EDUCATIONAL PSYCHOLOGY

Chapter 8, page 180 Table 8.7: Examples from math Students have learned to solve problems such as this one: Solve for a. (2a + 1 ...

Chapter 8, page 181 You can use the questions in instruction. By asking students novel, challenging questions and posing novel, ...

Chapter 8, page 182 Anderson et al. did a study of transfer in which they used three different word processing programs. The st ...

Chapter 8, page 183 Problem 1: Suppose you are a doctor faced with a patient who has a malignant tumor in his stomach. It is imp ...

Chapter 8, page 184 All of the above examples are instances of failures to achieve positive transfer--a desired transfer from on ...

Chapter 8, page 185 To help you understand the idea of an authentic assessment, here is a definition and some examples: Definiti ...

Chapter 8, page 186 AUTHENTIC ASSESSMENT NOT AN AUTHENTIC ASSESSMENT This is an essay question on an exam: Imagine that you are ...

Chapter 8, page 187 AUTHENTIC ASSESSMENT NOT AN AUTHENTIC ASSESSMENT This is an end-of-semester graded homework assignment: Imag ...

Chapter 8, page 188 FORMATIVE ASSESSMENT Effective use of formative assessment can greatly improve teaching and student learning ...

Chapter 8, page 189 Third, in traditional assessment, the teacher does not systematically use information from the tests to chan ...

Chapter 8, page 190 Learning Goal #4: Causes of the Great Depression. Students will understand several of the most important eco ...

Chapter 8, page 191 This is the rubric that the teachers design to evaluate how well learners have progressed toward considering ...

Chapter 8, page 192 The teachers also construct rubrics for their two content goals, which will be assessed by quizzes. Underst ...

Chapter 8, page 193 Now, using these rubrics, each teacher can track each and every student’s progress at each assessment point ...

Chapter 8, page 194 with the 8 students who are at Level 0 (which means that they are only naming causes but not explaining them ...

Chapter 8, page 195 Janice’s level is the lowest in the class on this goal, so the teacher asks Janice to come in after school t ...

Chapter 10 page 196 CHAPTER 10 Creating Motivating, Engaging Classroom Communities Chapter Outline ANALYZING MOTIVATION Five per ...

Chapter 10 page 197 ANALYZING MOTIVATION Five Perspectives on Motivation Here are five perspectives on student motivation. You s ...

Chapter 10 page 198 Larry also raises his hand when the teacher says, “OK, here is a very hard question, and maybe none of you w ...

Chapter 10 page 199 Now suppose that the student fails a test. What could the student attribute failure to? --general lack of ab ...