Educational Psychology Theory EXAM QUESTIONS WITH 100% PASS

Educational Psychology Theory EXAM QUESTIONS WITH 100% PASS In which of the following examples is Mr. Dunbar demonstrating Vygotsky's "zone of proximal development" concept? - Answer- Mr. Dunbar, as he is passing by the Master Minds group, says, "You're right, Miguel, but what are you going to do with that information?" Mr. Dunbar effectively uses cooperative learning strategies in his lesson on the volume of cylinders. He does all of the following except - Answer- ensure that each group contains members who have similar abilities. Mr. Dunbar, in his lesson on the volume of a cylinder, asks his students to figure out how to measure volume through experimentation. What type of learning strategy is he using? - Answer- Discovery learning Why didn't Mr. Dunbar just tell his students that the formula for finding the volume of a cylinder is ? - Answer- He believes that students will gain deeper understanding if they work it out for themselves. Which of the following cooperative learning strategies is Mr. Dunbar using? - Answer- Learning Together Describe an example of discovery learning. What is the teacher's role in a discovery lesson? What strengths and limitations are found in discovery learning? - Answer- How can teachers improve students' problem-solving abilities? - Answer- How does Mr. Arbuthnot, the fourth-grade teacher in the chapter-opening vignette, incorporate John Carroll's Model of School Learning into his lesson? - Answer- Mr. Arbuthnot tries to match the time spent on learning with the time students need to learn. Imagine that Mr. Arbuthnot decides to divide his class into three groups: those who know long division, those who know some long division, and those who do not know long division. What type of ability group would he be using? - Answer- Between-class ability grouping In the opening of the vignette, Mr. Arbuthnot teaches an engaging lesson on long division and then gives students a quiz on the content learned. What type of evaluation is this? - Answer- Formative Mr. Arbuthnot decides that he cannot work individually with all the students who have not yet mastered long division. He decides that some sort of tutoring might solve his problem. If he selects the type of tutoring that is most effective, according to research, which of the following will he use? - Answer- Tutoring by certified teachers Describe programs that exist for students placed at risk. - Answer- Explain how Mr. Arbuthnot could integrate technology into his teaching. What does the research on computer-based instruction say? - Answer- According to behavioral learning theorists, why are Cal Lewis's students motivated to learn about the Constitutional Convention? - Answer- To obtain reinforcers Mr. Lewis's students see the purpose of lessons about the Constitutional Convention as gaining information about the history of the United States. What type of goal orientation is this? - Answer- Learning goal Beth Andrews, a shy girl in Mr. Lewis's class, proposes elements of the Bill of Rights to the convention members. If Beth has an internal locus of control, she is most likely to attribute her successful presentation to which of the following factors? - Answer- Careful preparation Mr. Lewis wants his students to work hard regardless of their ability level or the difficulty of the task. What type of attributions will he attempt to instill in his students? - Answer- Internal-unstable Under what circumstances is it most important for Mr. Lewis to avoid the use of external incentives? - Answer- When students are motivated to do the work without extrinsic incentives Analyze Mr. Lewis's lesson and his students' willingness to participate from the perspective of each of the four theories of motivation presented in the chapter: behavioral, human needs, attribution, and expectancy. - Answer- Describe ways in which you can increase students' motivation to learn. - Answer- According to research, how could Ms. Cavalho increase student achievement in her classroom? - Answer- Increase engaged time by 10% above what is normal. Ms. Cavalho continues her lesson on writing style even as Mark attempts to interrupt. This is called - Answer- overlapping. Ms. Cavalho uses the principle of least intervention in her classroom. She works to prevent inappropriate behavior first, and if that does not work, she gives nonverbal cues and verbal reminders about how to act. She has used these strategies with Mark. Assume that Mark's behavior does not change after their discussion. What should she do next? - Answer- Apply consequences.