Study Questions for Week 1



Study Questions for Week 1

Introduction

IN1. Why study educational psychology? What is its relevance to the study of teaching and learning?

IN2. What is the relationship between education and schooling?

IN3. What is the relationship between teaching and learning? Can one happen without the other? How? Why?

Education for Life

EL1. What does Whitehead mean by the “rhythms of education?” Describe the stages he proposes. How might you apply this concept in your teaching?

EL2. How might schools apply the concept of “harmony of patterns” in the development of curriculum and learning activities? Would this be a significant change from what we now see in PreK-12 schooling?

EL3. Whitehead suggests that a primary aim of education is the “marriage of thought and action.” Do you agree with this statement? Why or why not? In your opinion, is this a primary goal of modern schooling? (Give an example to support your view).

Research

RS1. What is the scientific method and why do we use it to study the teaching/learning process?

RS2. What is a paradigm and why is it important in one’s approach to discerning truth (i.e., what is the importance of one’s worldview when discerning facts and organizing concepts and principles)?

RS3. How is the scientific method similar to and different from other ways of discerning truth (i.e., experience, intuition, religion, philosophy)? What advantages or disadvantages do you perceive resulting from the exclusive use of the scientific method for discerning truth?

RS4. Define and relate the following hierarchies: fact, concept, principle, theory, law; knowledge, comprehension, application, analysis, synthesis, evaluation.

RS5. Write a one paragraph explanation of your view of human nature.

Types of Studies

TS1. What would be some good questions that could be addressed using a descriptive study? What would you be trying to find out? Have you every done a descriptive research study as an educator? Was it a successful study?

TS2. When would you want to do a correlational study? What are some advantages and disadvantages of this type of study? Give some examples of the types of questions one might ask that a correlational study might answer? Give an example from a research study you know about that exemplifies a correlational study.

TS3. When would you want to do an experimental study? What are some advantages and disadvantages of this type of study? Give some examples of the types of questions one might ask that an experimental study might answer? Give an example from a research study that exemplifies the experimental study? Why is this type of study not done more often in education?

TS4. Write a one paragraph description of a study you believe would address an important issue in education and/or schooling and describe the most important threat to internal validity for that study.

Study Questions for Week 2

Overview of Assessment Issues

OA1. Should we be more concerned about learning, maturation or development when we address school learning? Why is this discussion an important issue?

OA2. What is the difference between aptitude and achievement? With which of these should the educational system be more concerned? Why?

OA3. Reliability and validity are important issues in all aspects of school. How are these dealt with in instruction, assessment, and evaluation?

OA4. How much emphasis should we place on formative and summative assessments when assigning grades? Why?

OA5. Should teachers use norm-referenced standards when evaluating classroom learning?

Basic Concepts of Complexity Science

CS1. What is a system and why do the concepts of complexity science apply to human beings?

CS2. What is emergence and why is this an important concept in complexity science?

CS3. How would you apply the four good rules of complexity organizations to your workplace?

CS4. How can the systems model of human behavior presented in class help educators in their professional roles? What are the advantages over a simple listing of competing learning theories? What are the disadvantages?

Systems/Transactional Model of Human Behavior

ST1. What is the focus of this model? How is that different from the Model of the Teaching/Learning Process?

ST2. What is the value of considering the human being from the perspective of body, mind and spirit?

ST3. What are some implications of considering mind in terms of cognition, affect, and conation? What are some possible implications for the Model of the Teaching/Learning Process?

ST4. Why are family, school, religious organizations, and peer groups considered as the first level of context? What are some implications for educators?

Becoming a Brilliant Star

BBS1. What is the basic concept of the Brilliant Star model? Do you agree that it is an important concept? Why or why not?

BBS2. What is the difference between personal capital and social capital? Is this an important distinction? Why or why not?

BBS3. Huitt proposes that a human being’s spiritual nature, his or her moral character, as well as personal style are core elements for describing human nature. Do you agree with that proposal? Why or why not?

BBS4. In addition to the core elements, Huitt proposes two sets of competencies, one set more internally-oriented and the other more externally-oriented. Is this an important distinction? Why or why not?

