Online Instructor’s Resource Manual
to accompany
Educational Psychology
Eleventh Edition
Anita Woolfolk
The Ohio State University
Manual Prepared By:
Heather Dawson
Sarah Kozel Silverman
Mike Yough
A
Upper Saddle River, New Jersey
Columbus, Ohio
,Copyright © 2010 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458.
All rights reserved. Printed in the United States of America. This publication is protected by Copyright and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system,
or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For
information regarding permission(s), write to: Rights and Permissions Department.
Pearson® is a registered trademark of Pearson plc.
Merrill® is a registered trademark of Pearson Education, Inc.
Instructors of classes using Educational Psychology, Eleventh Edition, may reproduce material from the Instructor’s
Manual for classroom use.
9 8 7 6 5 4 3 2 1
ISBN-13: 978-0-13-701214-5
ii
, ISBN-10: 0-13-701214-4
Preface
Greetings and welcome to the 11th edition of the Instructor’s Resource Manual for Woolfolk’s
Educational Psychology. We hope that this manual serves as a useful teaching tool and resource
as you prepare for your classes. We recognize no two teachers are alike, nor are any two
classrooms alike. It is our intent that you be inspired to modify these activities and slides to fit
your teaching and your classroom. We encourage users to think of this manual as a starting point.
Online Instructor’s Manual
For those of you who are familiar with the previous Instructor’s Resource Manual, the most
prominent change you will notice is layout. Activities, discussions, resources, and links to
AnitaTalks podcasts are organized according to the focus questions at the beginning of each
chapter of the textbook. The focus questions serve as the focal point for each chapter in the
Instructor’s Resource Manual. We feel this organization aligns the text and its resources in a
way that helps to synthesize all of the resources available for each chapter.
Each chapter in the Instructor’s Resource Manual begins with a list of focus questions from the
text, as well as the relevant chapter objectives and study plan activities available in the
MyEducationLab online course. Each focus question is accompanied by additional activities and
resources included within this manual designed to help address that question. Focus Questions
are individually hot-linked to the activities and resources that relate to them. Thus, the instructor
desiring to focus on one particular focus question need not scan around the entire manual for the
appropriate resources, but can just click on the focus question.
Each focus question is organized in the following order:
• Activities. Activities were chosen that support the learning objectives and to promote
active learning. All activities have proven to promote student engagement. We recognize
that each classroom is unique. Thus, we encourage users to modify activities based on the
characteristics of their students. Referenced in each chapter are handouts that accompany
some of the activities described in the manual; the handouts themselves are located at the
end of the manual. The handouts can be photocopied as needed for distribution in classes
that use the Educational Psychology textbook.
• Discussion Questions. Discussion questions were chosen to promote a deeper level of
student engagement with the learning objectives. Some questions were chosen with the
intent to help students process the material in order to understand a given topic. Other
questions are intended to promote rich discussion that helps students to understand the
complexity of a given topic and to consider alternative views.
• Other Resources. Additional resources include links to websites or podcasts. Many of the
podcasts are from Anita Woolfolk’s Anita Talks about Teaching series, and thus are
especially pertinent to content from the text. Clicking on the link while pressing the
‘control’ key on your keypad will take you to the site. Once at the site
iii
, (http://anitatalks.wordpress.com/) simply click on “Listen to the podcast” for the podcast
you wish to access.
Online PowerPoint Slides
These visual aids display, summarize, and help explain core information presented in each
chapter. PowerPoint slides relevant for each chapter’s content and suitable for in-class
presentation, are available to download at www.pearsonhighered.com. To access the PowerPoint
slides, enter the author, title, or ISBN, locate Educational Psychology (11th ed.), and click on the
“Resources” tab.
Like the Instructor’s Resource Manual, the slides are arranged to be closely aligned with the
text. Each set of slides begins with the learning objectives from the text followed by an outline of
the chapter. They also include the What would you do? scenario from the textbook in order to set
the stage for some of the issues addressed in each chapter.
MyEducationLab
MyEducationLab, new to the 11th edition of Educational Psychology, and located at
www.myeducationlab.com, is an online course that situates you and your students within the
context of real classrooms and artifacts, a context that research on teacher education tells us is so
important. Through authentic in-class video footage, interactive skill-building exercises, and a
variety of online media assets, MyEducationLab offers you and your students a uniquely
valuable teacher education tool.
Instruct your students to look for the MyEducationLab logo and directives at the end of each
chapter and in the text margins. Follow the directives and the simple navigation instructions to
access the multimedia Individualized Study Plan, Activities and Applications, and Building
Teaching Skills and Dispositions exercises. All exercises are assignable and include hints for
students and feedback for instructors. Students may also link directly from each chapter of the
Woolfolk MyEducationLab online course to relevant AnitaTalks Podcasts and CCSSO Teachers
of the Year Video Clips (see the Teacher Talk section in MyEducationLab).
• Individualized Study Plan: Students have the opportunity to take self-assessment
quizzes after reading each chapter of the text. The quiz results automatically generate a
personalized study plan for each student, identifying areas of the chapter that still need
some additional study time. In their study plan, students are presented with Review,
Practice, and Enrichment exercises to facilitate learning and deepen understanding of
chapter concepts.
• Activities and Applications: A variety of exercises and activities offer opportunities to
extend understanding and learning of chapter content through classroom video footage,
simulations, and teacher and student artifacts. All Activities and Applications are
assignable, and when appropriate include hints for students and feedback for instructors.
