TEST BANK
USING EDUCATIONAL PSYCHOLOGY IN TEACHING
12TH EDITION
CHAPTER NO. 01: EDUCATIONAL PSYCHOLOGY: UNDERSTANDING LEARNING AND
TEACHING
Table of Contents:-
• Learning Objective Quizzes
• Application Exercises
• Test Items
• Test Answer Key
LEARNING OBJECTIVE QUIZZES
Learning Objective 1.1: Describe expert teaching and explain how expert teaching
influences student learning.
[Q1]
Of the following, which factor most strongly contributes to student learning and
development?
1. Class size: Small classes contribute more to student learning and development than
do any other influences.
2. The curriculum: The content students study and the textbooks they use are the
factors that have the most impact on student learning.
3. The teacher: The expertise of the teacher is the single most important influence on
student learning and development. [correct]
4. Leadership: The school principal and other school leaders influence student learning
and development more than any other factor.
[Feedback for Answer Choice 1]
Research results examining the influence of class size on learning is mixed. In lower
grades, smaller classes are correlated with more learning, but in higher grades, results
are less conclusive. Class size is not the primary factor influencing student learning.
[Feedback for Answer Choice 2]
Curriculum has more influence on the topics students study than on the amount they
learn. The amount students learn from the curriculum depends more on the teacher
than any other factor.
[Feedback for Correct Answer 3]
Research indicates that the amount students learn, and the extent to which they
develop, depend most strongly on teaching expertise, the knowledge and skills of their
,teachers.
[Feedback for Answer Choice 4]
School leadership, such as school principals, are important, but they don’t directly work
with students, so they don’t directly influence learning as much as do teachers.
[Q2]
Of the following, which statement most accurately describes how individuals become
expert teachers?
1. Teaching expertise is essentially instinctive; it is primarily the result of native ability,
just as some athletes are born with more natural ability than others.
2. Teaching expertise is acquired primarily through experience in classrooms.
3. Teaching expertise primarily results from being exposed to other teachers with high
levels of expertise.
4. Teaching expertise is acquired through extensive study and practice, in the same
way as expertise is acquired in any other field. [correct]
[Feedback for Answer Choice 1]
Some teachers do indeed have more natural ability than others, just as some athletes
have more natural ability than others, but natural ability, alone, isn’t enough to develop
expertise, just as natural ability in sports doesn’t ensure stardom.
[Feedback for Answer Choice 2]
Experience is important, but experience without study often results in repeating the
same practices year after year, regardless of whether the practices are effective.
[Feedback for Answer Choice 3]
Being exposed to teachers with high levels of expertise will likely increase individuals’
knowledge and skills, but this exposure, alone, isn’t enough to develop expertise in the
observers.
[Feedback for Correct Answer 4]
Expert teachers acquire the knowledge and skills, that set them apart from their
colleagues with less expertise, through extensive study and a great deal of practice.
[Q3]
Of the following, which statement most accurately describes the difference between
expert teachers and their colleagues with less expertise?
1. Expert teachers have more experience than their colleagues with less expertise.
2. Expert teachers possess more professional knowledge and skills that do their
colleagues with less expertise. [correct]
3. Expert teachers care about their students more than their colleagues with less
expertise.
,4. Expert teachers have degrees in specific fields, such as math or English, whereas
less expert teachers do not have comparable degrees.
[Feedback for Answer Choice 1]
Experience may or may not lead to teaching expertise. Some experienced teachers are
experts; others are not.
[Feedback for Correct Answer 2]
Research indicates that expert teachers possess more knowledge and skills than their
colleagues with less expertise, and the primary difference between expert teachers and
those with less expertise is greater knowledge and more skills.
[Feedback for Answer Choice 3]
Expert teachers care about their students, but caring about students, alone, isn’t
enough to ensure teaching expertise.
[Feedback for Answer Choice 4]
A degree in a specific field doesn’t ensure expertise. For example, in a study of teacher
candidates, researchers found that math majors were no more capable than nonmajors
of effectively illustrating math concepts in ways that learners could understand.
[Q4]
Four teachers want their students to understand that nonessential clauses—such as,
“My friend, who lives in our neighborhood, is planning to have a party.”—are set off by
commas.
Hector Martinez provides his students with several examples of sentences that
include essential and nonessential clauses punctuated correctly, guides the students to
an understanding of the rule with his questioning, and then has the students practice by
writing a paragraph that includes two examples of sentences with essential clauses, and
two examples of sentences with nonessential clauses, both punctuated correctly.
Sharon Stevens writes the learning objective for the lesson on the board, carefully
explains the rule for punctuating nonessential clauses, and then has the students
complete a worksheet in which they are required to punctuate sentences that have
essential and nonessential clauses.
