,Online Instructor’s Resource Manual
f f f
to accompany f
Educational Psychology f
Eleventh Edition f
Anita Woolfolk f
The Ohio State University
f f f
Manual Prepared By: f f
Heather Dawson f
f SarahKozelSilverman f f
Mike Yough
f f
Upper Saddle River, New Jersey
f f f f
Columbus, Ohio
f f
,Copyright © 2010 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458.
f f f f f f f f f f f f
All rights reserved. Printed in the United States of America. This publication is protected by Copyright and
f f f f f f f f f f f f f f f f
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system,
f f f f f f f f f f f f f f f f f
or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For
f f f f f f f f f f f f f f f f
information regarding permission(s), write to: Rights and Permissions Department.
f f f f f f f f f
Pearson® is a registered trademark of Pearson plc.
f f f f f f f
Merrill® is a registered trademark of Pearson Education, Inc.
f f f f f f f f
Instructors of classes using Educational Psychology, Eleventh Edition, may reproduce material from the Instructor’s
f f f f f f f f f f f f f
Manual for classroom use.
f f f f
9 8 7 6 5 4 3 2 1
f f f f f f f
ISBN-13: 978-0-13-701214-5f
ii
, ISBN-10: 0-13-701214-4
Preface
Greetings and welcome to the 11th edition of the Instructor’s Resource Manual for Woolfolk’s
f f f f f f f f f f f f f
Educational Psychology. We hope that this manual serves as a useful teaching tool and resource as
f f f f f f f f f f f f f f f f
you prepare for your classes. We recognize no two teachers are alike, nor are any two classrooms
f f f f f f f f f f f f f f f f f
alike. It is our intent that you be inspired to modify these activities and slides to fit your teaching
f f f f f f f f f f f f f f f f f f f
and your classroom. We encourage users to think of this manual as a starting point.
f f f f f f f f f f f f f f f
Online Instructor’s Manual f f
For those of you who are familiar with the previous Instructor’s Resource Manual, the most
f f f f f f f f f f f f f f
prominent change you will notice is layout. Activities, discussions, resources, and links to
f f f f f f f f f f f f f
AnitaTalks podcasts are organized according to the focus questions at the beginning of each
f f f f f f f f f f f f f f
chapter of the textbook. The focus questions serve as the focal point for each chapter in the
f f f f f f f f f f f f f f f f f
Instructor’s Resource Manual. We feel this organization aligns the text and its resources in a way
f f f f f f f f f f f f f f f f
that helps to synthesize all of the resources available for each chapter.
f f f f f f f f f f f f
Each chapter in the Instructor’s Resource Manual begins with a list of focus questions from the
f f f f f f f f f f f f f f f
text, as well as the relevant chapter objectives and study plan activities available in the
f f f f f f f f f f f f f f f
MyEducationLab online course. Each focus question is accompanied by additional activities and
f f f f f f f f f f f f
resources included within this manual designed to help address that question. Focus Questions are
f f f f f f f f f f f f f f
individually hot-linked to the activities and resources that relate to them. Thus, the instructor
f f f f f f f f f f f f f f
desiring to focus on one particular focus question need not scan around the entire manual for the
f f f f f f f f f f f f f f f f f
appropriate resources, but can just click on the focus question.
f f f f f f f f f f
Each focus question is organized in the following order:
f f f f f f f f
• Activities. Activities were chosen that support the learning objectives and to promote active f f f f f f f f f f f f
learning. All activities have proven to promote student engagement. We recognize that
f f f f f f f f f f f f
each classroom is unique. Thus, we encourage users to modify activities based on the
f f f f f f f f f f f f f f
characteristics of their students. Referenced in each chapter are handouts that accompany
f f f f f f f f f f f f
some of the activities described in the manual; the handouts themselves are located at the
f f f f f f f f f f f f f f f
end of the manual. The handouts can be photocopied as needed for distribution in classes
f f f f f f f f f f f f f f f
that use the Educational Psychology textbook.
f f f f f f
• Discussion Questions. Discussion questions were chosen to promote a deeper level of f f f f f f f f f f f
student engagement with the learning objectives. Some questions were chosen with the
f f f f f f f f f f f f
intent to help students process the material in order to understand a given topic. Other
f f f f f f f f f f f f f f f
questions are intended to promote rich discussion that helps students to understand the
f f f f f f f f f f f f f
complexity of a given topic and to consider alternative views.
f f f f f f f f f f
• Other Resources. Additional resources include links to websites or podcasts. Many of the
f f f f f f f f f f f f
podcasts are from Anita Woolfolk’s Anita Talks about Teaching series, and thus are
f f f f f f f f f f f f f
especially pertinent to content from the text. Clicking on the link while pressing the
f f f f f f f f f f f f f f
‘control’ key on your keypad will take you to the site. Once at
f f f f f f f f f f f f f f f f f f f f f f f f f f
the site
f f f
iii
f f f
to accompany f
Educational Psychology f
Eleventh Edition f
Anita Woolfolk f
The Ohio State University
f f f
Manual Prepared By: f f
Heather Dawson f
f SarahKozelSilverman f f
Mike Yough
f f
Upper Saddle River, New Jersey
f f f f
Columbus, Ohio
f f
,Copyright © 2010 by Pearson Education, Inc., Upper Saddle River, New Jersey 07458.
