Last Modified: December 2003
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In general, when you write an answer to an essay question you should follow the IBC format you learned in Freshman English:
- Use complete sentences
- Use proper punctuation
- Use proper spelling
(1) Introduction
- What is the issue to be addressed?
- Why is this issue important?
- What will be included in your answer; how will your answer be organized?
(2) Body -- Present information in clear, concise, and logical manner
(3) Summary/Conclusions
- Summarize your main points
- Relate information in body to originial proposition (why is this issue important?)
Some examples of good essay writing are provided by the Educational Testing Service, developer of the GRE-Writing Test.
(1) Define and differentiate the following terms: Psychology , Educational Psychology, Teaching, Learning, Schooling, Education.
This question will be combined with objective 1.4 as an essay question. You should be able to define all terms, compare any term with any other term, and give an example of why these terms are important in the study of educational psychology.
(2) Define and contrast descriptive, correlational and experimental studies, giving examples of how each of these have be used in educational psychology. Define and contrast the four basic methods used to collect data in educational psychology, giving an example of how each has been used in the study of important variables in educational psychology. In your discussion, define and differentiate the following terms: fact, concept, principle, hypothesis, theory, and law.
Define and differentiate 3 types of research studies used in educational psychology. Relate these to the purposes of the scientific method. How can we establish cause and effect relationships? What conditions must be met in order to have a true experimental study? Why is this difficult in educational psychology? How are these type of studies related to the 4 major methods of collecting data used in research and/or evaluation?
Give examples of how the methods of data collection have been used to study variables we have discussed in class. How are methods related to types of studies?
1. systematic observation [trained coders / engagement rate];
2. participant observation [recorder is part of the process / e-mail reports];
3. paper/pencil [self-report / test, questionnaire, interview, etc.]; and
4. clinical [trained clinician such as psychologist, psychiatrist, speech therapist, etc. / written, descriptive report].Define the terms and relate each to a type of research study.
(3) Name and define the stages of mastery an individual is likely to pass through on the way to becoming an expert professional educator. Discuss the major influences and give examples of appropriate activities or goals for each stage.
Review Trotter's article on mastery. Name and define the 5 stages, giving examples of how your professional training at VSU and your professional practice will guide you through this process. At your present stage, what should be the focus of your learning and training?
(4) Draw and discuss the significant aspects of the transactional model of the teaching/learning process presented in class, giving specific examples of the types of variables considered in educational psychology. Describe relationships among the variables you discuss.
Compare and contrast the categories of Context, Input, Classroom Processes, and Output. Which category is most important? Why? What are some of the most important variables within each category? Why do you believe these are the most important? What is the relationship among variables in these categories as they relate to student achievement? What is Academic Learning Time and why is it important? How can educators improve Academic Learning Time?
(1) Define and contrast the three types of behavioral learning theories (contiguity, classical conditioning, and operant conditioning), giving examples of how each can be used in the classroom.
What is the major focus of behavioral psychologists? Compare and contrast the major approaches. How do these relate to other approaches to the study of learning? Why is each of these important in the study of educational psychology?
(2) Compare and contrast the four methods used in operant conditioning (positive reinforcement, negative reinforcement, punishment, and response cost), giving original examples of how each can be used in the classroom. Include in your answer a discussion of the four schedules of reinforcement, describing the likely response pattern associated with each. Give original examples of how each can be used in the classroom.
Why is operant conditioning so important to educator's today? How does it differ from classical conditioning?
Use the following terms to define and differentiate methods used in operant conditioning: increase, decrease, desired/pleasant/positive, undesired/ aversive/negative, present, remove. What is the basis for differentiating schedules of reinforcement?
(1) Define and differentiate the stage, levels-of-processing, parallel distributed processing, and connectionist models of information processing. Draw and describe a model of the stage approach to information processing to learning, giving original examples as to how you as teacher could use this theory to structure the learning process to help students learn better. Discuss the following terms in your answer: (1) rote and elaborative rehearsal, (2) declarative, procedural, and imagery organizations of knowledge.
Discuss each stage and its properties. Be specific in terms of (1) limits and (2) procedures for enhancing memory at that stage. Give specific examples of actions teachers can take to implement strategies derived from this theory and explain why they will enhance learning.
How are the terms rote rehearsal and elaborative rehearsal related to the information processing model discussed in #2? What types of activities relate to each type of rehearsal? What are some advantages and disadvantages of each type of rehearsal?
What is declarative knowledge and what are its two types? What is procedural knowledge? What is imagery and what is necessary for images to be remember? What are some advantages and disadvantages of each type of organization? of each type of teaching and/or learning?
