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Questions and Answers of Psychology

2. Develop a lending library of books, Website resources, and DVDs to teach families about learning strategies.
3. Give parents a copy of the Guidelines: Becoming an Expert Student , rewritten for your grade level.
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
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
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
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
2. Speak in a firm but nonthreatening voice.
3. Use the child’s name.
3. Miss Campbell wanted to ensure that her driver’s education students were safe under all circumstances. To ensure this, she had her students drive in the rain and snow. She also made sure they
4. Cognitive load is a term that refers to the amount of mental resources, mostly working memory, required to perform a particular task. Of the two types of cognitive load, which can instruction
5. Explain the three types of knowledge Mr. Beech’s students probably had to use while taking the algebra test.
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?
How would you help your students evaluate the information they are finding on the Web?
Beyond this immediate issue, how will you help students think more critically about the subjects you are teaching?
How will you take into account the cultural beliefs and values of your students as you support their critical thinking?
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.
2. Elaboration occurs when one adds meaning to new information by connecting with already existing knowledge. In other words, we apply our schemas and draw on already existing knowledge to construct
1. Rachel had been practicing her multiplication tables for weeks before her yearly standardized test. She knew all of her facts completely. This type of knowledge that Rachel now has attained does
1. Write the goals or objectives on the board, and discuss them with students before starting. Ask students to summarize or restate the goals.
2. Explain the reasons for learning, and ask students for examples of how they will apply their understanding of the material.
3. Tie the new material to previous lessons—show an outline or map of how the new topic fits with previous and upcoming material.
1. Arouse curiosity with questions such as “What would happen if?”
2. Create shock by staging an unexpected event such as a loud argument just before a lesson on communication.
3. Alter the physical environment by changing the arrangement of the room or moving to a different setting.
4. Shift sensory channels by giving a lesson that requires students to touch, smell, or taste.
5. Use movements, gestures, and voice inflection—walk around the room, point, and speak softly and then more emphatically. (My husband has been known to jump up on his desk to make an important
1. Ask students why the material is important, how they intend to study, and what strategies they will use.
2. Give students self-checking or self-editing guides that focus on common mistakes or have them work in pairs to improve each other’s work—sometimes it is difficult to pay attention to your own
Identify factors that influence students’ abilities to think critically and to form and support arguments.
3. If students are stuck, resist the temptation to give too many clues. Let them think about the problem overnight.
1. Preview the headings, introductions, topic sentences, and summaries of the text.
2. Be alert for words and phrases that signal relationships, such as on the other hand, because, first, second, however, since.
1. Use examples and analogies to relate new material to something you care about and understand well, such as sports, hobbies, or films.
2. If one study technique is not working, try another—the goal is to stay involved, not to use any particular strategy.
3. If you start to daydream, stand up from your desk and face away from your books, but don’t leave. Then sit back down and study.
1. Be sure you know exactly what topics and readings the test will cover.
2. Spend your time on the important, difficult, and unfamiliar material that will be required for the test or assignment. Resist the temptation to go over what you already know well, even if that
3. Keep a list of the parts of the text that give you trouble, and spend more time on those pages.
4. Process the important information thoroughly by using mnemonics, forming images, creating examples, answering questions, making notes in your own words, and elaborating on the text. Do not try to
1. Use questioning to check your understanding.
2. For a multiple-choice test, use mnemonics to remember definitions of key terms.
1. For a test with detailed questions, practice writing answers to possible questions.
1. Think out loud as you solve problems.
2. Ask, “What would happen if?”
3. Keep a list of suggestions.
1. Use analogies to solve the problem of limited parking in the downtown area. How are other “storage” problems solved?
2. Use the working-backward strategy to plan a party.
1. Target a specific number of pages to read and outline.
2. Write the introduction section of a paper.
1. Keep definitions of key vocabulary available as you study.
2. Use your general knowledge. Ask yourself, “What do I already know about ?”
3. Build your vocabulary by learning two or three new words a day using them in everyday conversation.
2. When reading speed slows down, decide if the information in the passage is important. If it is, note the problem so you can reread or get help to understand. If it is not important, ignore it.
