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Every year, in her tenth-grade social studies class, Ms. Baard asks students to write 10-page research papers on a topic relevant to the class. Many of her students lack confidence that they could ever write 10 pages on any topic, let alone one related to social studies. In order to give her students a boost in confidence, Ms. Baard
shows them several papers that last year's students wrote, saying, "These students all started out the same way you did. They were convinced that they could never write a 10-page paper. But, look at what they were able to accomplish once they set their minds to it." Would motivation theorists recommend that Ms. Baard show her students what some of the previous year's students were able to do? Why or why not?
A.
No, because this sets up a situation in which the students feel as if
they are competing with students in the previous year's class.
B.
Yes, because seeing peers be successful at a task can enhance students' efficacy for completing it themselves.
C.
Yes, because this strategy is likely to enhance students' sense of relatedness to the previous year's students.
D.
No, because this strategy is likely to encourage performance goals rather than mastery goals.
There are three general assumptions about
learning and how knowledge is constructed:
1. Knowledge is acquired by constructing a representation of the outside world. Direct teaching, feedback, and explanation affect learning. Knowledge is accurate to the extent that it reflects the "way things really are" in the outside world.
2. Knowledge is constructed by transforming, organizing, and reorganizing previous knowledge. Knowledge is not a mirror of the external world, even though experience influences thinking and thinking
influences knowledge. Exploration and discovery are more important than teaching.
3. Knowledge is constructed based on social interactions and experience. Knowledge reflects the outside world as filtered through and influenced by culture, language, beliefs, interactions with others, direct teaching, and modeling. Guided discovery, teaching, models, and coaching as well as the individual's prior knowledge, beliefs, and thinking affect learning.
Which of these three assumptions is
compatible with Vygotsky's theories?
A.
Vygotsky's theories are compatible with assumption 1.
B.
Vygotsky's theories are compatible with assumption 3.
C.
Vygotsky's theories are compatible with assumptions 1 and 3.
D.
Vygotsky's theories are compatible with assumption 2.
Which one of the following teachers has planned an effective cooperative learning activity?
A.
Ms. Cesta, who allows students to select their own
3-person groups and asks each group to select one book and write a joint book report about it.
B.
Mr. Antelyes, who assigns his students to work in pairs, gives them a series of lab experiments that they should complete by working together, and provides a set of prompts that they can ask each other.
C.
Mr. Ku, who selects a broad topic for his social-studies class, assigns each student a subtopic to research, and collects the individual reports into a single classroom display
on the topic.
D.
Ms. Robertson, who separates her students into mixed-ability groups, asks each group to identify a leader, and presents a research topic that all students should contribute toward.
Three of the following alternatives depict situations in which a teacher is facilitating the retention element of modeling. Which one does NOT depict the retention element?
A.
Mr. Byers suggests, "Let's play some background music while I show you
how to use the dipstick to measure your oil level."
B.
As he writes a capital J on the board, Mr. Anson tells his kindergartners, "To write a capital J, you make a fishhook with a line across the top."
C.
As he demonstrates how to throw a baseball correctly, Mr. Duffy says, "Now repeat these words as you throw the ball: back, up, thrust, release."
D.
Mr. Caruso says, "There are several critical steps involved in throwing a pot on the potter's wheel. Repeat these
steps to yourself as you work so you don't forget them."
PSYCHOLOGY
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PSYCHOLOGY
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