f f f f f f f f f f f f
All rights reserved. Printed in the United States of America. This publication is protected by Copyright and
f f f f f f f f f f f f f f f f
permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system,
f f f f f f f f f f f f f f f f f
or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For
f f f f f f f f f f f f f f f f
information regarding permission(s), write to: Rights and Permissions Department.
f f f f f f f f f
Pearson® is a registered trademark of Pearson plc.
f f f f f f f
Merrill® is a registered trademark of Pearson Education, Inc.
f f f f f f f f
Instructors of classes using Educational Psychology, Eleventh Edition, may reproduce material from the Instructor’s
f f f f f f f f f f f f f
Manual for classroom use.
f f f f
9 8 7 6 5 4 3 2 1
f f f f f f f
ISBN-13: 978-0-13-701214-5f
ii
, ISBN-10: 0-13-701214-4
Preface
Greetings and welcome to the 11th edition of the Instructor’s Resource Manual for Woolfolk’s
f f f f f f f f f f f f f
Educational Psychology. We hope that this manual serves as a useful teaching tool and resource as
f f f f f f f f f f f f f f f f
you prepare for your classes. We recognize no two teachers are alike, nor are any two classrooms
f f f f f f f f f f f f f f f f f
alike. It is our intent that you be inspired to modify these activities and slides to fit your teaching
f f f f f f f f f f f f f f f f f f f
and your classroom. We encourage users to think of this manual as a starting point.
f f f f f f f f f f f f f f f
Online Instructor’s Manual f f
For those of you who are familiar with the previous Instructor’s Resource Manual, the most
f f f f f f f f f f f f f f
prominent change you will notice is layout. Activities, discussions, resources, and links to
f f f f f f f f f f f f f
AnitaTalks podcasts are organized according to the focus questions at the beginning of each
f f f f f f f f f f f f f f
chapter of the textbook. The focus questions serve as the focal point for each chapter in the
f f f f f f f f f f f f f f f f f
Instructor’s Resource Manual. We feel this organization aligns the text and its resources in a way
f f f f f f f f f f f f f f f f
that helps to synthesize all of the resources available for each chapter.
f f f f f f f f f f f f
Each chapter in the Instructor’s Resource Manual begins with a list of focus questions from the
f f f f f f f f f f f f f f f
text, as well as the relevant chapter objectives and study plan activities available in the
f f f f f f f f f f f f f f f
MyEducationLab online course. Each focus question is accompanied by additional activities and
f f f f f f f f f f f f
resources included within this manual designed to help address that question. Focus Questions are
f f f f f f f f f f f f f f
individually hot-linked to the activities and resources that relate to them. Thus, the instructor
f f f f f f f f f f f f f f
desiring to focus on one particular focus question need not scan around the entire manual for the
f f f f f f f f f f f f f f f f f
appropriate resources, but can just click on the focus question.
f f f f f f f f f f
Each focus question is organized in the following order:
f f f f f f f f
• Activities. Activities were chosen that support the learning objectives and to promote active f f f f f f f f f f f f
learning. All activities have proven to promote student engagement. We recognize that
f f f f f f f f f f f f
each classroom is unique. Thus, we encourage users to modify activities based on the
f f f f f f f f f f f f f f
characteristics of their students. Referenced in each chapter are handouts that accompany
f f f f f f f f f f f f
some of the activities described in the manual; the handouts themselves are located at the
f f f f f f f f f f f f f f f
end of the manual. The handouts can be photocopied as needed for distribution in classes
f f f f f f f f f f f f f f f
that use the Educational Psychology textbook.
f f f f f f
• Discussion Questions. Discussion questions were chosen to promote a deeper level of f f f f f f f f f f f
student engagement with the learning objectives. Some questions were chosen with the
f f f f f f f f f f f f
intent to help students process the material in order to understand a given topic. Other
f f f f f f f f f f f f f f f
questions are intended to promote rich discussion that helps students to understand the
f f f f f f f f f f f f f
complexity of a given topic and to consider alternative views.
f f f f f f f f f f
• Other Resources. Additional resources include links to websites or podcasts. Many of the
f f f f f f f f f f f f
podcasts are from Anita Woolfolk’s Anita Talks about Teaching series, and thus are
f f f f f f f f f f f f f
especially pertinent to content from the text. Clicking on the link while pressing the
f f f f f f f f f f f f f f
‘control’ key on your keypad will take you to the site. Once at
f f f f f f f f f f f f f f f f f f f f f f f f f f
the site
f f f
iii
