EDUCATIONAL PSYCHOLOGY

Chapter 14 page 340 Figure 14.8a Scaffold to help third graders take others’ ideas into account This figure shows two cartoonish ...

Chapter 14 page 341 there is evidence that the features of effective instruction discussed throughout this chapter are effective ...

Chapter 15 page 342 CHAPTER 15 Collaborative Learning Chapter Outline y Reflecting on student thinking y Collaborative learning: ...

Chapter 15 page 343 Reflecting on Student Thinking Rachel Williams, a fifth-grade mathematics teacher, regularly uses collaborat ...

Chapter 15 page 344 Problem #7. 1/2 + 3/4 A: How did you do #6? B: Hey, what’s #7? C: 5/4. B: Oh. 5/4? C: Yeah. B: OK. Problem # ...

Chapter 15 page 345 Therefore, students may be more likely to be actively engaged in learning during group work than in whole- c ...

Chapter 15 page 346 Goals of Collaborative Learning A key goal of collaborative learning is to help individual students learn bo ...

Chapter 15 page 347 self-fulfilling prophecy can occur. High-status students in a group may ignore the contributions of low- sta ...

Chapter 15 page 348 Mutual Respect Students are more likely to interact well if they respect each other (Cohen, 1994a; D. Johnso ...

Chapter 15 page 349 Table 15.1 Three Kinds of Help in Collaborative Learning Kind of help Definition and examples Explanations E ...

Chapter 15 page 350 Example 4. History. Same question as above. A What did you write for #6? B I put, “Because he believed that ...

Chapter 15 page 351 In this discussion, both Sean and Leah present Jeremy with the alternative perspective that keeping the goos ...

Chapter 15 page 352 Table 15.2 Uptake of Ideas Response Explanation Examples Acceptance The student indicates agreement, possibl ...

Chapter 15 page 353 Student A likely to learn more? Pair #3 Student A: I’m not sure about this one: “ ‘There are many examples o ...

Chapter 15 page 354 Samantha: And I don’t think whales do usually Brian: Um, yeah, some do. Samantha: No Liana: No, only the kil ...

Chapter 15 page 355 The student just copied what the partner had said. The student didn’t say anything at all in response to th ...

Chapter 15 page 356 Problem 15.4 Understanding students’ thinking: Which core processes of effective collaborative groups are pr ...

Chapter 15 page 357 INSTRUCTIONAL METHODS FOR PROMOTING EFFECTIVE GROUP PROCESSES So far in this chapter, you have learned about ...

Chapter 15 page 358 key information and questions about ancient Rome. The students quiz each other about the information covered ...

Chapter 15 page 359 Response. The lesson plan shares many elements with STAD. Students work in groups. They are given a group re ...