(2) Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain. Describe how each level fits with the information processing theory of learning.
Discuss each level in the taxonomy with respect to the three stages in the stage approach as well as the levels-of-processing, parallel distributed processing, and connectionistic theories.
(3) Name and describe each of the steps in the SQ4R/PQ4R method of studying, giving original examples of study behaviors for each step.
How does this method relate to SQ3R? What is it's value. How do the steps relate to the information processing model of memory discussed above?
(4) Discuss Piaget's theory of cognitive development, giving definitions and examples of following terms: schema, reflex, adaptation, equilibration, homeostasis, assimilation, accomodation, object permanence, conservation, operation? Describe the age range, the major behaviors demonstrated, and how assimilation and accomodation work in each stage: sensorimotor, preoperational, concrete operational, and formal operational. Compare Piaget’s theory to that of Vygotsky. Why is Vygotsky's view called a sociohistorical theory? What is the zone of proximal development? What is mediated learning?
What produces energy to act in Piaget's theory? How is this similar to or different from Maslow's, Freud's and Erikson's theories?
What is the evidence to support or refute Piaget's theory? Why is this issue important to educators today? [Hint: Be certain to describe both the PROCESSES and STAGES related to Piaget's theory.]
(1) Compare and contrast Carroll's model and Huitt's transactional model relating to effective school learning.
Why is John Carroll's model so important in the history of educational psychology? What is the basis of his model? How did it impact educational research in the 1960s and 1970s? Describe specific relationships between variables identified in both models. [Hint: In what category of Huitt's model would you put each variable in Carroll's model?]
(2) Compare and contrast Slavin's QAIT model and Huitt's transactional model of effective classroom practice.
What was the basis of Slavin's restructuring Carroll's model? What does QAIT stand for? How does each variable in Slavin's model relate to a specific variable in Carroll's model? What aspect of the more general teaching/learning model presented by Huitt relates to Slavin's QAIT model? How does the model described in the web presentation differ from that of the book?
(3) Discuss the process of instructional planning and describe why it is an important teacher behavior. Compare and contrast goals and objectives. Name and define the six levels in Bloom's Taxonomy for the Cognitive Domain and write a behavioral objective for each level according to the standards set forth by Mager.
What should be the beginning of the planning process? Differentiate between educational, instructional, expressive and behavioral objectives. 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?
What are the three components of a behavioral objective written to Mager's specifications? How does Mager's approach differ from Gronlund's?
(1) Describe why classroom instruction is an important teacher behavior. Name and define the specific events of instruction that would be included in your model of direct instruction and give an example of a teacher behavior and a student behavior for each event.
What is the general term for these models of instruction? What is an instructional event? Why are these important? Which two instructional events do teachers most often omit? Why don't specific instructional events reliably predict student achievement? [Hint: You might want to compare and contrast Huitt's model with Slavin's or Gagne's models described in your text.]
(2) Compare and contrast constructivist learning vs. direct or explicit teaching.
What is the major assumption and the basic approach of constructivist learning? Who are the major advocates for this approach? What is the basic premise of direct (explicit) teaching? Who are the major advocates of this approach? What are some advantages and disadvantages of each type of teaching and/or learning?
(3) Compare and contrast the instructional events of a model of direct instruction (be sure to identify the source of the model) and the 4MAT system developed by Bernice McCarthy.
What are the specific events in the 4MAT system? Compare and contrast these events with the instructional events of Huitt's transactional model, Slavin's model, Rosenshine's model or Gagne's model discussed in class or in your text. What is the major advantage of considering the 4MAT system when designing instruction? [Hint: How does each event relate to Bloom's taxonomy of the cognitive domain?]
(4) Compare and contrast methods of grouping to account for individual differences. Include the method of cooperative learning in your discussion.
Define the terms: within-class grouping, between-class grouping, tracking, and leveling. In general, what does research report as advantages and disadvantages of these methods? What are the effects of these methods of grouping on student achievement? Who benefits from traditional methods of grouping?
How is cooperative learning similar to and different from other methods of grouping? What are the major components of the effective use of cooperative learning?
(5) Define and give specific examples of the following uses of computers in education: drill and practice, tutorial, simulation/role playing, educational games, productivity and utility.
Give some examples of important technologies that educators can and have used. How can computers be used most effectively in the school and/or classroom? Which of these types of uses have been shown to increase student learning?
(6) Compare and contrast direct instruction and mastery learning.
