Sarah has a habit of talking to herself as she takes tests and completes independent in-class assignments. She talks loudly enough that other students can often hear her answers. Explain how you might use three of the following techniques to reduce this problem behavior: a. Cueing b. Self-monitoring c. Self-reinforcement d. Shaping For each technique, be specific and concrete as to what you might do.
What will be an ideal response?
Ques. 2Explain what psychologists mean when they talk about attributions. Then: a. Explain how students' responses to failure are likely to be different when they attribute that failure to a controllable cause or to an uncontrollable one. Give a concrete example to illustrate your explanation. b. Describe three specific strategies you might use to foster more productive attributions in your students. In each case, explain why you think the strategy will be effective.
What will be an ideal response?
Ques. 3In two separate paragraphs, explain how challenge is involved in (a) the process of equilibration and (b) the concept of zone of proximal development. Give a concrete example to illustrate each discussion.
What will be an ideal response?
Ques. 4In recent years some educators have spoken of the need to align educational practice with brain research. To a considerable degree, they speak of the first few years of life as being a sensitive period for brain development, in large part because synaptogenesis, synaptic pruning, and myelination occur during this time. Respond to their line of reasoning by answering the following questions: a. What roles do synaptogenesis, synaptic pruning, and myelination each play in brain development? b. To what extent are these processes exclusive to the first five years of life? c. Do any or all of these processes limit what children can learn once they reach age 5 or 6? If so, in what way(s)? If not, why not?
What will be an ideal response?
Ques. 5Mr. Wilson will have a student with an intellectual disability included in his class this year. Her name is Tiffany, and Mr. Wilson is considering what changes he should make to his style of teaching to promote her success. Which one of the following strategies is least likely to be helpful?
A) Mr. Wilson will structure his lesson plans so that all of the children can work at their own pace as much as possible. This will allow Tiffany to go as slowly as she needs to in order to succeed.
B) Mr. Wilson will use the Golden Rule (Do unto others as you would have them do unto you) to define acceptable behavior in the classroom. He reasons that it will be easier for Tiffany to remember this rule than a more specific list, and it should apply to any unexpected problems that might arise.
C) Mr. Wilson will have Tiffany work with a parent volunteer three times a week to learn simple addition facts. He gives the volunteer specific guidance about how to help Tiffany remember the facts: Have her say each fact four times in a row and then write the fact four times as well. Review previously learned facts in every session.
D) Mr. Wilson will make an effort to give Tiffany concrete instructions for new tasks so that she knows exactly what she needs to do.
Ques. 6Which one of the following statements best summarizes the textbook's discussion of planning, instruction, classroom environment, assessment, and student characteristics?
A) Student characteristics affect planning, which affects instruction, classroom environment, and assessment.
B) Planning precedes both instruction and classroom environment, which in turn affects both student characteristics and assessment.
C) How student characteristics will be assessed affects planning, instruction, and the classroom environment.
D) Each of these variables influences the other four.
Ques. 7When we represent students' test performance in terms of standard scores, we must first know the standard deviation of those scores. This statistic tells us:
A) What the average student's performance was.
B) How close together or far apart the scores are.
C) Whether the test has high predictive validity.
D) Whether the test has high reliability.
Ques. 8Why are standard scores often preferred to percentile ranks?
A) Because parents with little knowledge of mathematics can understand them
B) Because they always have a mean of 100 and a standard deviation of 15
C) Because they more accurately reflect ability differences among students
D) Because they give us a better idea of what students do and do not know
Ques. 9You receive the standardized test scores for Muhammed and learn that he has gotten a percentile rank of 75 on the geography subtest. You should conclude that Muhammed:
A) Performed better than 75 of the students at all grade levels who took the test.
B) Performed better than 75 of the students at his grade level who took the test.
C) Answered 75 of the questions on the subtest correctly.
D) Responded to only 75 of the questions on the subtest.
Ques. 10Three of the following are true statements about age- and/or grade-equivalent scores. Which statement is false?
A) They tell us which students should be moved to a higher or lower grade level.
B) If Mary gets an age-equivalent score of 10, she has performed as well as the average 10-year-old.
C) If John gets a grade-equivalent score of 5, he has performed as well as the average fifth grader.
D) They are sometimes used inappropriately as standards for all students' achievement.
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