BBS5. What is the role of the classroom teacher, school counselor, or school administrator in producing an effective developmental ecology? Who else has similar responsibilities?

Study Questions for Week 3

A Paradigm Shift

PS1. Why is the movement to the information age from the agricultural/industrial age so important? Some people say the next shift is to the imagination age. Why would they say that? Do you agree?

PS2. Name the most important trend (other than the movement to the information age) that you believe will impact life in the 21st century. State why you believe this to be so. How will this impact important knowledge, attitudes, and skills of students? What is one thing educators can do to help student acquire these?

PS3. There are now as many "teachers" in business, industry, and government as there are in the public K-12 system. Why is this happening and what are its implications for K-12 teachers?

PS4. How have you begun to prepare yourself for teaching in the information age? What books or articles have you read? What seminars or conferences have you taken? What courses have you taken? What experiences have you sought out? Is this working? Are you acquiring the necessary knowledge, attitudes, and skills? What else do you need to do?

Emerging Paradigm

EP1. Elgin and LeDrew propose human beings interact with three different ecologies. Do you agree with their assessment? Why or why not? How does their view relate to the systems model of human behavior and Becoming a Brilliant Star discussed previously?

EP2. These authors suggest a “reflective/living-systems paradigm” is developing. Do you see any evidence for this paradigm among your family, friends, or local community? Give examples.

EP3. Five indicators (or micro trends) are suggested as signs that the overall trend of global consciousness is occurring. Do you see any of these in your interactions with family, friends, or acquaintances? Would you like to; would you see these as desirable? Why or why not?

EP4. Do you believe launching a study circle in your school to discuss these issues would be valuable? Would it be a small or large group if you did? What might be some advantages or disadvantages of launching such an effort?

SCANS Report Revisited

SRR1. Why is the SCANS report an important document? Do you agree with the major catagories of Foundations and Competenices? How have you, your school or your discipline begun to address these?

SRR2. Do you agree or disagree with my critique of the SCANS report? Are there important knowledge, attitudes or skills that are not in the SCANS report or my critique? Which one of the additional items in my critique do you believe to be most important for success in the 21st century?

SRR3. What is/are the appropriate roles for the school, family and community to take in helping students develop in ways that are not measured on a standardized test of basic skills? Are these being addressed in your community and school system? If so, how? If not, what should be done?

Study Questions for Week 4

Make an original post for a self-concept/self-esteem question and one for the personal attributes question.

Self-concept and Self-esteem

SC1. What is meant by the term "self?" What is self-concept? How does it relate to self-esteem? To self-determination? To self-control?

SC2. William James proposed that self-esteem = success/pretensions; in more modern language this might be expressed as achievement/expectations. Do you agree with this formulation? Why or why not?

SC3. How do self-concept and self-esteem relate to academic achievement? Is there a correlational or causal relationship? What can teachers do to improve students' academic self-concepts?

SC4. What is the relationship between self-image and self-ideal? When there is a discrepancy, what are some possible results?

SC5. Describe some of the important factors of the construction of self-concept and self-esteem during early childhood, middle childhood, and adolescence.

SC6. Describe three characteristics of qualities of self-concept that are important for educators? Based on your knowledge of self-concept, what is one activity you could use to boost self-esteem, especially as it relates to academic performance?

Measures of Personal Attributes

PA1. Describe one of the measures of self, your scores on that measure, and the implications for your role as an educator.

Study Questions for Week 5

The Brain

On “The Brain From Top To Bottom” website, there are three different categories used to organize the material: (1) level of explanation; (2) level of organization; and (3) sub-topics of anatomy and function.

BR1. Explore “The Brain From Top To Bottom” website. Select at least two different levels of explanation and write a short discussion of your exploration. What did you see? What did you learn?

BR2. Explore “The Brain From Top To Bottom” website. Select at least two different levels of organization and write a short discussion of your exploration. What did you see? What did you learn?

BR3. Explore “The Brain From Top To Bottom” website. Explore both the anatomy and function sub-topics for your preferred levels of explanation and organization and write a short discussion of your exploration. What did you see? What did you learn?

Physical Development

PD1. Should an individual’s physical development be of concern to parents and teachers? Justify your answer.

