Leo Brouwer Etude 8

Educational Psychology
SPF 303
Dr. Fish
Reading Questions, Activities, and Assessments
Please look through this entire document at the beginning of the semester to become familiar with the
contents. This is a long document and it is formatted to minimize the number of pages. Feel free to
modify the format for your use.
This document has three sections.
1. Chapter Guiding Questions and Activities
2. Quizzes
3. Final Exam
1. Chapter Guiding Questions and Activities
Listed below for each chapter of the textbook are the guiding questions for reading the chapter and the
class meeting activities we will do for that chapter.
See the course schedule in the syllabus for the class meeting date for each chapter. Before the class
meeting read the textbook chapter and the chapter PowerPoint that is posted on Blackboard. Use the
guiding questions below and the PowerPoint slides on Blackboard to focus your reading of the textbook
on the most important topics.
Bring your notes for each of the class meeting activities for the chapter to the class meeting on the date in
the syllabus. Be prepared to discuss your notes in whole class and small group activities in the classroom.
Email and/or bring to class any questions you have about the material.
Chapter 1
Chapter 1 Guiding Questions
Use these questions to guide your reading of Chapter 1 in the textbook and the Chapter 1 PowerPoint on
Blackboard. You do not need to write answers to these questions. Their purpose is to guide your
preparation for discussions/activities in our class meeting. The activities for the chapter follow this list of
questions.
1. What is educational psychology?
2. How is teaching both a science and an art?
3. What are the skills and behaviors of effective teachers?
4. Why is it important that teachers be aware of research about education?
5. How can teachers learn about research in their field?
Chapter 1 Activities
 Prisoners of Silence video: Watch all four parts of the video at:
https://www.youtube.com/watch?v=5sO9LyXuOQY
Answer the following questions about the video:
1. What does this video reveal about the importance of knowing the research in your field?
2. What are the possible consequences of not knowing if education practices and policies are
research based?
3. Which parties do you believe are responsible for the situation in the video? What should they
have done differently?
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 The Research Report case study
One evening while watching the news, Jerry, a classroom teacher, hears an interesting report
of current educational research. The report describes webbed instruction as interdisciplinary
instruction centered on a theme. It says briefly that webbed instruction enhances student achievement,
but it supplies little other information. The names of the researcher and institution are mentioned, but
Jerry has never heard of either.
Jerry becomes very excited about the prospect of developing thematic units. It seems like
such a wonderful way to deliver and receive instruction. He believes that his students will be excited
by the approach and will have an easier time understanding connections between subject areas. "Why
didn't I think of this before?" he asks.
The next morning, Jerry tells his colleague, Letitia, about the report, and his enthusiasm is
contagious. Before long, Jerry has Letitia convinced that they should work together to develop several
webbed units revolving around themes such as medieval times, friendship, and birds. They spend
their preparation time brainstorming ideas for lessons from various content areas. By the end of the
week, they have numerous ideas ready to be developed into lesson plans. They believe it is time to
present their ideas to other faculty and administration.
However, that evening, Letitia reads in her favorite teacher magazine of another study indicating
that webbed instruction does NOT enhance student achievement. The article does not give the name
of the researcher, but Letitia has used many ideas from this magazine successfully in the past. She
calls Jerry to report what she has read. Jerry is astounded by the report. However, he thinks they
should go ahead with their plan. Letitia isn't so sure. While it makes sense to her that students would
see the connection between content areas given this type of instruction, it also seems like a
tremendous amount of work. If webbed instruction doesn't enhance student achievement, why bother
with all the work involved in creating thematic units?
Case study questions:
1. What are the main issues in this case? What additional information would you like to have?
2. How is it possible for two studies regarding the same topic to give conflicting results?
3. What information should Jerry and Letitia find about the research studies before diving into
webbed instruction and how can they go about gathering this information?
Chapter 2
questions.
1. What are the three types of processes in child development?
2. How can Piaget’s Theory of Cognitive Development inform teaching?
3. How can Vygotsky’s Sociocultural Theory of Cognitive Development inform teaching?
4. How does language develop?
 Vygotsky’s Sociocultural Theory
Peter is having difficulty with his math assignment. His teacher, Ms. Jacobs helps him work through the
first problem step-by-step. Peter begins to understand the concepts and begins the other problems.
Suzanne also struggles with the assignment. However, even when Ms. Jacobs works through the first
problem with her, she still cannot grasp how to do the remaining problems. Meanwhile, Clarice has
breezed through the assignment with no difficulty at all.
In terms of their ZOPD:
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What would Vygotsky say about the assignment for Peter?
What would Vygotsky say about the assignment for Suzanne?
What would Vygotsky say about the assignment for Clarice?
What would Vygotsky call the assistance Ms. Jacobs gives Peter and Suzanne? Explain.
 Piaget and Vygotsky terms

Choose the most appropriate term from the list below to complete each sentence. Each term is used once.
Accommodation, Assimilation, Concrete operational, Conservation, Disequilibrium, Egocentrism,

Equilibrium, Formal operations, Preoperational, Scaffolding, Schemes, Sensorimotor, Seriation, Zone of
proximal development
1. According to Piaget, the environment is interpreted and organized using cognitive structures called
_________.
2. An experience that conflicts with our current schemes can lead to a state of _____________.
3. When our schemes are in balance with the environment, Piaget would say we are in a state of
__________ .
4. The incorporation of new experiences into existing schemes is _____________.
5. Changing a scheme so that new experiences can be processed is called _____________.
6. Jessica is able to correctly line up several sticks, from shortest to longest length. This shows that
Jessica has an understanding of ___________.
7. According to Piaget, children develop an understanding of their world through their senses in the
__________ stage of development.
8. Katherine has a friend who is playing on the opposite side of a doll house from her. When asked what
her friend might see on the other side of the house, she can’t say. Katherine describes what she,
herself, sees. This is an example of ___________.
9. Two children are working with short blocks of clay the same size. One child builds his clay into a
tower and says, “Now I have more clay than you,” to the other child. He is experiencing problems
with __________________________.
10. The child speaking in #9 is most likely in Piaget’s __________ stage of development.
11. In the _________ stage, most children are first able to conserve consistently.
12. Jose is able to solve problems systematically and to consider abstract topics. He is in Piaget’s stage of
_________________________ .
13. Even with a great deal of help from the teacher, the students cannot master algebra. Vygotsky would
say it is outside their _____________.
14. When the students struggle with a difficult mathematical equation, the teacher suggests they look at
each element in the equation separately. This is an example of support for learning that Vygotsky
called ___________________.
 The Book Report case study SPF 303

Mr. Johnson assigned his high school senior American Government students to read two books
during the semester that had “something, anything to do with government or political systems” and to
write a brief report about each of their chosen books.
One student in the class, Cindy, chose to read 1984 and Animal Farm, both by George Orwell.
1984 is a book about what could happen in “the future” year of 1984 given certain earlier political
decisions. In essence, the world turns into a terrible place in which “Big Brother” monitors all of one’s
actions via two-way television-like screens. Infractions of minor rules are punished severely. Animal
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Farm is a brief novel about political systems in which the characters are portrayed as various farm
animals such as pigs and dogs. Cindy enjoyed both books and completed them both before mid-term. Her
reports were insightful, reflecting on the symbolism contained in the novels and the implications for
present-day government.
Cindy’s friend, Lucy, had put off reading her first book until the last minute. She knew Cindy
enjoyed reading about government and had finished her reports. Lucy asked Cindy if she knew of a
"skinny book" she could read to fulfill the assignment. Cindy gladly shared her copy of Animal Farm with
her friend. Lucy, but as Lucy began reading the book she wondered why Cindy had given her this book. It
didn’t seem to fit the requirements of the assignment at all.
The day before the first reports were due Mr. Johnson overheard the girls talking. Lucy
complained to Cindy, "I don't get it. It's a story about pigs and dogs."
Cindy responded, "They aren't really supposed to be farm animals. It's a story about the promises
of communism and what happened in the Soviet Union once the communists took over. It's a great story!
Don’t you see? The pigs symbolize the communist regime that overthrew the Czars during the Russian
Revolution. They made all kinds of promises about equality for everyone. The people went along with
them because they were sick and tired of the rich and powerful running everything while they starved.
Once the Czars were eliminated, the communists established a new government but didn’t keep any of
their promises, controlled everything. Remember in the book when the pigs moved into the house and
started walking on two legs? That’s supposed to be like when the communist leaders began acting just
like the czars. They even created a secret police force—the dogs in the story. Remember how they bullied
the other animals? Just like the secret police in the Soviet Union."
Lucy comments, "I still don't get it. How can a pig or a dog be a communist or a cop? They're just
animals."
Cindy looked at her friend, dumbfounded. How could she NOT understand this book? It was so
obvious.
1. At which of Piaget’s stages of cognitive development is Cindy operating? Explain why Cindy
understood the book.
a. sensorimotor
b. preoperational
c. concrete operational
d. formal operational
2. At which of Piaget’s stages of cognitive development is Lucy operating? Explain why Lucy did not
understand the book.
a. sensorimotor
b. preoperational
c. concrete operational
d. formal operational
3. What could Mr. Johnson do to help Lucy understand?
4. How could Mr. Johnson have designed this assignment differently so that Lucy would not put off the
assignment until the last minute and end up confused?
Chapter 3
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questions.
1. How does Bronfenbrenner’s ecological theory help teachers understand their students, their lives
outside of school, and the connections between school and community?
2. Based on Erikson's life-span development theory, what supports should teachers provide in the
classroom to meet the needs of students?
3. How might the parenting styles children experience at home affect your interactions with them in
your classroom?
 Bronfenbrenner’s Ecological Theory
Consider Figure 1 in chapter 3 of the textbook which shows the systems within Bronfenbrenner’s
ecological theory of development. Based on the elements of “the individual” and the “microsystem,”
consider the interactions of these in your own childhood.
1. How did your individual characteristics affect the components of your microsystem?
2. How did the components of your microsystem affect your individual development? In particular,
consider how the teachers you had and the schools you attended impacted your development.
 Erikson’s Life-Span Development Theory