Sylvia Ortega provides her students with examples of sentences with essential and
nonessential clauses punctuated correctly, carefully explains why the sentences are
punctuated as they are, and then has the students write a paragraph that includes
correctly punctuated sentences that include essential and nonessential clauses.
David Henderson provides his students with examples of correctly punctuated
sentences that include essential and nonessential clauses, and he guides the students
to an understanding of the rule with his questioning. He summarizes the lesson by
having one of the students explain the rule and provide an example.
The teacher that is demonstrating the highest level of expertise is:
1. Hector Martinez [correct]
, 2. Sharon Stevens
3. Sylvia Ortega
4. David Henderson
[Feedback for Correct Answer 1]
Hector provided his students with examples, guided their developing understanding with
questioning, and had them practice by writing a paragraph in which examples of the rule
were embedded. Each of these teaching actions demonstrates expertise.
[Feedback for Answer Choice 2]
Sharon neither provided her students with examples, nor did she interact with them. As
you will see when you study Chapter 2, social interaction is an essential element of
Vygotsky’s theory of cognitive development, and the ability to guide students’
developing understanding is an essential element of teaching expertise.
[Feedback for Answer Choice 3]
Sylvia provided her students with examples, and she also provided them with
opportunities to practice, but instead of interacting with her students, she simply
explained the rule. This doesn’t suggest that teachers should not provide explanations
for their students. However, simply explaining doesn’t demonstrate as high a level of
expertise as does guiding students’ developing understanding using questioning.
[Feedback for Answer Choice 4]
David provided his students with examples and interacted with them, but he didn’t have
them practice to further their understanding. As you’ll see later in the chapter, “Acquiring
long-term knowledge and skill is largely dependent on practice” is one of the “Top 20
Principles from Psychology for PreK–12 Teaching and Learning” as described by the
American Psychological Association.
[Q5]
Of the following, which is the most important factor for promoting as much learning as
possible in students.
1. Teachers clearly explaining the topics they’re teaching.
2. Teachers having a clear understanding of the standards students are expected to
meet.
3. Teachers working collaboratively with their colleagues to best help meet the learning
needs of all students.
4. Teachers being clear and precise about their learning objectives. [correct]
[Feedback for Answer Choice 1]
Being able to clearly explain the topics being taught is obviously an important teaching
ability. However, teachers must first be clear about exactly what they want their
students to understand—their learning objective.
USING EDUCATIONAL PSYCHOLOGY IN TEACHING
12TH EDITION
CHAPTER NO. 01: EDUCATIONAL PSYCHOLOGY: UNDERSTANDING LEARNING AND
TEACHING
Table of Contents:-
• Learning Objective Quizzes
• Application Exercises
• Test Items
• Test Answer Key
LEARNING OBJECTIVE QUIZZES
Learning Objective 1.1: Describe expert teaching and explain how expert teaching
influences student learning.
[Q1]
Of the following, which factor most strongly contributes to student learning and
development?
1. Class size: Small classes contribute more to student learning and development than
do any other influences.
2. The curriculum: The content students study and the textbooks they use are the
factors that have the most impact on student learning.
3. The teacher: The expertise of the teacher is the single most important influence on
student learning and development. [correct]
4. Leadership: The school principal and other school leaders influence student learning
and development more than any other factor.
[Feedback for Answer Choice 1]
Research results examining the influence of class size on learning is mixed. In lower
grades, smaller classes are correlated with more learning, but in higher grades, results
are less conclusive. Class size is not the primary factor influencing student learning.
[Feedback for Answer Choice 2]
Curriculum has more influence on the topics students study than on the amount they
learn. The amount students learn from the curriculum depends more on the teacher
than any other factor.
[Feedback for Correct Answer 3]
Research indicates that the amount students learn, and the extent to which they
develop, depend most strongly on teaching expertise, the knowledge and skills of their
,teachers.
[Feedback for Answer Choice 4]
School leadership, such as school principals, are important, but they don’t directly work
with students, so they don’t directly influence learning as much as do teachers.
[Q2]
Of the following, which statement most accurately describes how individuals become
expert teachers?
1. Teaching expertise is essentially instinctive; it is primarily the result of native ability,
just as some athletes are born with more natural ability than others.
2. Teaching expertise is acquired primarily through experience in classrooms.
3. Teaching expertise primarily results from being exposed to other teachers with high
levels of expertise.
4. Teaching expertise is acquired through extensive study and practice, in the same
way as expertise is acquired in any other field. [correct]
[Feedback for Answer Choice 1]
Some teachers do indeed have more natural ability than others, just as some athletes
have more natural ability than others, but natural ability, alone, isn’t enough to develop
expertise, just as natural ability in sports doesn’t ensure stardom.