PD2. What are some of the benefits of physical activity on a person’s overall level of fitness? As a role model for children and youth, describe some of the fitness activities in which you engage.

PD3. Does your school (or workplace) address the issue of physical fitness? How? What suggestions can you make to improve this component of your school’s educational program?

Nutrition

NTR1. Define and give examples of the brain’s macrostructure, microstructure, and operation, giving examples of how nutrition can impact each.

NTR2. Several studies have shown that dietary supplements are only effective as long as they continue (i.e, they do not have long-term, permanent impact). Why might this be true?

NTR3. Briefly describe the relationship of one of the following on children’s development: iodine, iron, zinc, B vitamins, or Omega-3. What can parents and teachers do to diagnose and impact deficiencies in the one you discuss?

Study Questions for Week 6

Paradigms of Instructional Technology

PIT1. What does Kuhn mean by a paradigm and a paradigm shift? How do theories of learning and development fit this definition of paradigm?

PIT2. Koschmann makes the case that instructional technology paradigms are merely expressions of a more general paradigm of instruction based on learning theory paradigms. Do you agree? Why or why not?

PIT3. Based on this analysis, what do you believe to be the dominant instructional paradigm in your school? What evidence can you provide for your opinion?

The Behavioral Approach to Learning

BA1. What is the basic assumption of the behavioral approach to learning? How is this basic assumption reflected in the three major claims of behaviorism? Do you agree or disagree with the assumption and claims? Provide support for your statement.

BA2. What is your opinion as to why did the behavioral approach catch on so quickly in American culture, but not in Europe? What are some major advantages of this approach? Disadvantages?

BA3. Briefly describe and differentiate methodological behaviorism, psychological behaviorism, and analytical behaviorism. Based on your current understanding, which do you believe has the most impact on your work as a professional educator?

BA4. Do you agree with Skinner’s social worldview? Why or why not?

BA5. Based on your current understanding, do you more subscribe to the behaviorist or anti-behaviorist position? Support your answer.

Operant Conditioning

OC1. What is the basic assumption of operant conditioning? Is this correct for human as well as animal learning? Support your answer.

OC2. Describe the differences between reinforcement and punishment. Between positive and negative reinforcement. Between positive reinforcement and response cost.

OC3. What happens when you move from a fixed schedule to a variable schedule? Which is the more appropriate at the initial stages of learning?

OC4. What happens when you move from an interval schedule to a ratio schedule? Which is the most often used in schools today? What is the result?

Using the Principles

UP1. Give some examples of how the behavioral approach can be used to enhance school learning.

Study Questions for Week 7

Perceptual Processing

PP1. What is the difference between direct and indirect perception? Is this an important distinction? Why or why not?

PP2. What might be some advantages and disadvantages of direct perception? How can educators use these during the teaching/learning process?

An Overview of the Cognitive Approach

OC1. What is the basic assumption of the cognitive approach to learning? Why do behaviorists not accept this assumption? Is this an appropriate assumption for human learning?

The Stage Theory of Information Processing

ST1. What is the basic assumption of the stage theory of memory? How does this compare with the basic assumption of the level-of-processing theory? What are the implications of each model?

ST2. What is the effect of attention on perceptual processing? What can educators do to enhance attention?

ST3. What is the difference between sensory memory and short-term memory? Between short-term and long-term memory? Which of these are educators most interested in and why?

ST4. Name and discuss the different organizations of information and knowledge in long-term memory? What are the implications of these different organizations for educators?

ST5. What are the similarities and differences between the stage theory of memory and the levels of processing theory? What are some implications for educators?

ST6. Describe the similarities and differences among the dual coding, schema theory, parallel distributed processing, and connectionistic models of memory? Why might these distinctions be important?

ST7. Describe some of the major issues in our understanding of the role of development for memory? Why might these be important for educators?

ST8. Give some examples of how the cognitive approach can be used to enhance school learning.

Bloom et al.’s Taxonomy of the Cognitive Domain

TCD1. What is the cognitive domain? How is it similar to and different from the affective and psychomotor domains? Why is the cognitive domain important in the information age?