For each of the seven scenarios listed below, identify which of the first five stages of Erikson’s theory is
represented and whether the outcome is likely to be positive or negative:
1. Trust vs. Mistrust (birth-18 months)
2. Autonomy vs. Shame/Doubt (18 months-3 years)
3. Initiative vs. Guilt (3-6 years)
4. Industry vs. Inferiority (6-10 years)
5. Identity vs. Role Confusion (10-20 years)
+ positive or – negative outcome?
1. Mr. Brown yells at the children on his soccer team if they don’t master skills quickly during
practice and when they make mistakes during games.
2. The leader of the church youth group allows the teen-agers to express their personal opinions,
even when they do not follow church teachings, because he knows they are in the process of
developing personal views of religion.
3. Janet’s parents let her cry herself to sleep in her crib because they were told by their parents that
it is the best way for an infant to learn to sooth itself.
4. When a preschool student wants to pour water in paper mache bowl he has made, the teacher lets
him because she tries to let students carry out their own ideas.
5. Students in Mrs. Jones' class decide to sell candy to make money for the local muscular dystrophy
association. Mrs. Jones praises the children for this project, even though it means considerable
work for her.
6. Mrs. Ross purchases tennis shoes with Velcro closings, rather than shoe laces, so that her 2 year-
old child can take his own shoes off and put them on himself.
7. Mrs. Clark, the 11th-grade English teacher, is all business. She believes that classroom time
should be spent on lessons and not discussion of students' feelings about the meaning of the
poems to their lives. Therefore, her class time is spent telling the students the appropriate
interpretations of the poems.
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 Baumrind’s Parenting Styles
Based on the parenting styles of their parents, children may expect teachers will treat them the same
way in school. Of the four parenting styles, which children do you think will be the easiest to have as
students in your classroom? The most challenging?
Chapter 4
Some of chapter 4 discusses education theories and practices which have little/no research to support
them. Therefore, you can just briefly scan some of the material in the chapter and focus your reading on
the sections relevant to the following questions. Also read the Chapter 4 PowerPoint on Blackboard. You
do not need to write answers to these questions. The activity for the chapter follows this list of questions.
1. Why should teachers be cautious about using scores from IQ tests when making decisions about
instruction of students?
2. What are the advantages and disadvantages of using tracking?
3. How might students’ personalities and temperaments affect their learning in the classroom?
Chapter 4 Activity
 Personality and Temperament
How can personality and temperament affect a student’s behavior in the classroom? How can teachers
accommodate the various temperaments and personalities of students? Are there personality/temperament
traits a teachers might want to help students change, rather than accommodate, in order to improve a
student’s success in the classroom?
Consider the concepts of person-situation interaction and goodness of fit in your responses to these
questions.
Chapter 5
questions.
1. How can each of the following types of student diversity affect learning and how should teachers
address it in the classroom?
 Culture
 SES
 Ethnicity
 Bilingualism
 Gender
2. How do cultural norms differ for boys and girls and how might expectations affect the
development of boys?
 Raising Cain video
Watch at least the first hour of the Raising Cain video at:
http://proxy.buffalostate.edu:2048/login?url=http://digital.films.com/PortalPlaylists.aspx?aid=1819
&xtid=40945
You will be prompted to sign in to the library when you go to the link. Watch the first hour and consider
the following questions:
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1. What differences in the nature of boys and girls are discussed in the video?
2. How are cultural expectations at odds with the nature of boys? How do they match the nature of
boys?
3. How are the differences in the nature of boys and girls manifested in school settings? Is that being
addressed in the education system? If so, how?
4. How has viewing this video changed your understandings of boys and their needs? What might you
do in your classroom to address those needs?
 These Boys case study

Larry is a nine-year-old boy in the fourth-grade class in which you are student teaching. You have
heard him and a number of other students complaining about gender bias on the part of their teacher,
Mrs. Jones.
One day you overhear Larry being reprimanded by Mrs. Jones for an altercation he had with
Annie, a female classmate. “It isn’t fair, Mrs. Jones,” Larry says. “Annie took my homework and
ripped it, and I get in trouble for taking it back.” “Now, Larry,” admonishes Mrs. Jones. “You know
Annie would never do that. You go apologize to her. I’ll see you after school.” Larry walks away with
a very angry look on his face, muttering, “The girls never get in trouble. It’s always the boys.”
You have heard this from students of Mrs. Jones in the past but have never really believed it.
Over the course of the next three weeks you pay much closer attention to Mrs. Jones’ behavior with a
special sensitivity to gender bias. You notice that girls receive higher grades than do boys, except in
math. Boys are required to stay after school several times, girls not at all. When Mrs. Jones is on
recess duty and there are altercations between boys and girls on the playground, the boys end up
standing against the wall, while the girls walk away, smiling. In class, the girls are used as models of
behaviors much more frequently than the boys. Their work receives more praise as well. You examine
what students have been reading over the course of the year. Their required reading thus far consists
of Little House on the Prairie, Charlotte’s Web, and Little Women.
The only thing you notice that appears to favor the boys is that they receive more of Mrs. Jones’
attention. On further examination, however, you see that much of the attention is disciplinary in
nature.
At one point, you overhear Mrs. Jones as she is walking down the hall, saying to a colleague,
“These boys, I just don’t know what I am going to do with them.”
1. What are the issues in this case? What additional information would you have liked to know?
2. Based on your experiences and the information presented in your text, discuss what you believe
to be happening in this classroom and the possible influences on Mrs. Jones’ ideas of gender.
3. What influence do you believe Mrs. Jones’ behavior will have on her students? Why?
4. What should Mrs. Jones do at this point? Why? What sort of outside assistance might help her?
5. If you were a student teacher in this classroom, what, if anything, would you do? Why?
6. What will you do in your own classroom to minimize gender bias?
Chapter 6
questions.
1. What are the characteristics of students with specific exceptionalities?
2. How should instruction be modified to meet the needs of students with specific exceptionalities?
3. How can teachers find a balance between accommodating needs based on exceptionalities and also
giving all students an opportunity to be treated like their peers?
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 Modifying Instruction for Exceptionalities
Choose a concept/topic you will teach in the subject/grade you plan to teach. It should be something you
could teach in 1 or 2 days in the classroom.
1. First decide how you might teach the concept/topic if none of your students had exceptionalities.
2. Then review the chart about Accommodating Learners with Exceptionalities (in Course
Documents folder on Blackboard) and decide specific strategies you would use to modify the
instruction of the concept/topic in the subject/grade for students with each of the following
exceptionalities:
• Learning disability
• ADHD
• Intellectual disability
• Giftedness
 Person-First Language
1. What is person-first language?
2. Why is it important to use person-first language when referring to persons with exceptionalities?
 Medicated Child video

Watch the video at: http://www.pbs.org/wgbh/pages/frontline/medicatedchild/view/main.html
Video questions:
1. Record your overall impressions of the mental health care of the children in this video as you watch
it.
2. What information in this video is important to those who work with children? How will it affect your
future practice in education?
 Now What case study