Describe the basic principles of direct instruction approaches to instruction. What are the basic principles of mastery learning? What are some advantages and disadvantages of mastery learning? How can direct instruction and mastery learning be integrated into a single instructional model?
(1) Describe the importance of classroom management and its impact on academic learning time. Name and describe three general categories of classroom management behavior from a behavioral perspective, giving examples of specific teacher activities for each category.
What specific aspect of ALT is most directly connected to classroom management? How is ALT related to engaged time? What are 3 general orientations to classroom management? What are some benefits of a behavioral approach? What are some specific tasks that teachers must plan for and implement in order to establish and maintain classroom control? How can these be organized into 3 categories? How do the major categories of management events relate to the major categories of instructional events?
(2) Using the research on the first-week management behavior of effective classroom teachers, state what you would do during your first week as a new teacher and why you would do that. Discuss the difference between focusing on increasing on-task behavior or decreasing off-task behavior (Give specific, original examples, not just generalities.)
Relate the research on first-week activities 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?] Use Ms. Duo to help you remember and discuss reducing off-task behavior.
(3) Define and differentiate active (empathetic) listening responses and assertive responses, giving an appropriate example of each.
Why is this issue important in classrooms? Does being assertive mean you don't have empathy? How do these types of responses fit into the discussion of classroom management discussed above?]
(4) Define and discuss academic learning time, giving specific, original examples of teacher behaviors that can be used to increase it.
Define and differentiatate 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?
How can educators improve academic learning time? Be specific about what state and local policy boards, principals and teachers can do. [Hint: Relate improvements to all four categories in Huitt's Transactional Model of the Teaching/Learning Process.]
(1) Determing whether learning occurs in the classroom is a vital task for a classroom teacher. Assessment, measurement, and evaluation are important terms associated with this task. Define each term, describe why each is of value in the learning process, and give an example of how you would use each in the classroom.
As you collect data you must be concerned about timing (formative vs. summative) and standards for judging quality (criterion- vs norm-referenced). You must also make decisions about the type of questions you use on examinations (selection vs. supply). Additionally, whenever you collect data and make decisions about learning, you must be concerned with the issues of reliability and validity. Describe how each of these can be used in the process of evaluating learning and assigning grades.
Why are these issues important to educators? What are some of the important concerns raised by these issues? Give examples. How are reliability and validity related to these issues?
When would you use formative and summative evaluations? Criterion- and norm-referenced evaluations? Why are norm-referenced evaluations mainly advocated by non-educators? What is meant by authentic assessment?
What is the major difference between selection and supply questions? What are advantages and disadvantages of each? Give specific examples of each type.
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?
(2) Define and differentiate the following terms, stating the advantages and disadvantages of each: mean, median, mode, and standard deviation; raw scores, percentile rank scores, grade-equivalent scores, and standard scores.
When are these terms used in the assessment/evaluation process? To what type of evaluation do they especially relate? Why are these important to educators? How are raw scores turned into derived scores?
(3) Discuss how the Georgia Teacher Observation Instrument GTOI would measure the teacher behaviors of planning, instruction and management.
How do these events relate to the teacher behaviors of planning, management, and instruction? How is the vocabulary similar to or different from that we have used previously in this class?
(1) Name and discuss the principles and objectives of the humanistic approach to learning and describe how educators can use these to enhance learning.
What is the evidence (if any) to support the principles and objectives of humanistic education? In general, have open education programs met the goals established for them? How does facilitative instruction differ from other humanistically-oriented educational programs?
(2) Describe the observational learning and social cognitive theories of learning. How do these reflect operant conditioning and information processing theories?
What are the four phases in observational learning? Why is this an important theory in the history of psychology? What is the major principle or thesis of social cognition? How can these theories be applied in the classroom?
(3) Name and discuss at least 5 principles of learning that most learning theorists agree on, regardless of their theoretical orientation. Give specific examples of how these principles could be used in the classroom.
What is the basis for you selection of the 5 principles you want to discuss. Have you selected a "variety" of principles? What learning theory is the principle associated with?
(4) Define motivation and discuss why such a concept is useful when considering the teaching/learning process. Discuss the difference between external and internal motivation and what teachers can do to influence students' motivation.
How does motivation relate to intelligence or ability? How do the theories of learning discussed previously 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.
How can someone be an overachiever?
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Dr. William G. (Bill) Huitt
Dept. of Psychology, Counseling & Guidance
Valdosta State University
Valdosta, GA 31698-0001
Office: (912) 333-5613
FAX: (912) 333-7167
Copyright © 2000 -- Bill Huitt