TCD2. Do data support the hypothesis that Bloom's taxonomy of the cognitive domain is a true hierarchy? If not, how should it be modified? What are some implications for the types of objectives we develop for K-12 students? What are some implications for assessment and evaluation?

Dynamical Approaches to Cognition

DA1. What might be the major contribution of a dynamic approach to cognition? How does this differ from previous approaches?

DA2. What is the importance of a limit set in a dynamical system? Why might this be important for educators?

DA3. Why is a dynamical approach to cognition most powerful when studying situated agents? Does this apply to the teaching/learning process?

Study Questions for Week 8

Development in the Affective/Emotional Domain

AED1. What are the three components of an emotion? What are the implications for the study of affect and emotions? Why is this domain important in the study of educational psychology?

AED2. Describe one of the major theories of emotion, providing an example of how this theory might be applied by educators in the teaching/learning process.

AED3. Why are the concepts of appraisal and viability important in the study of affective development? Give an example of how these two concepts might be important for teachers and school counselors.

AED4. Describe the relationship of emotions to developing competence in other domains of the Brilliant Star model? What are some implications of these relationships for educators?

AED5. Name and describe three categories of emotional functioning, giving an example of each that an educator might see in a school setting.

AED6. Give an example of an indicator of emotional functioning and how it might be assessed in a school setting.

AED7. Describe empathy and how it relates to the three categories of emotional functioning. How is this concept related to other domains of the Brilliant Star model?

Erikson’s Theory of Psychosocial Development

TPD1. Describe the overall purpose of Erikson's theory of socioemotional development, the approximate ages for each stage and what educators can do to help children develop appropriately in each stage? Why is this theory important?

TPD2. How does Erikson's theory of socioemotional development relate to Bingham and Stryker's view of the development of girls? Does this latter theory have face validity (i.e., does this make sense from your experience)? How do these theories relate to Maslow's theory? To Piaget's theory?

Dynamic Systems Analysis of Early Socioemotional Development

DSA1. Discuss the phrase “orderliness emerges in development through recursive interactions among organismic and environmental elements, and this orderliness progressively constrains the path of subsequent growth.” How does this phrase relate to the Brilliant Star model? [note: discuss the terms “orderliness”, “emerges”, “development”, “recursive”, “interactions”, “organismic”, “environmentmental”, “progressively”, “subsequent”.]

DSA2. Describe an “attractor” and its importance for the study of socioemotional development.

DSA3. The researchers found different results when looking for attractors of infants at 2 months and 6 months of age. What are the implications of these findings?

DSA4. How might this approach be used to look for attractors in the three categories of emotional functioning discussed in the Brett et al. paper?

Humanistic and Open Education

HE1. What is the evidence (if any) to support the principles and objectives of humanistic education (i.e., are these advocated by SCANS, Huitt's critique, etc.)? In general, have open education programs met the goals established for them?

HE2. How does facilitative teaching differ from the more general model of open education? Does that method have different results in terms of attitudes and achievement? Why do teachers using facilitative teaching techniques have students who achieve more on traditional methods of student achievement?

Study Questions for Week 9

Cognitive Constructivism

CC1. Who was Piaget and why is his theory of importance to educators? How did his early experiences influence his viewpoint on the development of intelligence? How is this reflected in his theory of how intelligence is developed?

CC2. Which of the stages in Piaget's theory of cognitive development are of most importance to educators in the K-12 grades? Give at least two specific actions teachers can take to help students develop their intelligence in these stages.

CC3. Discuss what is meant by the statement that "the schemata one brings to learning might be the most important determiner of what is learned." How might this statement influence teacher behavior?

Process Psychology

PP1. What is the “organismic conception” and how does that relate to the philosophy of Whitehead and the psychology of Piaget?

PP2. What is Piaget’s concept of structure and why is it important to his theory? Why might this concept be important for educators?

PP3. Piaget proposes a static, a dynamic, and a regulatory aspect of structure. Discuss the similarities and differences among these aspects.

PP4. In Whitehead’s philosophy, what is an “actual entity” and how is this similar to Piaget’s understanding of a structure?