Before the school year starts, Ms. Inez always holds a “get acquainted meeting” with the parents of
her incoming kindergartners. She does this so that she can explain what the children will be doing in
kindergarten. She also describes her educational philosophy and expectations. She explains the procedure
for dropping students off at school the first day. She also allows parents to ask any questions and share
any concerns they might have. Inevitably, parents do have concerns and questions they would like
addressed.
Here are some typical things she hears from parents:
“Joey still naps in the afternoon; can we have him changed to the morning class?”
“Ashley has severe asthma. She will need to have her nebulizer close in case she has an asthma
attack. Do you know how to use one?”
“I just know that Steve won’t be able to sit still for very long. Do you let the kids move a lot?”
“I hope you give the kids lots of active time. Bill won’t be able to sit still for long either.”
“Alex is very advanced for his age. What can you do to challenge him?”
“Amanda is advanced, too.”
“So is my Timmy.”
“Well, Peter seems to be behind. He doesn’t speak very well.”
Ms. Inez listens respectfully to each concern or question and assures the parents, “I’ll do
everything I can to ensure your children have a good year in my class. All children are different and learn
at different rates, so don’t be too worried about your child being a little bit behind or ahead. I think we’ll
all do fine together.”
As she is leaving the school for the evening, she chuckles with her colleague Ms. Peterson at the number
of parents who think their children are advanced. “It’s the same every year.” she says, “About a third of
the parents are convinced that their child is the next Einstein.”
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The school year begins uneventfully. Ms. Inez uses the children’s free-play time to observe them.
Although there are obvious differences between the children, she doesn’t notice that any of the children
are truly exceptional, except perhaps for Herman and Rowan. Their lack of attention and inability to sit
still during story time is beginning to be a bit disruptive. Ms. Inez makes a note to herself to talk to their
parents about the possibility that they might have ADHD and recommend testing. Some other students
might be candidates for this as well, including Alex. Although Ms. Inez has learned how to use Ashley’s
nebulizer, she hasn’t needed to use it thus far.
Each day at the beginning of class, Mrs. Inez marks off the day of the month on the calendar with
a large X. She then writes a statement on the blackboard, describing the day’s weather. On the tenth day
of school she writes on the board, “Today is sunny and hot.” She then reads the statement to the students
so that they can begin to make word associations. “Today is sunny and warm.” Alex shouts out, “That
isn’t what you wrote. You wrote today is sunny and hot.” Mrs. Inez is astounded. Later, during free-play
time she asks Alex to sit with her. Alex looks longingly at the puzzles, but grudgingly complies. “Alex,
will you read this book to me?”
“Sure,” replies Alex, and he does so flawlessly.
Ms. Inez queries, “Do you have this book at home?”
Alex: “Yep. Lots of others, too.”
Ms. Inez: “How about this one? Do you have it?”
Alex: “Nope.”
Ms. Inez: “Well then, suppose you try to read this one to me.”
Alex: “OK, but then can I go play with the puzzles?”
Ms. Inez: “Certainly.”
Alex reads the book to Mrs. Inez, missing only a few words, and then rushes off to play with the
puzzles, build towers of blocks and knock them down, and play with trucks.
The next day during calendar time Ms. Inez asks the class, “If today is the fifteenth day of the month and
there are 30 days in the month, how could we find out how many days are left?”
The children call out, “We could count the days that don’t have Xs on them.”
“Very good,” replies Ms. Inez.
Alex looks puzzled. “What’s wrong, Alex?” asks Ms. Inez.
“Why don’t we just subtract?” he asks.
1. What are the issues in this case? Is there any additional information about this situation that you
would like to have?
2. Why do you suppose Ms. Inez makes light of parents’ perceptions of their children’s strengths?
Should she have been so quick to dismiss them?
3. How should Ms. Inez’ approach the parents of the students she thinks might have ADHD? Is it
appropriate for her to recommend testing of any of the children? Why or why not? Would it be
appropriate for her to recommend a particular doctor for this testing? Why or why not?
4. If Alex can already read and subtract, are there other skills he has likely mastered? How might this
impact his experiences in kindergarten? How should Ms. Inez address this?
Chapter 7
questions.
1. What are the principles of the Behavioral and Social Cognitive theories of learning?
2. How do the Behavioral and Social Cognitive theories of learning represent early understandings of
how students learn?
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3. Which aspects of Behavioral and Social Cognitive understandings of how learning occurs are still
relevant today and how can they be applied in the classroom?
 Principles of Classical Conditioning
1. How would you describe the classical conditioning principles of generalization, discrimination,
and extinction in your own words (see textbook p. 220).
2. Patty does poorly on a math test. This makes her feel anxious. From that point on, she always
becomes anxious when taking a math test. As the school year progresses, she begins experiencing
anxiety when she has tests in other subject areas as well. Why would Patty begin to experience
anxiety in response to tests in content areas other than math? Is it Generalization,
Discrimination, or Extinction?
3. One subject where Patty never feels anxious when taking a test is spelling. Patty has always done
well on spelling tests. She enjoys the challenge of memorizing the correct spelling of the words.
Why might Patty not experience anxiety when taking a spelling test? Is it Generalization,
Discrimination, or Extinction?
4. Exposure to the conditioned stimulus without the conditioned response (e.g. bell without food)
results in gradual decline in association of the conditioned stimulus with the conditioned
response. How can Patty’s teachers bring about extinction of her response to tests?
 Reinforcement and Punishment

For each of the scenarios, choose one of the following:
PR: positive reinforcement
NR: negative reinforcement
PP: presentation punishment
RP: removal punishment
1. Students who did well on an in-class assignment are not required to do homework. Not requiring
them to do the homework is a _______ for the students.
2. A child is not allowed to go to a movie with his friends because he had poor grades on his report
card. Not allowing him to go to the movie is a ________ for the child.
3. A child is given an allowance for helping with housework. Paying allowance for housework is
a________ for the child.
4. A child throws a tantrum at a store and only stops when her mother buys her the candy she wants.
Discontinuing the crying is a ________ for the mother. Buying the candy is a __________for the
child.
5. After getting a speeding ticket, a teen-ager’s parents will not allow him to use the family car.
Getting the ticket is _____________ for the teen-ager. Not allowing the teenager to use the car is
a ___________ for the teen-ager.
6. A student misbehaves in class because he is bored and does not want to be there. The teacher has
him sit in the hallway. Having the student sit in the hallway is a __________ for the student.
7. A student misbehaves in class because he is bored and does not want to be there. The teacher has
him write an essay about his responsibilities as a student. Requiring the essay is a ___________
for the student.
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 Consequences case study
Adam, a student in Mr. Potter’s fourth-grade class, is disruptive from time to time, although he is very
bright. One day during language arts, Adam began talking loudly to other students in his area. He was
also laughing and telling jokes. Mr. Potter chose to ignore Adam’s behavior, hoping he would stop on his
own. But Adam didn’t stop. Instead, his behavior became more raucous. Still Mr. Potter ignored it. Soon
Adam was making enough noise that Mr. Potter was afraid that students in the neighboring classrooms
would be disturbed so he verbally reprimanded Adam.
Adam was a bit quieter for the next few minutes. After that, however, he once again became loud
and disruptive. Again Mr. Potter verbally reprimanded him. This time he also told Adam that if he
continued with his disruptive behavior, he would have to go to the office. Adam’s behavior became even
more disruptive so Mr. Potter sent him to the office. When Adam arrived at the office it was full of
people—teachers getting their mail and making copies, volunteers signing in, students who were ill,
students sent on errands, and other students who had been sent for disciplinary reasons. The school
secretary told Adam to have a seat, which he did. He conversed with every person who entered the office
as well as those who were there when he arrived. Half an hour after his arrival, he was sent back to class.
He behaved quite well for the rest of the day, to Mr. Potter’s relief.
The next day when students were assigned to write a paragraph, Adam once again became
disruptive. He loudly told jokes to his classmates, laughed until tears were streaming down his face, and
threw a paper airplane across the room. Mr. Potter reprimanded him and asked him to stop. When Adam
didn’t comply, Mr. Potter sent him to the office, which was once again bustling with activity.
Over the course of the next two weeks, Adam was sent to the office for disrupting class each day,
always during a writing assignment. Mr. Potter was perplexed. Even more perplexing was that within
three school days other children were becoming disruptive as well, requiring that they too be sent to the
office.
Answer the following questions using principles of behavioral learning theories and correct terminology:
1. Why did Adam continue to disrupt class despite the consequences?
2. What has Adam learned?
3. Why did the other students join Adam in his disruptive behavior?
4. What should Mr. Potter do now?
5. What was Mr. Potter most likely trying to do when he initially ignored Adam’s disruptive behavior?
a. He was trying to extinguish the behavior by not reinforcing it.
b. He was trying to negatively reinforce the behavior.
c. He was trying to positively reinforce the behavior.
d. He was trying to punish the behavior.
6. If Adam’s goal was to escape writing assignments, which of the following best explains the
consequences in operant conditioning terms?
a. Adam was negatively reinforced for his behavior. An aversive stimulus was removed.
b. Adam was positively reinforced for his behavior. A pleasant stimulus was presented.
c. Adam was punished for his behavior. A pleasant stimulus was removed.
d. Adam was punished for his behavior. An aversive stimulus was presented.
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Chapter 8
preparation for discussions/activities in our class meeting. There are no activities for this chapter.
1. What are the principles of the Information Processing theory of learning?
2. How do principles of the Information Processing theory of learning explain the cognitive processes
students use to learn?
3. How can principles of the Information Processing theory be applied to instruction in the classroom?
There are no activities for you to prepare for Chapter 8.
Chapters 9 and 10
Chapters 9 and 10 Guiding Questions
Use these questions to guide your reading of Chapters 9 and 10 in the textbook and the Chapters 9 and 10
PowerPoint on Blackboard. You do not need to write answers to these questions. Their purpose is to
guide your preparation for discussions/activities in our class meeting. The activities for the chapters
follow this list of questions.
1. What are the principles of constructivism and the social constructivist theory of learning?
2. How can teachers encourage concept formation, problem-solving, creativity, and transfer of learning
among their students?
3. What strategies for implementing learning in cooperative groups should be used in classrooms?
4. How should the principles of constructivism be applied in the classroom to facilitate students’
construction of knowledge?
Chapters 9 and 10 Activities

