Research indicates that closely related concepts are often most effectively taught together, rather than teaching one and then teaching the other. Of the following, the best rationale for using this technique is to:
a. be certain that the examples are perceived accurately.
b. prevent interference by emphasizing differences.
c. capitalize on two different types of attention-getting stimuli.
d. put the students in the most cognitively active roles possible.
Ques. 2You have a class of students whose backgrounds are diverse. You want them to understand that pressure is the amount of force that is exerted on a certain area. You have assessed their understanding of the concept pressure by asking them questions, and you have found that understanding varies widely among the individual students. Some equate pressure with force, others can state the definition, but they seem to merely have it memorized, and others have only vague understandings of the concept. Using the human memory model and your understanding of the implications of background diversity for learning, which of the following is the most effective?
a. Write the equation Pressure = force/area on the board, define force and area for the students, and explain that force over area means that you divide the force by the area.
b. Stand up in front of the class on both feet and then on one foot. Have the students compare the force you exert on the floor and the amount of area you're standing on in both cases. Lead them to conclude that you exert twice as much pressure on one foot as you do on two feet.
c. Explain that pressure is the amount of force on a certain area and then explain that if you exert a lot of force on an area, such as one square inch, the pressure will be greater than if you exert a small force on the same areathe one square inch.
d. Have the students who can give the definition of pressure explain to the rest of the class what pressure means to them.
Ques. 3Select one of the four following topics, and using information processing and the model of human memory as a guide, describe specifically how you would teach your students this topic. (Hint: Remember the guidelines for applying the human memory model in your teaching.)
1 . Your students understand subtraction without regrouping, and now you want to teach them subtraction with regrouping.
2 . You have taught your students about force, and now you want to teach them about work.
3 . You have taught your students about the skeletal system, and now you want to teach them about the circulatory system.
4 . You have taught your students about the Jamestown Colony, and now you want to teach them about the Plymouth Colony.
Ques. 4Ms. Fodea started her first-period geometry class. Each student was to investigate a packet of geometrical forms and draw generalizations from their explorations. Students sat quietly at their desks examining the different plastic shapes, comparing them, measuring their lengths and angles, computing perimeters and surface areas, and recording their observations.
As the students work and Ms. Fodea circulates among them, from a cognitive constructivist perspective, which of the following should she most strongly emphasize?
a. Make sure that students know the names of the shapes and the formulas for finding them.
b. Encourage the students to make precise measurements of each shape.
c. Emphasize the role that numbers and quantitative understanding play in helping to understand geometry.
d. Encourage the students to individually apply existing knowledge of geometric shapes to find patterns in their observations.
Ques. 5Of the following guidelines for applying information processing and the model of human memory with her students, which is Karen best demonstrating by having Jayden run back and forth across the classroom?
a. Conduct reviews to activate schemas and check perceptions.
b. Begin learning activities with attention-getting experiences.
c. Develop learners' background knowledge with high-quality representations of content.
d. Interact with students to promote cognitive activity and reduce cognitive load.
Ques. 6A child falls down a stairs and bruises her arm. When asked if she is okay, she responds, I must be tired. Her mother had always said to her when she had an accident, Oh, you must be tired. Of the following, which process of knowledge construction does this scenario best illustrate?
a. Learners construct understanding that makes sense to them.
b. Learners construct understanding by working on authentic tasks.
c. Learners construct new understanding based on their existing understanding.
d. Learners construct understanding more effectively if they are involved in social interactions.
Ques. 7Of the following guidelines for applying information processing and the model of human memory with her students, which is Claribel best demonstrating with questions, such as asking her students to explain the difference between the 2 in 21 and the 2 in 12?
a. Conduct reviews to activate schemas and check perceptions.
b. Begin learning activities with attention-getting experiences.
c. Develop learners' background knowledge with high-quality representations of content.
d. Interact with students to promote cognitive activity and reduce cognitive load.
Ques. 8Researchers have found that being absent from school not only has a negative impact on the students who are absent, but being absent also has a negative impact on the students' classmates. Of the followingaccording to the researcherswhich statement best explains this research result?
a. The absences require considerable teacher time to help student who are absent, so they have less time to devote to their other students.
b. The absences detract from teachers' sense of teaching efficacy.
c. Students who are absent are usually high achievers, so the other students have fewer peer models to emulate.
d. The absences have a negative impact on the classroom climate.
Ques. 9Six guidelines for applying information processing and the model of human memory with students were offered in the chapter. Which of the following is not one of those guidelines?
a. Conduct reviews to activate schemas and check perceptions.
b. Reinforce students for insightful responses to questions.
c. Develop learners' background knowledge with high quality-representations of content.
d. Interact with students to promote cognitive activity and reduce cognitive load.
Ques. 10Describe research results that have examined the influence of social media, such as Facebook and Twitter on social connections among people.
What will be an ideal response?
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