PP5. What does Whitehead mean by the terms concrescence and superject? What is the importance of these terms to the comparison of Whitehead and Piaget?

PP6. What is the paradox of becoming and why is this important for an understanding of Piaget’s theory?

PP7. What is the paradox of concrescence and why is this important for an understanding of Whitehead’s theory?

PP8. What is the difference between a relationalistic and a substantialistic concept of a person? Why is this an important distinction for educators?

PP9. What are some implications of a process psychology for the teaching/learning process?

Social Constructivism (Beginning)

SC1. Why is Vygotsky's theory described as a sociohistorical theory? What are its basic assumptions? What are some implications for parents and educators?

SC2. Compare and contrast Piaget’s, Bandura’s, and Vygotsky’s view on how social interaction impacts a student’s learning, describing how these differences might be important to educators.

SC3. Compare Vygotsky’s view of the relationship of cognitive development and the social world to the one proposed in the Brilliant Star model.

SC4. What is the importance of language to cognitive development for Vygotsky? Why is this important for educators?

SC5. Describe at least two important principles derived from Vygotsky’s theory, stating why these are important for educators.

SC6. Piaget was born and worked in Switzerland; Vygotsky was born and worked in Russia. How might this upbringing have influenced their scientific work? Should this be a factor in how we judge the validity of these theories? Why or why not?

Study Questions for Week 10

Social Learning Theory

SLT1. How does social learning theory combine operant conditioning and information processing? That is, which steps might be most identified with which theory? How does this relate to observational learning and vicarious learning?

SLT2. What conclusions can you draw from the “bobo doll” study? From the real-life vs. filmed aggressive behavior study? What are some implications for educators?

Social Cognitive Theory

SCT1. What is the relationship between social learning theory and the social cognition theory of learning. Why is social cognitive theory described as an agentic perspective?

SCT2. What is consciousness and what are its components as described by Bandura? Why is this an important component of a new paradigm for psychology?

SCT3. How is agentic behavior related to brain functioning and perception? What is the importance of this relationship for educators?

SCT4. Describe the core features of human agency proposed by Bandura, giving examples of each that a teacher might observe in a classroom.

SCT5. What is the relationship between fortuitous events and human agency? Are they mutually exclusive? Why or why not?

SCT6. Define reciprocal determination or reciprocal causality and how this concept relates to the Brilliant Star model. Do you agree with this concept? Why or why not?

SCT7. What does Bandura mean when he states there is an “emerging primacy of human agency in biosocial coevolution”? Do you agree or disagree with that statement? Support your answer.

Overview of the Conative Domain

CD1. Define conation, describe how it works and how it might develop. What are some other terms for conation? How does conation relate to self-regulation and self-control?

CD2. Why do some researchers believe that conation should be a critical feature in a study of human behavior? Do you agree with this statement? Why or why not?

CD3. Describe some of the conative components dealing with the directing phase of internal motivation? What might educators do to help students develop these?

CD4. Describe some of the conative components dealing with the energizing phase of internal motivation? What might educators do to help students develop these?

CD5. Describe some of the conative components dealing with the persevering phase of internal motivation? What might educators do to help students develop these?

CD6. What are some indicators of conation? How can educators determine if students are making progress in this domain?

Mechanisms of Self-Regulation

SR1. Briefly describe some of the major events in the history of the study of volition, conation, and self-regulation as important constructs for understanding human behavior.

SR2. Name and describe five interrelated components of self-regulation. How do these relate to Huitt and Cain’s conceptualization of the components of conation?

SR3. Compare and contrast “goal selection” and “goal cognition”. Why is this an important distinction for teachers and parents who are attempting to facilitate the development of self-regulation?

SR4. Describe “negative feedback control” and the mechanisms thought to be foundational for its functioning. Give examples of those mechanisms from your personal experience.

SR5. Define and give examples of metaskills of self-regulation, giving examples from your personal experience.

SR6. Define and describe “defensive evaluative avoidance”. Why is this an important construct in an understanding of the failure of self-regulation? Give an example from your own personal experience.