 Constructing Knowledge
1. List three concepts you will teach in your classroom. The concepts should be something that would be
taught in a day or two in a classroom (e.g. the water cycle). They should not be full units or subjects
(e.g. not weather or fractions).
2. Choose one of the concepts from your list and develop the elements of a lesson to teach it to students
in the grade/subject you plan to teach.
a. Write a definition that includes the essential characteristics of the concept. Clarify any terms in
the definition that might be confusing to students.
b. What examples will you provide to the students? Should they be presented in a certain sequence
to help student understanding? Are there any non-examples that would be helpful?
c. What visual or auditory representations (objects, illustrations, graphics, videos, etc.) would you
use?
d. Identify any other concepts students have already learned or will learn in the future for which
they will need to transfer knowledge?
3. Describe an activity or assignment you can give students to help them construct an understanding of
the concept and its definition. Consider using a problem-based or project-based activity.
a. Choose a cooperative learning approach you could use for the activity/assignment. You can
choose one of the approaches described in Figure 10.1 on p. 339 or use one that you have
observed or experienced in a classroom. Describe how the approach will be used to help students
complete the activity/assignment and learn the concept.
b. Describe the factors you will consider when composing the small groups of students for the
cooperative learning activity/assignment.
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c. Consider the strategies for Structuring Small-Group Interaction and Strategies for Developing
Students’ Team-Building Skills on pp. 343-344 of the textbook. Choose a few of the strategies
that are relevant to the grade/subject you will be teaching and describe how you will utilize them
in your classroom.
 Just Give Me a Test case study SPF 303

Clarissa is entering eighth grade at Monroe Middle School. She has always enjoyed school and is a good
student whose name consistently appears on the honor roll. She is particularly good at math and excels at
taking multiple-choice tests in other subjects. This year she has Mr. Crenshaw for science. She has always
done quite well at science, as she is adept in memorizing scientific facts. She is looking forward to
repeating this performance. However, after listening to Mr. Crenshaw’s introduction, she is a bit
apprehensive.
“Students, this may not be like other science classes you’ve taken. This year you won’t be
memorizing facts and regurgitating them on a test. This year, you’re going to become scientists! You will
come up with a problem to research and engage in real scientific research regarding it from start to
finish.”
Clarissa raises her hand. “You mean like a science project?” she asks.
“Sort of, except that you’re not going to follow one out of a book and merely replicate it, Clarissa.
You are going to be the primary researchers of real-life problems that might be researched and solved
through science.”
“All right!” yells Jonah. “We finally get to do something!”
Clarissa stares down at her desk in disbelief. She can’t understand how it is possible that she
could solve a scientific problem.
The next day, Mr. Crenshaw’s students brainstorm possible problems they could research. The
list becomes quite extensive. After developing their list, they begin to eliminate those that would require
resources beyond the district’s means (such as travel to foreign lands), are too complex (such as global
warming), or too simplistic (which chewing gum’s flavor lasts the longest?). Clarissa is upset about the
elimination of the chewing gum problem because it is one she thinks she might have been able to handle.
After narrowing the list, students are allowed to choose the problem they would like to
investigate. They are allowed to work independently or in teams of up to three scientists, if they choose.
Clarissa chooses to investigate the pollution of a nearby creek. She also chooses to work independently.
Over the next week, Mr. Crenshaw spends time teaching his students various problem-solving
strategies. They develop heuristics. They also learn about the scientific process, from problem-finding, to
questioning, generating hypotheses, testing those hypotheses, and finally drawing conclusions. Clarissa is
stymied.
“Mr. Crenshaw, why don’t you just tell us what you want us to do?” she asks.
“Well, I have, Clarissa. I want you to become a scientist and investigate a problem. How do you
think you should approach the problem of Bluff Creek’s polluted waters?”
“Phooey, I don’t know. How about if we just put clean water in it from the water tower?”
“Do you really think that will help? You’ll have to use the scientific process to convince me.”
(groooooooaaaaaaaaaaaaaan) “Can’t we just take a test about water pollution?”
Case study questions
1. What is the main issue in this case study? Is there additional information you would like to have?
2. Why do you suppose Clarissa would rather take a test than work on a real-life problem?
3. What method is Mr. Crenshaw using in his class and why is it particularly useful in science? What
steps does he take to facilitate the process?
4. How could Mr. Crenshaw help Clarissa to become more comfortable with solving real-life problems?
 The Cooperative Learning Group case study SPF 303

Mr. Carson has been teaching American history at Schrader High School for several years. He often
uses cooperative learning groups in his classroom to promote achievement as well as cooperation. He
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places his students in heterogeneous groups of five to seven students, diverse in terms of ability, ethnicity,
and gender. Groups generally remain together through an entire unit of instruction, working together to
complete a culminating project. He allows each group to choose its approach to the project. Each group
also chooses a color to represent itself.
Mr. Carson’s current unit covers the American Revolution. Students are working to complete a
project covering some aspect of the time period. The green group, consisting of Carl, Matt, Shana, Sean,
Susan, and Zack, has chosen to complete a project regarding the Sons of Liberty. They decide to compare
them to the radicals of the 1960s.
While all six students are willing to work hard on the project, after the first week Carl and Zack have
virtually taken over. They run roughshod over the other group members, making disparaging remarks
about their ideas and any work they have completed. In contrast, Susan and Sean rarely complete any of
the work they’ve agreed to do. Matt tries to keep the peace in the group, an increasingly difficult task.
“Come on, Sean,” chastises Zack. “What’s so tough about digging up information on Sam
Adams? It’s the easiest part.”
“I just haven’t had time,” replies Sean. “I forgot.”
“You always forget. Never mind. Let me just do it.”
“Hey,” Matt reminds them, “this is supposed to be a group project, not one you complete, Zack.”
“Yeah, well then it’s about time ‘the group’ did something. So far the only stuff we have is what
Carl and I have done. I don’t know what’s wrong with the rest of you. This isn’t so tough. We just need
factual information. That’s all we’re asking for. You know which guys to research, right? We’ll take it
from there and draw the parallels. We know that kind of stuff is hard for you guys. But it’s no sweat for
us; we’ll do it. Just get us the darn information, okay?”
“Sure, no problem,” Sean says sullenly.
However, the next day, he still hasn’t found any information on Sam Adams.
“Never mind,” says Carl. “I knew you wouldn’t do it, so I did it myself last night. What a
nightmare. Maybe you don’t care about your grades, but I do. If we don’t get an A on this it’ll bring down
my GPA. I really can’t afford that if I want to be accepted into a decent college. How in the world did we
get into this crummy group, Zack?”
“Imagine how we feel about it,” retorts Susan.
“Yeah,” agrees Shana.
The group turns in a finished project that is well done in spite of their problems. However, Carl
and Zack completed the entire project themselves. They merely added the others’ names to it. The entire
group receives “A”s. This pleases Sean greatly. Susan doesn’t seem to mind either. However, Matt isn’t
very happy about it and tells Mr. Carson what happened.
1. What are the issues in this case? What additional information would you like to have?
2. How could Mr. Carson have done things differently to prevent this situation from occurring?
3. Should Mr. Carson give group grades, as he did? Why or why not?
4. What should Mr. Carson do now?
Chapters 11 and 12
Chapters 11 and 12 Guiding Questions
Use these questions to guide your reading of Chapters 11 and 12 in the textbook and the Chapters 11 and
12 PowerPoint on Blackboard. You do not need to write answers to these questions. Their purpose is to
guide your preparation for discussions/activities in our class meeting. The activities for the chapters
follow this list of questions.
1. How should best practices in reading, writing, mathematics, science, and social studies be applied in
all content areas?
2. What are appropriate ways to use both teacher-centered and learner-centered activities, applying best
practices?
3. How can technology be used effectively to improve learning?
14
Chapters 11 and 12 Activities
 Applying Best Practices
1. Choose a topic/concept you will teach in the grade/subject you plan to teach and develop instructional
activities to teach that topic/concept to the specific grade. Include:
 a teacher-centered activity,
 a learner-centered activity,
 reading activity/assignment,
 writing activity/assignment, and
 technology
Please note that these could be combined; for example, a learner-centered activity which uses
technology. You do not need to develop 5 separate activities.
2. Using the sections of the text that provide information about best practices, write a description of the
activities explain why you designed them as you did based on those best practices. See strategies
described in the textbook (pages listed below), and focus on the sections in the textbook where
instruction for your subject/grade is described. See if you can create activities/assignments that would
challenge students at the higher levels of Bloom’s taxonomy.
Reading pp. 352-358
Review the text sections about Cognitive Approaches and Social Constructivist Approaches for ideas
of how you might design a reading lesson.
Writing pp. 359-366
Review the text sections about Cognitive Approaches and Social Constructivist Approaches for ideas
of how you might design a writing lesson.
Mathematics pp. 367-372
Consider the information in the sections about Controversy in Math Education, Cognitive Processes,
Some Constructivist Principles, and Technology and Math Instruction for ideas of how you might
design a mathematics lesson.
Science pp. 374-376
Consider the information in the sections about Best Practices and Strategies for Teaching Science and
Constructivist Teaching Strategies for ideas of how you might design a science lesson.
Social Studies pp. 377-381
Consider the information about the 10 themes in social studies and the section about Constructivist
Approaches for ideas of how you might design a social studies lesson.
Teacher-centered pp. 395-401
Review the sections about teacher-centered instruction. Describe what the teacher and students will
do in the teacher-centered lesson.
Learner-centered pp. 405-408
Review the sections about learner-centered instruction. Describe how the students will construct
knowledge and the teacher will facilitate that process in the learner-centered lesson.
Technology pp. 413-417
Review the sections about using technology in the classroom. Describe appropriate ways technology
can be used to enhance student learning
 The Constructivist Math Curriculum case study