• Building Teaching Skills and Dispositions: Application assignments help students
practice and strengthen skills that are essential to quality teaching. Students watch
authentic classroom video footage or interact with thought-provoking simulations and
iv
to accompany
Educational Psychology
Eleventh Edition
Anita Woolfolk
The Ohio State University
Manual Prepared By:
Heather Dawson
Sarah Kozel Silverman
Mike Yough
A
Upper Saddle River, New Jersey
Columbus, Ohio
,Copyright © 2010 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458.
All rights reserved. Printed in the United States of America. This publication is protected by Copyright and
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system,
or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For
information regarding permission(s), write to: Rights and Permissions Department.
Pearson® is a registered trademark of Pearson plc.
Merrill® is a registered trademark of Pearson Education, Inc.
Instructors of classes using Educational Psychology, Eleventh Edition, may reproduce material from the Instructor’s
Manual for classroom use.
9 8 7 6 5 4 3 2 1
ISBN-13: 978-0-13-701214-5
ii
, ISBN-10: 0-13-701214-4
Preface
Greetings and welcome to the 11th edition of the Instructor’s Resource Manual for Woolfolk’s
Educational Psychology. We hope that this manual serves as a useful teaching tool and resource
as you prepare for your classes. We recognize no two teachers are alike, nor are any two
classrooms alike. It is our intent that you be inspired to modify these activities and slides to fit
your teaching and your classroom. We encourage users to think of this manual as a starting point.
Online Instructor’s Manual
For those of you who are familiar with the previous Instructor’s Resource Manual, the most
prominent change you will notice is layout. Activities, discussions, resources, and links to
AnitaTalks podcasts are organized according to the focus questions at the beginning of each
chapter of the textbook. The focus questions serve as the focal point for each chapter in the
Instructor’s Resource Manual. We feel this organization aligns the text and its resources in a
way that helps to synthesize all of the resources available for each chapter.
Each chapter in the Instructor’s Resource Manual begins with a list of focus questions from the
text, as well as the relevant chapter objectives and study plan activities available in the
MyEducationLab online course. Each focus question is accompanied by additional activities and
resources included within this manual designed to help address that question. Focus Questions
are individually hot-linked to the activities and resources that relate to them. Thus, the instructor
desiring to focus on one particular focus question need not scan around the entire manual for the
appropriate resources, but can just click on the focus question.
Each focus question is organized in the following order:
• Activities. Activities were chosen that support the learning objectives and to promote
active learning. All activities have proven to promote student engagement. We recognize
that each classroom is unique. Thus, we encourage users to modify activities based on the
characteristics of their students. Referenced in each chapter are handouts that accompany
some of the activities described in the manual; the handouts themselves are located at the
end of the manual. The handouts can be photocopied as needed for distribution in classes
that use the Educational Psychology textbook.
• Discussion Questions. Discussion questions were chosen to promote a deeper level of
student engagement with the learning objectives. Some questions were chosen with the
intent to help students process the material in order to understand a given topic. Other
questions are intended to promote rich discussion that helps students to understand the
complexity of a given topic and to consider alternative views.
• Other Resources. Additional resources include links to websites or podcasts. Many of the
podcasts are from Anita Woolfolk’s Anita Talks about Teaching series, and thus are
especially pertinent to content from the text. Clicking on the link while pressing the
‘control’ key on your keypad will take you to the site. Once at the site
iii
, (http://anitatalks.wordpress.com/) simply click on “Listen to the podcast” for the podcast
you wish to access.
Online PowerPoint Slides
These visual aids display, summarize, and help explain core information presented in each
chapter. PowerPoint slides relevant for each chapter’s content and suitable for in-class
presentation, are available to download at www.pearsonhighered.com. To access the PowerPoint
slides, enter the author, title, or ISBN, locate Educational Psychology (11th ed.), and click on the
“Resources” tab.
Like the Instructor’s Resource Manual, the slides are arranged to be closely aligned with the
text. Each set of slides begins with the learning objectives from the text followed by an outline of
the chapter. They also include the What would you do? scenario from the textbook in order to set
the stage for some of the issues addressed in each chapter.
MyEducationLab
MyEducationLab, new to the 11th edition of Educational Psychology, and located at
www.myeducationlab.com, is an online course that situates you and your students within the
context of real classrooms and artifacts, a context that research on teacher education tells us is so
important. Through authentic in-class video footage, interactive skill-building exercises, and a
variety of online media assets, MyEducationLab offers you and your students a uniquely
valuable teacher education tool.
Instruct your students to look for the MyEducationLab logo and directives at the end of each
chapter and in the text margins. Follow the directives and the simple navigation instructions to
access the multimedia Individualized Study Plan, Activities and Applications, and Building
Teaching Skills and Dispositions exercises. All exercises are assignable and include hints for
students and feedback for instructors. Students may also link directly from each chapter of the
Woolfolk MyEducationLab online course to relevant AnitaTalks Podcasts and CCSSO Teachers
of the Year Video Clips (see the Teacher Talk section in MyEducationLab).
• Individualized Study Plan: Students have the opportunity to take self-assessment
quizzes after reading each chapter of the text. The quiz results automatically generate a
personalized study plan for each student, identifying areas of the chapter that still need
some additional study time. In their study plan, students are presented with Review,
Practice, and Enrichment exercises to facilitate learning and deepen understanding of
chapter concepts.
• Activities and Applications: A variety of exercises and activities offer opportunities to
extend understanding and learning of chapter content through classroom video footage,
simulations, and teacher and student artifacts. All Activities and Applications are
assignable, and when appropriate include hints for students and feedback for instructors.
• Building Teaching Skills and Dispositions: Application assignments help students
practice and strengthen skills that are essential to quality teaching. Students watch
authentic classroom video footage or interact with thought-provoking simulations and
iv
