Full file at
Online Instructor’s Manual and Media Guide
for
Educational Psychology
Windows on Classrooms
Eighth Edition
Paul Eggen
University of NorthFlorida
Don Kauchak
University of Utah
This edition of the Instructor’s Manual prepared by
Suzanne Schellenberg
University of NorthFlorida
Upper Saddle River, New Jersey
Columbus, Ohio
Copyright © 2010 by Pearson Education, Inc., Upper Saddle River, New Jersey07458. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permission(s), write to: Rights and Permissions Department.
Instructors of classes using Eggen & Kauchak’s Educational Psychology: Windows on Classrooms, eighth edition, may reproduce material from the Instructor’s Manual for classroom use.
10 9 8 7 6 5 4 3 2 1
ISBN-13: 978-0-13-501670-1
ISBN-10: 0-13-501670-3
TABLE OF CONTENTS
Introduction: To the Instructor...... 1
Chapter 1: Educational Psychology: Developing a Professional Knowledge Base...... 21
Chapter 2: The Development of Cognition and Language...... 27
Chapter 3: Personal, Social, and Moral Development...... 37
Chapter 4: Learner Diversity...... 47
Chapter 5: Learners with Exceptionalities...... 55
Chapter 6: Behaviorism and Social Cognitive Theory...... 67
Chapter 7: Cognitive Views of Learning...... 81
Chapter 8: Constructing Knowledge...... 97
Chapter 9: Complex Cognitive Processes...... 109
Chapter 10: Theories of Motivation...... 123
Chapter 11: Motivation in the Classroom...... 135
Chapter 12: Creating Productive Learning Environments: Classroom Management...... 147
Chapter 13: Creating Productive Learning Environments: Principles and Models of Instruction.. ...161
Chapter 14 Assessing Classroom Learning...... 177
Chapter 15: Assessment Through Standardized Testing...... 189
Media Guide...... 195
1
Introduction: To the Instructor
INTRODUCTION:
TO THE INSTRUCTOR
WELCOME TO THE EIGHTH EDITION OF EDUCATIONAL PSYCHOLOGY: WINDOWS ON CLASSROOMS.
Welcome to the instructor’s manual for the eighth edition of Educational Psychology: Windows on Classrooms. You wouldn’t be reading this instructor’s manual if you hadn’t adopted the text, and the text preface outlines our approach and the features included in the book, so we won’t repeat information that you can see in the book itself.
We want to first to offer our help in any way we can. If you have questions of any kind, please feel free to contact us. Our email addresses are and . We will respond to you right away.
USING THE INSTRUCTOR’S MANUAL AND MEDIA GUIDE
The Instructor’s Manual and Media Guide is organized into six sections, each designed to help you with your class.
MyEducationLab. MyEducationLab at is a new online resource for both you and your students. It is described on the next page.
Teaching Suggestions. Teaching Suggestions are general suggestions for teaching your course, designed to help you “practice what you preach.” We emphasize that they are merely “suggestions.” You are the best judge of what will produce the most learning in your students. The teaching suggestions are on page 3.
Suggested Projects. If you’re inclined to require projects of your students, the Suggested Projects offer some ideas that you might consider. These suggested projects are on page 4.
Observing in Classrooms. If you have a field component attached to your course, the Observing in Classrooms guide offers some suggestions for activities that your students might complete in the field. The suggested activities for each chapter begin on page 5.
Chapter-by-Chapter Guides. The chapter-by-chapter guides begin on page 21 and are organized as follows:
Chapter Overview: The overview provides you with a short summary of the major concepts in each chapter.
Chapter Objectives: These are the objectives that appear at the beginning of each chapter of the text.
PowerPoint Slides: A list of PowerPoint slides designed to be used with the chapter is included. They are listed by chapter and number. For instance PP 2.1 is the first PowerPoint slide on the list for Chapter 2.
Chapter Outline: The chapter outline includes all the headings for all sections of the chapter.
Presentation Outline: The presentation outline provides suggestions for teaching the content of the chapter and includes suggested PowerPoint slides and MyEducationLab activities. If you have any uncertainty about how to use a specific PowerPoint slide, please refer to the presentation outline, which will offer specific suggestions.
Classroom Exercises: The classroom exercises are additional questions that you may also choose to assign as homework. Students do not have access to either the questions or the feedback. The feedback immediately follows the questions in this manual, and it exists on the last set of PowerPoint slides for each chapter.
The Media Guide. The Media Guide begins on page 195.
Again, please contact us if you have any questions or if we can help you in any way.
The best of luck in your teaching.
Paul Eggen
Don Kauchak
1
Introduction: To the Instructor
MYEDUCATIONLAB
MyEducationLab, located at is an online course to accompany the eighth edition of Educational Psychology: Windows on Classrooms. MyEducationLab contains resources for both you and your students.