Connie teaches fourth grade in a middle-SES school district. Her district has adopted a new K–6 math
curriculum for this year, based on constructivist principles. In attending the in-service devoted to training
15
teachers in implementing the new curriculum, Connie discovers that many differences exist between what
she has been teaching for the past twenty years and this new curriculum. The new curriculum focuses on
the use of math in “real life.” Instead of endless speed drills, the problems ask the students to think and
make connections between their lives at home and what they are doing in math. What drill and practice
there is takes place in the context of various games the children play together. Students are allowed and
even taught to approach problems in a variety of ways rather than focusing on a single algorithm for a
particular type of problem. Many of these approaches are completely alien to Connie and, she guesses, to
other teachers and parents. “This is going to be a lot of work,” she thinks. “I’m going to have to relearn
math myself in order to teach this way.”
As the school year begins, other teachers begin expressing their concerns over the new
curriculum. It is just so different from anything they have ever done in the past. Most of the teachers are
managing to stay just a lesson or two ahead of the students. The children in first and second grade seem to
love the new math program. They are actively involved during math period and many of them have said
that math is fun. The students in fourth through sixth grade don’t appear to be as enthusiastic about the
new curriculum, however. Many of them are unable to complete their homework. They can’t seem to
grasp how to complete problems using the techniques taught in the new curriculum. They constantly fall
back on the old algorithms they were taught when they were younger. This is frustrating Connie and her
colleagues, as they have worked very hard to master the alternate ways of approaching problems
themselves.
To make matters worse, parents are complaining. They can’t help their children with their
homework because they don’t know how to use the new approaches, either. This has caused many parents
to become angry. Several have threatened to remove their children from the school and take them
“somewhere where they teach normal math.” A group of parents will be addressing the board of
education regarding this at their next meeting.
Adding fuel to the fire is one of the middle school math teachers, who insists that this new
curriculum won’t give the students the foundation they need for algebra. “They need to develop
automaticity with their math facts. That just isn’t going to happen with this program. It takes them in too
many directions. They’ll never make it back to normal in time for algebra.”
Proponents answer the middle school teacher by indicating that the new curriculum will actually
better prepare the students for higher math because they will have a better conceptual understanding of
why they are doing things and how the traditional algorithms work. Connie feels caught in the middle.
She understands what the curriculum is supposed to do. She even believes it might actually benefit the
students in the long run. However, every day she has students in tears in her class because they don’t
understand what she is asking them to do. She has fielded her share of phone calls from angry parents as
well.
2. The students in first and second grade seem to be flourishing in this curriculum, while the older
students are struggling. Why might this be? Tie your answer to a constructivist principle.
3. How should the teachers address parental concerns regarding the new curriculum?
4. How should they address the concerns of the algebra teacher?
5. What can the teachers do to help their students at this point?
 Maps case study

Aaron teaches middle school social studies. His seventh-grade class is studying world geography.
Aaron believes that knowledge of geography is invaluable to students in our increasingly “smaller world.”
He expects his students to understand the relevance of the subject as well.
The text that Aaron uses is divided into units of instruction by continent. During each unit, Aaron
expects his students to learn where each country is and identify it on a map during the unit test. To
prepare his students for this, he has them work on map exercises during the unit. Each student is given a
large map of the continent divided into countries. However, the countries are not labeled.
16
Accompanying the map are directions for how to complete it. These directions are typically very
complex and include what color to make each country, river, and mountain range and what symbols to
use for major cities and capitals. Often the map features are very small, requiring that students have a
steady hand. Aaron gives his students the first week of a unit to complete their maps. He then grades them
for accuracy, spelling, and neatness. While students work on their maps, Aaron grades worksheets
completed by students in his other classes.
Melissa, a student in Aaron’s class, generally hands in sloppy maps. While she appears to know
where each required item should be, she generally does not stay within the lines on the map. Her colors
often overlap considerably. Aaron becomes very frustrated with Melissa. He knows she could do better,
as evidenced by her scores on the map portion of every unit exam—she never loses a point unless she
misspells something. In addition, she is often the first to complete her map, giving her little to do while
her classmates finish. During this time she often becomes disruptive. She makes inane comments and
giggles incessantly; she passes notes to classmates; she becomes silly, distracting others from their work.
Aaron becomes so frustrated with Melissa that he often sends her out of class to the office. This
happens frequently enough that he requests a conference with her parents who readily agree to meet.
Aaron tells Melissa’s parents about her sloppy work and inappropriate behavior in class. They listen
respectfully and then ask Melissa why she does so poorly on the maps and disrupts class.
“It’s coloring! I hate to color! I didn’t even like to color when I was in kindergarten—why are we
still coloring? We’re in seventh grade for crying out loud. Don’t you think it’s time we did something
worthwhile? Those dumb maps are so time-consuming and tedious. I hurry because I hate them and can’t
wait to be done! Then when I’m done, there’s nothing to do.”
Aaron is stunned. “Well, you know these are meaningful assignments,” he says.
“Really?” replies Melissa, “I can’t think of many jobs I could do as an adult that would require
me to color! This isn’t art class, you know, and even Mrs. Baker doesn’t make us color. You just have us
do these because they take up so much time. Then you don’t have to do anything but sit behind your
desk!”
2. What are Aaron’s objectives for the map exercises? How well do you think they meet his objectives?
What are some possible alternatives for meeting those objectives?
3. Is Aaron using teacher-centered or learner-centered instruction? Why do you think so? What
particular strategy does he use? How well do the map exercises match the guidelines for this strategy?
4. Think about Melissa’s criticism of the map exercises. How valid are her points? Why? How should
Aaron respond to Melissa’s criticism? Why?
Chapter 13
Chapters 13 Guiding Questions
Use these questions to guide your reading of Chapter 13 in the textbook and the Chapter 13 PowerPoint
on Blackboard. You do not need to write answers to these questions. Their purpose is to guide your
questions.
1. Why can extrinsic motivators be harmful? When is it appropriate to use them in the classroom?
2. How do a mastery orientation and growth mindset help students succeed?
3. How can motivation be used to help students with achievement difficulties?
 Intrinsic Motivation
Teachers tend to focus on extrinsic motivation by using rewards. Why might this reduce student
achievement? Describe two strategies a teacher can use to promote intrinsic motivation to learn?
17
 Attribution Theory: The Causes of Successes and Failures
For each of the four student descriptions, identify how they describe success/failure in terms of the three
dimensions of attribution theory, locus, stability, controllability.
Locus: Cause is internal or external to the student
Stability: Cause is stable (will not change) or unstable (can change)
Controllability: Cause is controllable or uncontrollable by student
1. Sally believes she did poorly on a test because she didn’t study enough for this test.
2. James believes he did well on a test because he was lucky.
3. Steve believes he did poorly on a test because he is stupid.
4. Sandra believes she did poorly in a class because the teacher doesn’t like her.
 Goal Orientation Theory

