EDUCATIONAL PSYCHOLOGY

Chapter 14 page 320 Problem 14.4. Evaluating teaching: Hints In each of these problems, evaluate the teacher’s hint. Problem A. ...

Chapter 14 page 321 Responses: A. Derrek has given a lot of information in this hint. After five weeks of practicing with a proc ...

Chapter 14 page 322 Table 14.1: Two sets of cognitive prompts Cognitive Prompts for Conducting Experiments Cognitive Prompts for ...

Chapter 14 page 323 Figure 14.3 Question stem cue cards Comprehension questions Describe _____ in your own words. What does ____ ...

Chapter 14 page 324 prompts are applicable only to the single topic of Andrew Jackson. To promote generalization, cognitive prom ...

Chapter 14 page 325 Figure 14.4 An example of an diagrammatic representation. After extended discussion, two students working to ...

Chapter 14 page 326 Criteria. Another effective form of scaffolding is the use of criteria. Criteria are the standards used to j ...

Chapter 14 page 327 Table 14.3: Rubric for scoring math problem solutions Dimension Score of 0 Score of 1 Score of 2 Represent t ...

Chapter 14 page 328 talk with students, when they work with groups, and when they hold class discussions. Fading scaffolding. Fa ...

Chapter 14 page 329 LEARNING ENVIRONMENTS THAT INTEGRATE FEATURES OF EFFECTIVE STRATEGY INSTRUCTION In the first part of the cha ...

Chapter 14 page 330 Regina: I do. I wonder what kind of special machinery they have now. Leann: I have a prediction to make. Tea ...

Chapter 14 page 331 Research strongly supports the effectiveness of Reciprocal Teaching (De Corte et al., 2001; Lederer, 2000; A ...

Chapter 14 page 332 Figure 14.5 a. Seven questions to generate and organize ideas for stories b. Four prompts to generate and or ...

Chapter 14 page 333 purposes, parts, and characteristics of good stories and persuasive essays, students gain metacognitive awar ...

Chapter 14 page 334 Figure 14.6 A handout to record transfer of story-writing strategies to other classes Source: National Cente ...

Chapter 14 page 335 the questions that are used to generate good ideas for the writing. The teacher asks herself, “Who are the m ...

Chapter 14 page 336 Figure 14.7 A diagrammatic representation to scaffold students’ identification of the parts of stories. Sour ...

Chapter 14 page 337 improved. This practice increases their self-efficacy as a writer, as they see that effort and strategy use ...

Chapter 14 page 338 They sometimes choose their own topics and are sometimes given choices between alternative topics, such as c ...

Chapter 14 page 339 explanations. Teachers may need to explain and model strategy use repeatedly. Students with learning disabil ...