Study Questions for Week 11

Motivation

MO1. Define motivation and discuss why a concept like motivation is or is not necessary in a model of teaching and learning and human behavior (i.e., how does motivation relate to intelligence or ability?) If it is necessary to what aspects of learning might it apply? Discuss how the concepts of underachievement and overachievement might be related to motivation (i.e., how can someone be an over- or underachiever?)

MO2. Describe how two of the five major groups of learning theories discussed previously (i.e., behaviorists, cognitivists, constructivists, humanists, and social cognitivists) relate to the concept of motivation? Which approach do you prefer? Give specific examples of how you as a professional educator can use different approaches to motivation.

MO3. Discuss the differences between internal and external motivation. Describe the positions that behaviorists, cognitivists, constructivists, humanists, and social cognitivists might take on this distinction. Give one example from each of the groups of theories of learning that you could use as a teacher or administrator to influence student motivation?

MO4. How do the major theories of learning relate to internal verses external motivation? Which approaches seem to work best for you? Why?

Maslow’s Hierarchy of Needs

MH1. Describe the overall purpose of Maslow's hierarchy of needs. How does this theory relate to achieving excellence in the nine areas of life presented in the "Becoming a Brilliant Star" exercise discussed in class? What is the research support for this theory?

MH2. In Maslow's theory, what is the difference between a deficiency need and a growth need? Where does need for academic achievement fall in this hierarchy? What are some implications of this for educators?

Motivational Beliefs, Values, and Goals

MB1. Compare and contrast self-efficacy and control theories of motivation, describing the importance of each for teachers and parents.

MB2. Compare and contrast intrinsic motivation, interest, and goal theories as they relate to engaging in goal-directed activities. Give an example of each from your own personal experience.

MB3. Briefly explain the major components of the Eccles et al. expectancy-value model of achievement. Based on your experience does this model seem reasonable? Why or why not?

MB4. Eccles and Wigfield propose that motivation is linked to previously discussed cognitive, social cognitive, and volitional theories. Which do you believe is the most important connection? Support your answer.

Summary of Learning Theories

SLT1. Compare and contrast behavioral and cognitive approaches to learning, discussing (with examples) at least two principles of learning derived from each approach.

SLT2. Compare and contrast behavioral and constructivistic approaches to learning, discussing (with examples) at least two principles of learning derived from each approach.

SLT3. Compare and contrast cognitive and humanistic approaches to learning, discussing (with examples) at least two principles of learning derived from each approach.

SLT4. Compare and contrast constructivistic and social cognition approaches to learning, discussing (with examples) at least two principles of learning derived from each approach.

SLT5. Compare and contrast humanistic and social cognition approaches to learning, discussing (with examples) at least two principles of learning derived from each approach.

Study Questions for Week 12

Spiritual Development

SD1. What is the distinction between spirituality and religion? Is this an important distinction? Why or why not?

SD2. Do you believe humankind's spirituality is an appropriate topic to be discussed in a course on school learning? Has this topic been discussed in other courses? Why or why not?

SD3. Does this topic ever arise in your classrooms? If it does, how do you handle the discussion?

SD4. In terms of Fowler’s stages of faith development, which level do you believe represents most of the teachers and administrators at your school (or your work associates)? What evidence would you provide to support your view?

SD5. Describe a spiritual development activity that you believe you could use in your classroom. In which one of Kessler’s pathways (if any) would this activity be placed?

SD6. Does your school gather any of the data associated with spiritual development as described in the paper? Should it? Why or why not?

Character and Moral Development

CMD1. Define character and describe why it may be an important issue for today's educators. How is moral character distinguished from values? How might educating for character development relate to values education?

CMD2. Describe the approach to moral character advocated by the behaviorists and sociologists. What do they say are the major influences on moral character development?

CMD3. Describe the approach to moral character advocated by the nativists and sociobiologists. What do they say are the major influences on moral character development?

CMD4. Describe the approach to moral character advocated by the psychoanalysts, socioanalysts, and cognitive developmental theorists. What do they say are the major influences on moral character development?

CMD5. Describe the approach to moral character advocated by social cognition theorists. What do they say are the major influences on moral character development?

CMD6. Describe the virtues approach to moral character. What do these researchers say are the major influences on moral character development?