For each of the following, indicate whether the student’s goal orientation seems to be Helpless, Mastery,
or Performance:
1. Shana struggles with math. She tries very hard, however, asking for help when she needs it,
completing her homework to the best of her ability, and studying hard for tests. When she does better
than her usual score, she is very happy.
2. Sally does well in math. She aces most tests and competes with Steve, who also does well, to see who
will get the highest score. She excitedly pumps her fist in the air and whoops with pleasure each time
she earns the highest score in the class.
3. Steve does well in math. He aces most tests. He often works on things that are beyond what his
classmates are doing, because he enjoys the challenge and wants to learn more. When he does not
understand a concept, he tries to work it out and asks for help if he needs it. He shakes his head when
Sally does her fist-pumping routine.
4. Susan struggles with math. She often tells her teacher that she can’t do the assigned homework.
During class, she often just stares out of the window. Not surprisingly, she does not do well.
 A Is for Average, B Is for Bad case study

Prior to including students in eighth-grade algebra, Ms. Crosby always meets with them and explains
that algebra is more challenging than math courses they have had in the past. She continues that many
high-achieving students find themselves struggling. She also reassures them that she is always available
both before and after school to help students who are having difficulties.
Some students shy away from the challenge, and Ms. Crosby has no problem with that. Some simply
aren’t ready for the challenge, nor for the time commitment required for success in her algebra class.
Those who opt to take the course as eighth-grade students are generally very motivated and willing to
work hard to succeed. This makes teaching the class a pleasure.
As the first test approaches, Ms. Crosby holds study sessions before school, so students who need
extra help will receive it. In addition, several students seek her out during their study hall to get help.
Marcia is among them. While she hasn’t exactly been struggling, her performance hasn’t been perfect.
This bothers Marcia.
Grades are very important to Marcia. She has been on the high honor roll at her middle school every
grading period since she began there in sixth grade. She has never received a grade lower than an A- in
her entire life. She carefully keeps track of her point total in each class, calculating what scores she needs
to maintain her A average. She argues with her teachers for additional points on tests and quizzes. Some
of her friends tease her about being a perfectionist.
The day of the first test, students enter the classroom without the usual joking and laughing. Many
appear to be very tense. Marcia looks determined. Her friend, Jim looks at her and says, “How do you
think you’re gonna do? Worried?”
“A little,” she responds. “This stuff is tough.”
18
“Don’t tell me they finally found something you’re not perfect at,” Jim teases.
Not a word is spoken throughout the test. Students work furiously. Many are spending just as much
time erasing as they are writing—not Marcia, however. She finishes her test and turns it in with a
confident smile. As they are leaving for their next class, she looks at Jim. “Yes!” she exclaims. “I aced it.
How about you?”
“I probably got a B or a C,” he responds, “Not too bad for a first test.”
Two days later when the graded tests are returned, Marcia looks stunned at her score. “B-minus?”
she laments. “How is that possible?” As Ms. Crosby goes over the test with the class, Marcia stares down
at her paper, blinking back tears. Finally, she can stand it no longer. She jumps up out of her seat and
races out the door, crying. Ms. Crosby lets her go; sure that Marcia will return to class soon. However,
she doesn’t come back.
At the end of the period, Ms. Crosby searches for Marcia. She finds her in an empty classroom, still
crying. “Marcia, what’s wrong?” she asks.
“What’s wrong? I got a stinking B-minus! I worked so hard and all I got was a lousy B-minus!”
“What’s so bad about a B-minus?” asks Ms. Crosby.
“Ms. Crosby, you just don’t understand,” replies Marcia, “I don’t get Bs. I’ve never gotten a B in my
life, let alone a B-minus. I think I’d better drop down to pre-algebra. I just can’t do this stuff.”
Ms. Crosby looks at Marcia in amazement. “Marcia, lots of students didn’t do as well as you did and
they’re not asking to drop down. You don’t belong in pre-algebra. You wouldn’t be challenged at all.
You’d be bored. You’ll be just fine in this class. And, for the record, there’s nothing wrong with a B.”
“Yes, there is, Ms. Crosby. B means bad. Please let me drop down to pre-algebra.”
1. Describe Marcia’s motivation using attribution theory.
2. Describe Marcia’s motivation using goal orientation theory.
3. Is Marcia intrinsically or extrinsically motivated? Explain your answer.
4. Why does Marcia want to switch from algebra to pre-algebra? Tie your answer to motivation theories.
Should Ms. Crosby allow her to switch? Why or why not?
Chapter 14
questions.
1. Why is it important to use a proactive approach to classroom management instead of a reactive
approach? How can proactive classroom management be achieved?
2. How should classroom procedures and rules be established and enforced?
3. How can the classroom environment support classroom management?
 Effective Classroom Management
1. Consider the principles of effective classroom management.
1. What characteristics of the particular age/subject group you will be working with will affect
classroom management in your classroom?
2. List procedures you will have to establish in your classroom.
3. List rules that students will need to follow to learn effectively in your classroom.
4. What steps will you take early in the school year to create a classroom environment that promotes
learning?
2. Consider the 4 basic principles for classroom arrangement and the different arrangement styles
described on pp. 471-473.
19
1. Which of these will be useful in the grade/subject you plan to teach?
2. Create a sketch of a floor plan for your future classroom. Keep in mind learning, the learners, and
safety.
3. Include in your sketch the resources/equipment you would typically have in a classroom for your
grade/subject (e.g. computers, shelves, etc.).
 Addressing Bullying
Review the chapter discussion of bullying and browse some of the evidence-based government resources
online. For example:
https://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/index.html
https://www.cdc.gov/violenceprevention/youthviolence/riskprotectivefactors.html
https://www.stopbullying.gov/prevention/at-school/build-safe-environment/index.html
https://www.stopbullying.gov/respond/on-the-spot/index.html
Consider the students in the grades you plan to teach when answering the following questions:
1. What are some of the causes of bullying behaviors in students?
2. What are some of the effects on students who are bullied?
3. What steps can teachers and schools take to prevent bullying?
4. What are the best strategies to address bullying when you observe it or students report it to you?
Chapter 15
questions.
1. What is the nature of standardized tests and what types of standardized tests are used in schools?
2. What are the advantages and disadvantages of using standardized tests?
3. How can teachers prepare students for standardized tests without compromising instruction?
 Standardized Tests
1. List advantages and disadvantages to using standardized tests in schools.
2. After considering the concerns and benefits of standardized tests, what is your opinion about using
high-stakes tests for educational decisions?
 High School Graduation Test case study

