’s argument an example of confirmation bias?
6. In the current argument Karen Slagle is not practicing critical thinking. What types of strategies do critical thinkers employ?
How would you begin to introduce cooperative learning to your students?
What tasks will you choose to start?
How will you establish groups?
What will you watch and listen for to be sure the students are making the most of the experience?
Explain different perspectives on constructivism as a theory of learning and teaching
Identify the common elements in most contemporary constructivist theories
Apply constructivist principles to classroom practice including using inquiry, problem-based learning, and cognitive apprenticeships.
Appropriately incorporate collaboration and cooperative learning in your classes.
“I think we should wait. If we walk on the path and our mothers come to get us, they won’t see us, and they’ll worry. Missing the bus is bad enough. If my mom can’t find me, she’ll be
4. 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
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?
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.
Explain what characterizes robust knowledge, how to recognize it, and how teaching can develop robust knowledge.
1. What higher-order knowledge can make the difference between how well and quickly students learn material?A. Declarative B. Rote C. Metacognition D. Procedural
2. 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”
3. 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
Describe positive and negative influences of technology on the learning and development of children and adolescents.
1. 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
5. Model your expectations. I remember seeing my fellow teachers talking to one another during a school assembly while occasionally looking up to chastise students who were doing the same thing!
1. In group work, pair students who do well with those who are having difficulties.
2. When choosing a model, alternate between coping models who work through problems slowly and correct their errors as they work and mastery models who solve problems quickly and without error.
3. Ask students to demonstrate the difference between“whispering” and “silence—no talking.”
1. Point out the connections between positive behavior and positive consequences in stories.
2. Be fair in giving reinforcement. The same rules for rewards should apply to both the students with problems and the students who do not cause trouble.
1. Ask a well-liked student to be friendly to an isolated, fearful student.
2. Let high-status students lead an activity when you need class cooperation or when students are likely to be reluctant at first. Popular students can model dialogues in foreign-language classes or
1. Return to earlier material in reviews, and show how“easy” it is now.
2. Encourage students to improve projects when they have learned more.
4. Model coping skills, persistence, and effort. Engage with a difficult problem, even if you seem to reach a dead end.Try new strategies or take a break and return to the problem later.
3. Model good problem solving—think out loud as you work through a difficult problem. A language arts teacher might stop and say, “Now let me see if I remember what happened so far,” or “That
2. 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
3. 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
4. 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
5. 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.
6. 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?
How would you help students develop an authentic sense of efficacy for guiding their own learning?
1. Show enthusiasm for the subject you teach.
2. Be willing to demonstrate both the mental and the physical tasks you expect the students to perform. I once saw a teacher sit down in the sandbox while her 4-yearold students watched her
3. Keep examples of particularly good work in portfolios as well as work that shows growth and improvement over time, and periodically have students review and reflect on their improvements.
2. Give partial credit if students have good reasons for“wrong” solutions to problems.
Reflecting on your years in school, were your experiences more like those of Alison or Stephanie?
4. 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
5. List the parts of an IEP that must be in writing. Identify the aspect(s) of the IEP for which Ms. Morris is responsible.
6. Which parts of each child’s program would assist Ms. Morris in better understanding her students before they begin the school year?
1. If African American students are more likely to be identified for special education services and placed outside of the general education system than White students. Which one of the following is
2. Developmental psychologist Howard Gardner’s multiple intelligences theory continues to have an impact on classrooms in the United States today, based on its reflection of which current classroom
3. When a student has been identified as needing special education services, the Individuals with Disabilities Education Act mandates all but which one of the following?A. Accommodations must be made
4. 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
5. List the parts of an IEP that must be in writing. Identify the aspect(s) of the IEP for which Ms. Morris is responsible.
6. Which parts of each child’s program would assist Ms. Morris in better understanding her students before they begin the school year?What is the real problem here?How would you help the students
Understand how language develops and know how to support emergent literacy.
3. When a student has been identified as needing special education services, the Individuals with Disabilities Education Act mandates all but which one of the following?A. Accommodations must be made
2. Developmental psychologist Howard Gardner’s multiple intelligences theory continues to have an impact on classrooms in the United States today, based on its reflection of which current classroom
3.1 Describe general trends, group differences, and challenges in physical development through childhood and adolescence.
3.2 Discuss how the components of Bronfenbrenner's bioecological model influence development, especially the impact of families, parenting styles, peers, and teachers.
3.3 Describe general trends and group differences in the development of identity and self-concept.
3.4 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.
1. 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
2. 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 a partner to assist them in navigating
3. 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

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