CMD7. Discuss the model of moral character development presented by Vessels and Huitt. Does this model incorporate views of a variety of philosophers and researchers? What is incorporated or omitted from the model?

CMD8. Describe some of the major considerations that need to be addressed by parents and teachers as they attempt to facilitate moral character development. Be sure to include suggestions from at least two differing viewpoints.

CMD9. Which two of the eleven principles of effective character education proposed by Lickona and his colleagues are the most important? Justify your answer.

CMD10. Compare and contrast two sets of instructional strategies advocated for different learning modes. Describe how these might be combined in classroom activities.

CMD11. Compare and contrast two sets of instructional strategies advocated for dimensions of focus. Describe how these might be combined in classroom activities.

CMD12. Describe three different types of data that your school could collect as part of an assessment of the moral character development of your students. How would the data be analyzed? How would criteria be set?

CMD13. How important is character development in the information age? Why do you say that (either important or not important?) What do you believe is the most important value, virtue or attribute students need to acquire in order to be successful in the 21st century? Support your answer.

Study Questions for Week 13

Model of the Teaching/Learning Process

MTL1. Why is a model of the teaching/learning process necessary? What value does it serve?

MTL2. Why have so many alternative models been developed over the last 4 decades? Why is John Carroll's model especially important?

MTL3. I hypothesize 4 rubrics that can serve as categories for all variables to be discussed in educational psychology. Can you think of a category that I have left out or a variable that does not fit in one of the categories? Describe the basis of your position.

MTL4. Why is the output category so important in a model of the teaching/learning process? What is the standard used to measure school learning in the US? Why is this done? Who made the decision to do this? What are some implications of this decision?

MTL5. What is the classroom process category (i.e., give a definition and describe the subcategories). What specific variables are included in this category? Which are the most important? Why?

MTL6. What is an input variable in this model (i.e., give a definition). Why are teacher beliefs, especially teacher efficacy, so important (i.e., what impact do they have on classroom behavior)? Why is time an important construct when deciding whether intelligence (academic ability) or the ability to understand instruction (prerequisite knowledge) is the more important student characteristic?

MTL7. The school, family, religious organizations, and peer groups are especially important context factors in this model. Why?

Academic Learning Time

ALT1. Define and differentiate the following terms related to school time: school year, attendance year, school day, allocated time, engagement rate, engaged time, time on task, time on target, academic learning time? Which time variable is the best predictor of student achievement? Why?

ALT2. Give specific examples of how can policy makers and educators can improve academic learning time? Be specific about what state and local policy boards, principals and teachers can do. [Hint: Relate improvements to the Systems Model of the Teaching/Learning Process.]

Effective School Reform

ESR1. What does WYMIWYG mean? Why is this an important principle of school reform? Do you believe assessment of academic skills is necessary and sufficient for schools today? Why or why not?

ESR2. Do you agree that preparing students for adult success is exclusively the responsibility of schools? If not, who else should be involved and what responsibilities should they have?

ESR3. Do you agree with the principle that schooling reform should focus on schools, not on teachers? Why or why not?

ESR4. Do you agree that the concept of “value added” should be used to judge the effectiveness of teachers and schools? Why or why not?

Study Questions for Week 14

Models of Teaching and Instruction

MTI1. How do the categories of teaching and instructional models relate to the learning theories discussed previously in the course? Are there important methods that do not directly relate to any previously discussed theories? Is so, please elaborate.

MTI2. How important are the outcomes advocated by instructional developers in each of these categories in the information age? Give specific examples of programs for each category.

Diverse Teaching Styles

DTS1. Summarize the argument(s) for encouraging teachers to use multiple models of teaching and instruction made by Joyce and Weil. Do you agree with these? Why or why not?

DTS2. Summarize the argument(s) for encouraging teachers to use multiple models of teaching and instruction made by Fenstermocher and Soltis. Do you agree with these? Why or why not?

DTS3. Summarize the argument(s) against encouraging teachers to use multiple models of teaching and instruction made by Dillon. Do you agree with these? Why or why not?

DTS4. Describe your generic approach to instruction and teaching. Does it fit with one family or is it more eclectic? Provide specifics.