Sarah teaches math at the high school level in a state that has mandated standardized achievement
testing annually for all students. Sarah has never been a fan of these tests due to lost instruction time, and
the fact that many students don’t give their best effort. Because of the latter, she believes that their scores
on the tests don’t accurately reflect what they are capable of doing.
Over the past ten years, the state has begun to tie some aspects of school funding to student
performance on these tests, although many students have continued not to take them seriously. But Sarah
believes that their attitude is about to change. This year the state has instituted a new rule: in order to
graduate from high school, students must achieve a minimum score on the mandated test.
In the weeks prior to the test, Sarah reminds her students of the new state policy.
“You mean I really won’t graduate if I don’t pass this test?” asks Charlie.
“That’s right, Charlie,” answers Sarah. “This time your scores don’t just matter to the school. This
time they matter to each and every one of you as individuals.”
20
“Wait till my parent hear about this!” exclaims Roger. “I’ll be grounded all summer if I don’t pass this
thing.”
Sarah reassures them, “Don’t worry, kids. We’re going to spend some time preparing for this. We all
know the kinds of items to expect. We also know what the test will cover. The state isn’t out to ensure
that only geniuses get diplomas. They just want to make sure that you have met the minimum standards
they have set. You can all do this.”
“Yeah, right,” complains Sue. “The only reason I was going to graduate is because I’ve been taking
easy classes. I’ve never met state standards in math, and I don’t see how I’ll do it this time, either.”
“If we don’t pass, doesn’t that mean that teachers screwed up?” asks another student. “Why do we
have to pay for that?”
Sarah spends the next several weeks with her students helping them to prepare for the test. They
examine copies of tests from previous years. They take practice exams and work on basic algebra skills
that will be on the test rather than continuing with their more advanced curriculum. In short, everything,
except for the test, is placed on hold. And Sarah is not the only one to do this. An English teacher, Jacob,
spends time working with students on isolated vocabulary rather than reading literature. Phil, a social
studies teacher, concentrates on memorization of the U.S. Constitution rather than letting students debate
their views on the legality of various government practices.
The school counselor joins in also. She offers to teach the students relaxation techniques and offers
counseling for anybody who has severe test anxiety. She uses cognitive-behavior therapy to help them
deal with the stress of the high-stakes test. Several students avail themselves of her services.
Several parent meetings are held at the school to inform parents of the importance of the test and enlist
their aid in encouraging their children to do their best. Many of the parents are very angry that instruction
is focused on preparing for the test and that their children are feeling anxious about taking it.
The day of the test, the students seem nervous. “At least they’re taking it seriously this time,”
comments Sarah.
Students, parents, and school personnel all wait anxiously for the results. Most students are found to
meet state standards and will graduate. However, some don’t pass. These students will have to attend
remedial education programs during the summer and try the test again. Some of these students, of course,
will not return for those courses. Some are students who have done fairly well in their coursework, yet for
some reason didn’t do well on the test.
1. How could these teachers have avoided suspending regular instruction in order to prepare students for
the test?
2. Consider what accommodations, if any, should be provided to:
a. Students living in poverty?
b. Students with limited English proficiency?
c. Students with learning disabilities?
3. Consider whether standardized test scores be used to determine:
a. Student graduation?
b. Teacher rewards (salary, bonuses) and penalties (poor evaluation, loss of employment)?
c. School building penalties (reassignment of faculty, reorganization)?
d. Government funding to school districts?
Chapter 16
questions.
1. How is assessment an integral part of instruction? How can formative and summative assessments
inform instruction?
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2. What are the common types of assessments and best practices for designing them?
3. What are effective methods of evaluating/grading student work?
 Creating Assessments
1. Consider the alternate assessments described in the textbook: authentic, performance, and portfolio.
Which do you think could be used as an effective assessment in the grade/subject you plan to teach?
Describe an alternate assessment you could use with your students.
2. Consider a topic/concept you will teach to your students. Using the guidelines in the textbook and the
document How To Write Better Tests (HTWBT) which is in the chapter folder on Blackboard,
develop a traditional test question of each of the types listed below about that topic/concept.
As you write the items, consider which are easy/difficult to write and which you think are most
commonly used in the subject/grade you will be teaching. Try to write items that assess at a high level
of Bloom’s taxonomy.
 Multiple Choice (text p. 542; HTWBT p. 7)
 True-False (text p. 544; HTWBT p. 12)
 Matching Items (text p. 544; HTWBT p. 14)
 Short Answer/Completion (text p. 544; HTWBT p. 15)
 Essay (text p. 545; HTWBT p. 4)
2. Quizzes
See the class schedule in the syllabus for the date each quiz is due. Bring the completed quiz to class on
that date. You can print the entire quiz with your answers to the questions or just submit the answers –
whichever is convenient for you.
If you are not able to attend class on the date the quiz is due, please instead do the alternate quiz
assignment that is described below – following quiz 3.
Quiz 1 (Chapters 1-4)
I. Multiple choice: Choose the best answer from the list of responses provided. (1 pt. each)
1. Piaget's concept of _____ occurs when a child incorporates new knowledge into existing knowledge.
a. Assimilation
b. Accommodation
c. Animism
d. Concrete operations
2. A child is said to display Piaget's concept of egocentrism if he or she displays which of the following
traits?
a. Tendency to ask numerous questions about the world
b. Inability to distinguish between his or her own perspective and the perspectives of others
c. Realization of the boundary between oneself and the environment
d. Problems with sentence structure during conversation
3. Which one of the following examples involving young adolescents reflects an authoritarian parenting
style?
a. Kelly’s parents are very involved in their own lives and problems and do not provide Kelly
with much affection or emotional support.
b. Fern’s parents allow her generous leeway in terms of bedtimes, curfews, and choice of
friends.
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c. Henry’s parents have high expectations for him but often ask him for his opinion when they
set guidelines for acceptable behavior.
d. Molly’s parents are very strict, letting her know their high expectations and imposing strong
penalties for failing or breaking their rules.
4. Other things being equal, which child is most likely to have come from a home in which parents use
an authoritative parenting style?
a. Rhoda is anxious and unhappy.
b. Margaret is impulsive and disobedient.
c. Frank is well-behaved and self-confident.
d. Patrick is selfish and unmotivated.
II. Matching: Match the following scenarios with the crisis in Erikson’s theory in which they would have
the most impact, by indicating a letter (A-E) for each. Then indicate whether the experience would
support a positive or a negative resolution of the crisis by adding “+” or “—“ after the letter. (1 pt. each
part)
Crisis Resolution Direction
A. Trust vs. mistrust + Positive Resolution
B. Autonomy vs. shame and doubt - Negative Resolution
C. Initiative vs. guilt
D. Industry vs. inferiority
E. Identity vs. role confusion
1. ____ When a student finally completes a complex and involved science project, the teacher criticizes
him for taking so much time.
2. ____ When a preschool student wants color an elephant purple and a tiger green, the teacher lets him
because she tries to let students carry out their own ideas.
3. ____ Little Susan wants to feed herself, but her mother, annoyed by the mess her daughter creates,
insists on feeding the child herself.
III. Brief answers: Provide brief answers to each of the following questions in full sentences.
1. Mr. Newman just graduated with an education degree. As part of his interview process for a position
at Middletown Elementary School, he was asked to discuss whether he believes teaching is an art or a
science. What should Mr. Newman discuss? (5 pts)
2. Briefly explain person-situation interaction and why it is important for teachers to be aware of it. (5
pts.)
Brief essays: Choose five (5) of the questions below. Bring typed or neatly hand-written brief answers to
the five (5) questions . All answers should be in your own words. (4 pts. each)
1. Give an example of a positive reinforcer and a negative reinforcer that could be used in the classroom
to achieve a desired behavior from students. State the behavior and the reinforcer.
2. Why does reducing the cognitive load during instruction improve learning? Describe two ways you
can reduce cognitive load for students.
3. Describe two teaching strategies that would likely benefit children who live in poverty.
4. Describe two teaching strategies that are recommended for working with culturally diverse children.
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5. Describe the three main characteristics of a student with ADHD and an overall strategy for addressing
the student’s needs in the classroom.
6. Describe the characteristics of a gifted student and a strategy for addressing the student’s needs in the
classroom.
7. Why is it important for teachers to consider the concept of reciprocal determinism when evaluating
behavior of students in the classroom environment?