[Feedback for Answer Choice 2]
Experience is important, but experience without study often results in repeating the
same practices year after year, regardless of whether the practices are effective.
[Feedback for Answer Choice 3]
Being exposed to teachers with high levels of expertise will likely increase individuals’
knowledge and skills, but this exposure, alone, isn’t enough to develop expertise in the
observers.
[Feedback for Correct Answer 4]
Expert teachers acquire the knowledge and skills, that set them apart from their
colleagues with less expertise, through extensive study and a great deal of practice.
[Q3]
Of the following, which statement most accurately describes the difference between
expert teachers and their colleagues with less expertise?
1. Expert teachers have more experience than their colleagues with less expertise.
2. Expert teachers possess more professional knowledge and skills that do their
colleagues with less expertise. [correct]
3. Expert teachers care about their students more than their colleagues with less
expertise.
,4. Expert teachers have degrees in specific fields, such as math or English, whereas
less expert teachers do not have comparable degrees.
[Feedback for Answer Choice 1]
Experience may or may not lead to teaching expertise. Some experienced teachers are
experts; others are not.
[Feedback for Correct Answer 2]
Research indicates that expert teachers possess more knowledge and skills than their
colleagues with less expertise, and the primary difference between expert teachers and
those with less expertise is greater knowledge and more skills.
[Feedback for Answer Choice 3]
Expert teachers care about their students, but caring about students, alone, isn’t
enough to ensure teaching expertise.
[Feedback for Answer Choice 4]
A degree in a specific field doesn’t ensure expertise. For example, in a study of teacher
candidates, researchers found that math majors were no more capable than nonmajors
of effectively illustrating math concepts in ways that learners could understand.
[Q4]
Four teachers want their students to understand that nonessential clauses—such as,
“My friend, who lives in our neighborhood, is planning to have a party.”—are set off by
commas.
Hector Martinez provides his students with several examples of sentences that
include essential and nonessential clauses punctuated correctly, guides the students to
an understanding of the rule with his questioning, and then has the students practice by
writing a paragraph that includes two examples of sentences with essential clauses, and
two examples of sentences with nonessential clauses, both punctuated correctly.
Sharon Stevens writes the learning objective for the lesson on the board, carefully
explains the rule for punctuating nonessential clauses, and then has the students
complete a worksheet in which they are required to punctuate sentences that have
essential and nonessential clauses.
Sylvia Ortega provides her students with examples of sentences with essential and
nonessential clauses punctuated correctly, carefully explains why the sentences are
punctuated as they are, and then has the students write a paragraph that includes
correctly punctuated sentences that include essential and nonessential clauses.
David Henderson provides his students with examples of correctly punctuated
sentences that include essential and nonessential clauses, and he guides the students
to an understanding of the rule with his questioning. He summarizes the lesson by
having one of the students explain the rule and provide an example.
The teacher that is demonstrating the highest level of expertise is:
1. Hector Martinez [correct]
, 2. Sharon Stevens
3. Sylvia Ortega
4. David Henderson
[Feedback for Correct Answer 1]
Hector provided his students with examples, guided their developing understanding with
questioning, and had them practice by writing a paragraph in which examples of the rule
were embedded. Each of these teaching actions demonstrates expertise.
[Feedback for Answer Choice 2]
Sharon neither provided her students with examples, nor did she interact with them. As
you will see when you study Chapter 2, social interaction is an essential element of
Vygotsky’s theory of cognitive development, and the ability to guide students’
developing understanding is an essential element of teaching expertise.
[Feedback for Answer Choice 3]
Sylvia provided her students with examples, and she also provided them with
opportunities to practice, but instead of interacting with her students, she simply
explained the rule. This doesn’t suggest that teachers should not provide explanations
for their students. However, simply explaining doesn’t demonstrate as high a level of
expertise as does guiding students’ developing understanding using questioning.
[Feedback for Answer Choice 4]
David provided his students with examples and interacted with them, but he didn’t have
them practice to further their understanding. As you’ll see later in the chapter, “Acquiring
long-term knowledge and skill is largely dependent on practice” is one of the “Top 20
Principles from Psychology for PreK–12 Teaching and Learning” as described by the
American Psychological Association.
[Q5]
Of the following, which is the most important factor for promoting as much learning as
possible in students.
1. Teachers clearly explaining the topics they’re teaching.
2. Teachers having a clear understanding of the standards students are expected to
meet.
3. Teachers working collaboratively with their colleagues to best help meet the learning
needs of all students.
4. Teachers being clear and precise about their learning objectives. [correct]
[Feedback for Answer Choice 1]
Being able to clearly explain the topics being taught is obviously an important teaching
ability. However, teachers must first be clear about exactly what they want their
students to understand—their learning objective.