After students have logged on to MyEducationLab, they have access to a Study Plan section, where they can take a Quiz to check their understanding of the content of each chapter. Detailed feedback is provided to explain why their responses are correct or incorrect. They can then respond to Review, Practice, and Enrichment exercises, which give them practice with the content of the chapter. Feedback for these exercises is available to students.
MyEducationLab for Educational Psychology: Windows on Classrooms also includes an Activities and Applications section that is designed to help students apply the content of the chapters to classroom lessons (presented in videotaped episodes and written case studies) or to teacher and student artifacts. Margin notes in each of the chapters refer the students to a particular application; they go to MyEducationLab to watch the video episode, read the case study, or analyze the artifact; and they then respond to a series of questions linked to the application. (To see some examples of the margin notes, look on page 200 of the text, which asks students to analyze an artifact; page 208, which has the students watch a video episode; and page 220, which asks the students to analyze a case study. Similar examples exist in each of the chapters.)
Feedback for the questions in the Activities and Applications section is available only to instructors in the Answer Key section of MyEducationLab; students do not have access to the feedback.Making the feedback available only to instructors allows you to use the exercises as class discussion items or for homework.
In the Building Teaching Skills and Dispositions section of MyEducationLab, you will find activities that develop students’ professional knowledge and decision making. Students will be scaffolded through the exercises to help them build teaching skills and develop dispositions.
A final task will assess their mastery of the skill. As with the Activities and Applications, the feedback for this final task is available only to instructors in the Answer Key section of MyEducationLab.
(To see an example of a margin note that focuses on Building Teaching Skills and Dispositions, look on page 210 of the text, which directs the students to a video episode to help them build their teaching skills.)
TEACHING SUGGESTIONS
Suggestion / Rationale / Text ReferenceWe recommend that you tell your students to bring their books with them to class each day. / A number of teaching suggestions for each chapter have them refer to their books. They will be at a disadvantage if they don’t have their books. / All Chapters
If your classes aren’t too large, try to learn your students’ names. / Knowing their names is a form of personalization, and students appreciate your efforts. / Chapter 10
Chapter 11
Begin your classes on time, and have your materials prepared and ready. / Research on effective teaching indicates that effective teachers maximize their time available for instruction, and this allows you to model effective instruction. / Chapter 6
Chapter 12
Chapter 13
Establish routines for turning in and collecting materials and other procedural activities. / Expert teachers have as many of their procedures as possible in routines that are essentially automatic. / Chapter 7
Chapter 9
Chapter 13
Present problems and questions as application exercises. / Working on problems and questions, either individually or in groups, helps students apply their understanding to the real world of teaching. / Chapter 8
Chapter 13
Begin your lessons with a question, problem, or some other attention getter. (Suggestions are offered in the presentation outlines.) / Attention is the beginning point for information processing, and attention getters can induce curiosity, which is a characteristic of intrinsically motivating activities. / Chapter 7
Chapter 10
Chapter 11
Chapter 13
Give frequent, announced assessments. Return the assessments promptly, and provide detailed feedback / Frequent assessment is associated with increased learning, and the need for feedback is a principle of learning. This practice is consistent with both learning and motivation theory. / Chapter 8
Chapter 11
Chapter 13
Chapter 14
Use a criterion-referenced system, and emphasize learning rather than performance. Put students’ scores on the back page of their quizzes and tests as a symbol of this process. / Criterion referencing and emphasizing learning help promote a learning-focused classroom environment. / Chapter 11
Chapter 14
SUGGESTED PROJECTS
The following are projects you might consider having your students complete as part of your course.
1.Case Study: You might have students write a classroom case study that illustrates applications of the content of the chapters. Case studies from chapter-opening pages could be used as models. We have assigned this project to our students when teaching the class, and many students have said that they enjoy the assignment.
2. Class Presentations: You might either assign students topics or have them select topics that they want to examine in more depth and make brief presentations on the topics. We want to emphasize, however, that these presentations can never adequately substitute for your instruction, and they shouldn’t be used to replace your teaching.
3.Peer-Taught Lessons: You might ask students to select a topic and teach that topic in a peer setting. You might require that the lesson focus on a particular aspect of the content you’re emphasizing in your class, such as applications of constructivist approaches to instruction, teaching for transfer, promoting learner motivation, or learner-centered instruction. Students could critique one another’s lessons using an observation guide similar to the guides in this manual in Observing in Classrooms.
4. Commercial Movies: You might consider requiring students to watch one or more commercial movies and then discuss the relationships between the movies and their lead characters and the content of your class.
5. Research Articles: You might require students to search journals, such as the Journal of Educational Psychology, Educational Psychologist, Contemporary Educational Psychology, Journal of Educational Research, Review of Educational Research, and others, to summarize a selected number of articles and their implications for learning and teaching. You might require that the reference dates for articles be older than a particular year, such as 2000, for example. Suggest students share the results of their efforts with the whole class.
6.Concept Mapping: Concept maps provide opportunities for students to make connections among concepts. Request that students try constructing concept maps using only the key concepts listed at the end of individual chapters, or ask students to link concepts from several chapters. Students should be able to verbally describe their concept maps in student groups or to the whole class by putting them on the board, a transparency, or a PowerPoint slide.