The Big Debate case study
Mrs. Rumer was new to teaching eighth grade at Hillside Middle School. Before the school year
began, she met with other new teachers and their mentors for planning sessions. The administration
appeared to be aware of just how much planning is necessary for successful teaching. Mrs. Rumer openly
shared her ideas with her mentor, Mrs. Humbolt, and the rest of the group.
“I really want to have a learner-centered classroom,” she said. “I’d like to use aspects of problem-
based learning, essential questions, and guided discovery. I think the students will learn so much more
that way than if I use teacher-centered instruction.”
Mrs. Humbolt smiled and said, “Well, they’d probably have more fun, but I doubt that their test
scores would reflect much learning at all. We really need to prepare our students to meet state standards,
Mrs. Rumer. To do that, you’d better throw in some good old-fashioned direct instruction.” Several other
teachers readily agreed. One commented, “That constructivist stuff is too much fluff; I want my students
to be serious and learn what I teach them.” Another said, “I use the computers in the classroom for
drilling students to memorize material for the state tests they have to take, sort of like giving them
electronic flash cards. I guess that wouldn’t fit your scheme.”
The other teachers’ comments surprised Mrs. Rumer. She had learned in her education courses
that learner-centered instruction is supposed to be the best way to teach children. She wanted her students
to actively construct their knowledge, not merely have her pour information into their minds. The
principal assured her that if she wanted to use a learner-centered approach, she would have that freedom.
With this assurance, Mrs. Rumer began making lists of everything she would have to plan for in
order to have an effective learner-centered classroom. She began by going through the district’s
curriculum guide for eighth grade. She made lists of all the objectives. Then she went through the learner-
centered psychological principles from the APA. After doing this, she realized her job was going to be a
daunting one.
Provide your answers to the following:
2. What steps should Mrs. Rumer take next?
3. Should she follow through with her plan to take a curriculum that has been taught in a teacher-
centered manner and convert it to a learner-centered curriculum? Why/why not?
4. How can she incorporate technology into the curriculum so that the computers don’t become mere
electronic flash-cards?
5. Which of the following is an activity that would most likely appeal to Mrs. Rumer?
A. The students will learn material by completing a worksheet.
B. The students will learn material by playing small group and whole class games.
C. The students will learn material by taking daily timed tests.
D. The students will learn material by writing out their notes repeatedly.
6. Which of the following is an activity that would most likely appeal to Mrs. Rumer’s colleagues?
A. The students will learn the scientific process by completing several experiments.
B. The students will learn the scientific process by focusing on essential questions..
C. The students will learn the scientific process by reading about it in their science texts and listening
to lectures.
D. The students will learn the scientific process by testing the water in a nearby creek.
24
Alternate Quiz Assignment
If you are not able to attend class on the date a quiz is due, please instead do the alternate quiz assignment
that is described here.
Reflection Paper Assignment for Quiz
 Choose any two topics from each chapter that is included on the quiz (i.e. if the quiz covers four
chapters you will choose eight topics altogether) that you feel are especially relevant to the classroom
setting in which you hope to teach, and write about how you can apply that information to your
teaching.
 If you are planning a career other than teaching, you should apply the material to your future career.
 For each topic you choose to write about:
1. state the topic
2. very briefly describe/define the topic in 1-2 sentences, and
3. give specific information about how it can be applied to your teaching in at least 4 sentences
 Please note that the purpose of this paper is not to check whether you can describe/define concepts in
the chapters (#2 above), but to check whether you can apply them to a classroom setting (#3 above).
 The paper must be written in your own words ; do not use direct quotes from the text.
 Spelling, grammar, and punctuation are important. Your paper must be typed, double-spaced, and
stapled. The font size must be 11 or 12, and the document should have 1” margins.
An example paragraph written by a student follows. Use this as a model for your work.
A topic discussed in chapter ten was promoting writing development by including writing in all
components of the curriculum within an elementary classroom and within each subject in higher grades.
This means that students can learn to write in many different contexts, such as science lab reports,
descriptions of historical events, and even explaining their solving of math problems. Each one of these
writing assignments is different and includes different elements and understandings of writing. As a
teacher I would include this idea in my classroom by doing exactly what this idea suggests, using writing
in every subject that I cover. This could include creating historic newspapers in history lessons, having
the children create their own stories in English, and even have them create and write a science experiment
they have tried or may want to attempt. All of these writing ideas promote learning and understanding of
writing, as well as the comprehension that there are many different types of writing styles and not just
one. This will help the students understand how to use their writing to explain things and, ultimately, that
there are different contexts in which they should use different writing styles.
3. Final Exam
This assessment includes material learned throughout the semester. You should bring your completed
work to the last class meeting (see schedule in syllabus) where we will review it together. This will ensure
you leave this class with a thorough knowledge of important concepts.
To complete the exam, please copy the three sections to another electronic document and add your typed
answers. Print the document and bring it to the class meeting. At the end of the class meeting, you will
submit the document for grading.
I. Developmental Profile of a Child (25 points)

Create a developmental profile of a child in a grade you plan to teach.
1. Identify the grade/age of the child. Choose one grade/age; do not give a range of grades/ages. (5
points)
2. Describe a typical child you would encounter at this grade/age based on each of the following (10
points):
 Stage of the child in Piaget’s Theory of Cognitive Development
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 Typical language development at this age
 Stage of the child in Erikson’s Theory of Psychosocial Development
Do not simply state the name of the stage; describe some characteristics of the child at that stage.
3. Briefly describe two activities children might enjoy doing at this age. These can be activities children
would do in school or outside of school. Explain your choices for the activities based on the
information in #2. (10 points)
You may use a child you actually know to write this profile. If you do, use a pseudonym for the child and
any other names of people/places you mention.
II. Sociocultural and Exceptionality Profile of a Student (25 points)

Select characteristics of a student to construct a sociocultural and exceptionality profile and describe how
that student’s characteristics will affect his/her learning and your instruction in the classroom. You can
use the same child that you described in the Developmental Profile or use a different child.
1. Identify the grade/age of the student. (1 points)
2. Choose the child’s characteristics from the following options. Be sure to state which you chose in
your response and be sure to choose one of the options for each of the four characteristics. (1 point
each = 4 points)
 Choose a gender: male, female
 Choose a socioeconomic status: low income, affluent
 Choose an ethnicity: immigrant, ESL, minority
 Choose an exceptionality: LD, ADHD, ID, physical disorder, sensory disorder, speech/language
disorder, autism spectrum disorder, emotional/behavioral disorder, gifted
3. Describe how each of the four characteristics of that student could affect his/her learning and your
instruction in the classroom. Describe specific considerations a teacher should keep in mind when
teaching a student with each of the four characteristics you chose. (20 points)
III. Motivation and Classroom Management (50 points)

Scenario: Your students are scheduled to take a standardized test in mathematics in two weeks. So far
this year, you have focused your instruction on the district math curriculum rather than just training the
students to do well on the state-mandated test. However, now that the test date is approaching, you are
becoming anxious about whether your students are prepared to do well on the test. The principal has
made it clear that she expects scores to be better than last year when your school ranked in the lower half
of all schools across the state.
Today you had the students do a few math problems that are similar to those they will do for the test.
Unfortunately, many of the students panicked when they saw the items because they are not exactly like
the math curriculum work they have been doing so far this year. These math problems require more
reading and writing that you have been doing with the class.
Two of your lower-performing students, Gloria and Mark, started groaning as soon as they saw the
unfamiliar items and Janet accused you of tricking them by giving them work they have never done
before. Matt agreed with her and added that you should have taught them to do this type of math problem
if you expected them to do well on the test.
In contrast, a couple of your students who typically do well in math, Sharon and Larry, loudly remarked
that the math problems were fun. They really seemed to enjoy the challenge of the new items and were
willing to focus on figuring out how to complete them. However, their remarks did not seem to improve
the confidence of the rest of the class. Overall, the lesson ended badly with many students voicing
concern about their ability to do well on the standardized test. You are particularly concerned about a
few students who struggled with math at the beginning of the year. They have been doing better in the
last few months and you do not want them to lose that sense of confidence in their ability to do well in
math.
26
1. Describe the primary problem(s)/issue(s) in the scenario and the effect they are having on the
classroom environment and on learning in your classroom. (4 points)
2. Consider the strategies listed below and choose at least six of those that you would use to address the
problem(s)/issue(s). Develop a plan for using them to encourage learning and desirable behavior in
your classroom. Describe specific ways they would be implemented. Be careful to not use practices
included in the list that are (36 points)
 Apply reinforcement and/or punishment
 Encourage mastery motivation and mindset
 Identify student and teacher expectations
 Model behavior
 Set goals
 Change attributions
 Encourage intrinsic motivation
 Provide rewards as extrinsic motivation
 Promote self-efficacy
 Encourage self-regulation.
 Address individual achievement difficulties
 Establish rules and procedures
 Design effective classroom physical environment
 Create a positive atmosphere for learning
3. Describe two specific ways you can measure whether the strategies you propose were successful on
the short term and/or long term. That is, what student achievements and/or behaviors could you
monitor and record the frequency of – in order to check whether the situation has improved. (10
points)
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Educational Psychology

Reading Questions, Activities, and Assessments

1. Chapter Guiding Questions and Activities

 Piaget and Vygotsky terms

Accommodation, Assimilation, Concrete operational, Conservation, Disequilibrium, Egocentrism,

 The Book Report case study SPF 303

3. What could Mr. Johnson do to help Lucy understand?

 Erikson’s Life-Span Development Theory

+ positive or – negative outcome?

 These Boys case study

 Medicated Child video

 Now What case study

 Reinforcement and Punishment

There are no activities for you to prepare for Chapter 8.

Chapters 9 and 10 Activities

 Just Give Me a Test case study SPF 303

 The Cooperative Learning Group case study SPF 303

 The Constructivist Math Curriculum case study

 Maps case study

 Goal Orientation Theory

 A Is for Average, B Is for Bad case study

 High School Graduation Test case study

Quiz 1 (Chapters 1-4)

Quiz 2 (Chapters 5-8)

Quiz 3 (Chapters 9-12)

I. Developmental Profile of a Child (25 points)

II. Sociocultural and Exceptionality Profile of a Student (25 points)

III. Motivation and Classroom Management (50 points)

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