3. Check your understanding by working with a friend and quizzing one another.
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.
2. Develop a lending library of books, Website resources, and DVDs to teach families about learning strategies.
3. Give parents a copy of the Guidelines: Becoming an Expert Student , rewritten for your grade level.
1. At the beginning of units or major projects, send a letter summarizing the key goals, a few of the major assignments, and some common problems students have in learning the material for that unit.
2. Ask parents for suggestions about how their child’s interests could be connected to the curriculum topics.
3. Invite parents to school for an evening of “strategy learning.” Have the students teach their family members one of the strategies they have learned in school.
1. To extend writing, ask parents to encourage their children to write letters or emails to companies or civic organizations asking for information or free products.Provide a shell letter form for
2. Ask family members to include their children in some projects that require measurement, halving or doubling recipes, or estimating costs.
3. Suggest that students work with grandparents to do a family memory book. Combine historical research and writing.
1. Ask families to talk about and show how they use the skills their children are learning in their jobs, hobbies, or community involvement projects.
2. Ask family members to come to class to demonstrate how they use reading, writing, science, math, or other knowledge in their work.
1. Ask families to talk about and show how they use the skills their children are learning in their jobs, hobbies, or community involvement projects.
1. When is your best time for studying? Morning, late night?Study your most difficult subjects then.
2. Study in shorter rather than longer blocks, unless you are really engaged and making great progress.
3. Eliminate time wasters and distractions. Study in a room without a television or your roommate, then turn off your phone and stay off social media—maybe even off the Internet altogether.
4. Use bonus time—take your educational psychology notes to the doctor’s office waiting room or laundry room. You will use time well and avoid reading old magazines.
1. At the beginning of units or major projects, send a letter summarizing the key goals, a few of the major assignments, and some common problems students have in learning the material for that unit.
2. Ask parents for suggestions about how their child’s interests could be connected to the curriculum topics.
3. Invite parents to school for an evening of “strategy learning.” Have the students teach their family members one of the strategies they have learned in school.
1. To extend writing, ask parents to encourage their children to write letters or emails to companies or civic organizations asking for information or free products.Provide a shell letter form for
2. Ask family members to include their children in some projects that require measurement, halving or doubling recipes, or estimating costs.
3. Suggest that students work with grandparents to do a family memory book. Combine historical research and writing.
2. Ask family members to come to class to demonstrate how they use reading, writing, science, math, or other knowledge in their work.
1. Guide students to set goals that focus on gaining skill, competency, or understanding.
4. I ask myself questions to make sure I know the material I have been studying.
5. Even when study materials are dull and uninteresting, I keep working until I finish.
Using a key, students scored their homework and gave it to a homework collector (a peer).
Students graphed their completion of homework on a class report.
Students used individual thermometer graphs that were kept in folders to chart their daily scores on individual problems.
At the beginning of each session, students inspected their previous charts and set goals to beat their previous scores.
Students discussed with partners how they might apply problem- solving strategies outside class.
Before some lessons, students reported to the group about how they had applied problem-solving skills outside class.
1. An adult model performs a task while talking to him- or herself out loud (cognitive modeling).
2. The child performs the same task under the direction of the model’s instructions (overt, external guidance).
3. I know I will be able to learn the material for this class.
2. When I do homework, I try to remember what the teacher said in class so I can answer the questions correctly.
2. Recognize progress and improvement. Avoid nonspecific praise.
3. Share examples of how you have developed your abilities in a given area, and provide other models of achievement who are similar to your students—no supermen or superwomen whose accomplishments
4. Read stories about diverse students who overcame physical, mental, or economic challenges.
5. Don’t excuse failure because a student has problems outside school. Help the student succeed inside school.

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