7. Item Writing: To encourage a greater depth in the processing of information, ask students to write paper-and-pencil assessment items that cover the content they study. We’ve had good luck with asking students to write multiple-choice items, because writing good stems and distracters seems to encourage a deeper processing of content knowledge. The items students write can then be used in several ways: (1) as review items to be discussed in a whole-class activity, (2) as homework review, or (3) as an opportunity to talk about the item-writing process.
8.Journals: Encouraging students to keep journals and enter personal reflections and reactions to chapter content can be an effective learning tool.
10. Field Work: If you have a field component attached to your course, or you can arrange field experiences for your students, consider having students complete field assignments outlined in the section Observing in Classrooms: Exercises and Activities, which begins on the next page.
OBSERVING IN CLASSROOMS: EXERCISES AND ACTIVITIES
This section offers some suggestions for activities that students might complete as they observe in classrooms. These exercises include suggestions for observing teachers as they work with their students, observing students in learning activities, and conducting interviews with teachers and students.
Chapter 1: Educational Psychology: Developing a Professional Knowledge Base
Learning to Teach
Teacher Interview: This exercise is intended to gather information with respect to teachers’ beliefs about learning to teach. The following are some suggested questions:
1.How important is knowledge of content in being an effective teacher? Is knowledge of content all that is necessary? Why do you think the way you do?
2.How important is experience in schools in learning to teach? Is experience all that is necessary?
3.If a person has a good command of his or her subject matter and is able to acquire experience in schools, is that sufficient in learning to teach?
Reflection
Teacher Interview: This exercise focuses on teachers as reflective practitioners. To begin the interview, you may want to provide a brief overview of the topic of reflection (see text page 6). The following are some suggested questions:
1.Is reflection relatively important or relatively unimportant in a teacher’s development? Why do you feel the way you do?
2.When do you find opportunities to reflect about your teaching?
3.Can you give me a specific example where you were involved in reflection in the last day or two?
4.Can you give me an example of how the process of reflection changed your teaching?
5.How do the following stimulate your thinking about teaching?
Interactions with students
Evaluations of student work
Interactions with parents or guardians
Conversations with other professionals
Research
6.What changes in your professional life would give you greater opportunities to reflect?
Diversity
Student Observation: The purpose of this exercise is to gather basic information about the diversity found in the classroom. Seat yourself at the side of a room so that you can observe students during a lesson and as they enter and leave the room. Gather the following information:
1.Describe the students’ physical development. How much do they differ in size? Who is the largest? Smallest?
2.How many males and females are there? How do they interact with each other?
3.Notice the students’ clothes. Do they dress alike, or is there considerable variation? Are the clothes new, or do they appear well worn? Are they clean and in good repair? What do their shoes tell you?
4.How many different cultures appear to be represented? How can you tell? To what extent do students from different cultures interact?
Teacher interview: Explain to the teacher that the purpose of the interview is to gather information about diversity in classrooms. The following are some suggested questions:
1.How much do your students differ in ability?
2.What is the socioeconomic status of most students in your class? What is the range? How does this influence your teaching?
3.How many different cultures are represented in your classroom? For what percentage is English their first language? Is English spoken in the home? How do culture and language influence your teaching?
4.Do the boys and girls in your class perform equally well in all subjects? Do they participate equally? Does student gender influence your teaching? If so, how?
Chapter 2: The Development of Cognition and Language
Cognitive Development
Student Interview: The purpose of this exercise is to provide you with some experiences in conducting Piagetian tasks with students. If possible, conduct the interviews with a 5- to 6-year-old, a 9- to10-year-old, and a 13- to 14-year-old and compare their responses. If this isn’t possible, interview several students at one grade level and compare their responses.
1.Conservation of Mass: Give the student two equal balls of clay. After the student confirms that they are equal, flatten one of the balls into a pancake shape. Ask: Are the amounts of clay in the two pieces the same or different? How do you know?
2.Conservation of Volume: Show the student two identical clear containers partially filled with water. Ask if the amounts are the same. Then pour the water from one of the containers into a larger clear container. Ask: Are the amounts of liquids in the two containers same or different? How do you know?
3.Conservation of Number: Arrange ten coins in two rows as they appear in Figure 2.5 on page 39 of the text. Ask if the number of coins in the two rows is the same. Then rearrange them so the lower row is spread out. Ask: Are the number of coins in the two rows the same or different? How do you know?
4.Control of Variables. Present the following problem to the student: I have ten puppies, and I want to find out which of two kinds of dog food will make the puppies grow faster. Ask: What kind of experiment could I do to answer the question? and Is there anything else I need to do?
Accommodating Developmental Diversity
Teacher Interview: Interview a teacher to determine how developmental diversity influences teaching. The following are some suggested questions:
1.How do the age and developmental level of your students influence your teaching? Can you give me specific examples?