Design Theory for Direct Instruction

DI1. What is the foundation for direct instruction? Is quality instruction both necessary and sufficient for good classroom practice? If not, what else must be considered?

DI2. How does the Transactional Model of Direct Instruction discussed in this paper reflect a behavioral approach to learning? A cognitive approach? A humanistic approach? A social cognitive approach? Discuss specific events that draw from each of these (if any).

DI3. Describe the basic principles of a scripted approach to developing direct instruction lessons. How are these similar to and/or different from the transactional model previously described in the paper?

DI4. What do the authors state as the primary reason for teachers to consider using a direct instruction model? Do you agree? Why or why not?

Classroom Management

CM1. What are three different approaches to classroom management? [Hint: Relate each approach to an approach to learning.] Why might the behavioral approach demonstrate such effectiveness?

CM2. How do the major categories of management events from a behavioral perspective relate to the major categories of instructional events in Huitt's transactional model of direct instruction?

CM3. How does the research on first-week activities relate to the 3 categories of classroom management presented above? Why is it especially important to get a good start in classroom management? [Hint: How many times do you do instructional planning during the school year? Planning for classroom management?]

CM4. How can you use Ms. Duo to help you remember and discuss reducing off-task behavior?

Seeking Self-Discipline

SSD1. How do the authors define effective discipline? Do you agree with that definition? Why or why not?

SSD2. The authors suggest that social and cultural changes have had an impact on the diversity of classrooms? Do you agree with their analysis? Why or why not?

SSD3. The authors suggest there is a relationship between parenting and management styles. Do you agree with this analysis? Which style do you use in your classroom? Why?

Study Questions for Week 15

WYMIWYG

WYM1. Hummel and Huitt propose that teachers who write objectives and even teach to those objectives will not impact student learning unless they hold students accountable for that learning. Do you agree with this proposal? Why or why not?

WYM2. Assessment and evaluation must consider content objectives, form of assessment, and evaluation standards. Give an example of how you would evaluate one of the following at the elementary, middle grades, or high school level: critical thinking, metacognition, emotional behavior, goal setting, or social skills.

Fundamental Assessment Principles

FAP1. For classroom teachers, assessment generally refers to collecting information about student performance, measurement refers to the quantification of assessments, and evaluation refers to making judgments by comparing assessment data to standards. Discuss how McMillan uses these terms and why he says they are important concepts for educators.

FAP2. Describe two of the tensions teachers must consider when engaging in assessment, measurement, and evaluation. Give examples of each and your recommendation as to how teachers might best resolve them.

FAP3. Good assessments must be reliable and valid. Discuss some of the principles proposed by McMillan that address these issues. Be specific as to how they impact reliability, validity, or both.

FAP4. What is the purpose of grades? Who is the major beneficiary(ies) of the current approach towards grading? What can you do to take into account the normal errors made in the process of assigning grades? What is the major difficulty in using authentic assessment?

FAP5. Which (if any) theoretical learning perspective would be most concerned with which of the issues of norm-referenced versus criterion-referenced evaluations? Of teacher-controlled classroom grading? Of the relationship of evaluations and grades to real needs of students outside of the classroom? Describe why you believe so for each question.

Process Perspective

PP1. Discuss Sherburne’s suggestion that Aristotle’s perspective was discarded by modern science and its impact on the learning and assessment process as discussed in previous readings.

PP2. Why is the nature of a human being an important aspect to be considered in educational evaluation? In your opinion, are we doing justice to that concept with our current evaluation practices? Why or why not?

PP3. How is it that Whitehead puts mind back into matter (i.e., resolves the dualism of Decartes)?

PP4. Whitehead suggests that the important values of education should be zest and adventure. How might evaluation address these issues?

Educational Accountability

EA1. Do you agree with the author’s proposal that school choice is a natural transition from neighborhood public schools because of trends associated with movement to the information age? Why or why not?

EA2. Do you believe public funds should be provided for any and/or all of the choice options for neighborhood public schools? Support your statement.

EA3. Huitt proposes eleven tasks that must be completed in order to help schools of choice to be accountable to themselves, to students, to parents, and to the community. Which two tasks do you believe are the most important? Why?

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