Instructor’s Manual Brett D. Jones
Essentials of Educational Psychology Big Ideas to Guide Effective Teaching Sixth Edition
Jeanne Ellis Ormrod University of Northern Colorado, Emerita
Brett D. Jones Virginia Tech
Table of Contents
Chapter 1: Introduction to Educational Psychology ............................................................................. 1 Chapter 2: Learning, Cognition, And Memory ...................................................................................... 9 Chapter 3: Complex Cognitive Processes ......................................................................................... 26 Chapter 4: Learning in Context .......................................................................................................... 41 Chapter 5: Motivation and Emotions .................................................................................................. 49 Chapter 6: Cognitive Development .................................................................................................... 59 Chapter 7: Personal, Social, and Moral Development ....................................................................... 67 Chapter 8: Instructional Strategies ..................................................................................................... 75 Chapter 9: Strategies for Creating Effective Classroom and School Environments .......................... 83 Chapter 10: Assessment Strategies ................................................................................................... 89 Appendix A: Supplementary Lectures .............................................................................................. 100 Appendix B: Handouts ...................................................................................................................... 204 Appendix C: Additional Resources ................................................................................................... 231 Appendix D: Commercial Videos ...................................................................................................... 245 References for the Instructor’s Manual and Accompanying Instructor’s Manual Slides .................. 247
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Preface
PREFACE I would like to thank the authors of the previous editions of this Instructor’s Manual for their contributions; they are listed below along with the text they included in their Prefaces. As an educational psychologist, I enjoy sharing our interesting field with others. I hope that you find many useful tips and activities in this manual that will help you in your teaching. — Brett D. Jones (author for third, fourth, fifth, and sixth editions) I have been a faculty member in the College of Education for over 20 years. During that time, I have taught undergraduate courses in Special Education, Human Growth and Development, and Educational Psychology. For the past decade or so, I have taught graduate courses in Human Growth and Development and undergraduate courses in Educational Psychology. In addition to teaching traditional, face-to-face courses, I also have designed and teach online sections of Human Growth and Development and Educational Psychology. I am pleased to have the opportunity to work with Jeanne Ormrod in the development of this Instructor’s Manual for the second edition of the Essentials text, which I think is the best textbook available for undergraduate students who aim to become teachers. The content of this manual incorporates activities and assignments that are included in MyEducationLab, a valuable resource to complement instruction and enhance student learning. — Rhoda Cummings (author for the second edition) I count the opportunity to teach courses in Educational Psychology as one of the highlights of my career as a faculty member in Education. It has been a wonderful challenge to find creative ways to introduce prospective teachers to the fascinating world of what it means to teach and to learn. In the pages that follow Jeanne and I have brought together a variety of ideas that we hope will serve you well as you work with your prospective teachers. — Jayne A. Downey (co-author for the first edition) I first taught a course called “Educational Psychology” in the fall of 1974. At this point, I have probably taught the course in one form or another at least 50 times. Yet each time I teach students about educational psychology, I do it somewhat differently than I have before, partly because the field changes so rapidly and partly because, with every new group of students, I continue to discover how I can do something just a little bit better than I have done it in the past. Much of this manual has been derived from my own experiences teaching and writing about educational psychology. I have raided my file cabinets for the many hands-on activities, discussion topics, handouts, transparencies, and homework assignments I have used successfully over the years. I have pulled together some of the misconceptions that my own students tend to have when they first appear in my classroom. I have developed supplementary lectures concerning topics I have included in my own course at one time or another when instructional objectives required them. Whenever I have removed or condensed discussions of certain topics in order to make room for new material, I have used the deleted subject matter to create new lectures and activities. In a few instances, I have also drawn on the experiences of former and present colleagues; I give them credit when I have done so. If you are teaching educational psychology for the first time, I hope that the suggestions and materials I provide here will help you develop a course that not only is informative and useful for your students but also promotes their interest, engagement, and excitement. If you are an experienced teacher, I hope you will find a few intriguing ideas for diversifying your teaching strategies. I am always eager to hear about the things that do and don’t work for you. Keep in touch. — Jeanne Ellis Ormrod (co-author for the first edition)
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Features of the Manual
FEATURES OF THE MANUAL This instructor’s manual includes resources to accompany the content presented in the Essentials of Educational Psychology textbook. It has been designed to help instructors show their students the usefulness of educational psychology principles. The manual content can be helpful to instructors in any type of course related to educational psychology, regardless of the course format (e.g., small, large, seminar, lecture, online). Instructors should feel free to select the resources that are most applicable to their course; there is something in this manual for everyone! Organization of the Manual All of the chapters in this manual are organized similarly in that they each contain the following sections: •
a Chapter Overview paragraph that briefly explains the purpose of the chapter;
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an Introduction section that includes the textbook chapter outline;
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a Big Ideas section that contains the big ideas for the textbook chapter; and
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a Case Study section that provides the questions and answers to the case study presented at the beginning of the textbook chapter.
After these four sections, each chapter in this manual is divided into the same sections that are presented in the textbook. Each of these sections contains most or all of the following resources: •
Outline—The outline provides a list of the main headings within the corresponding section of the textbook.
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Textbook Slides—The textbook slides are PowerPoint slides available as files separate from this document. The slides contain text that is consistent with, and often directly from, the content in the textbook. All of the slides are numbered with the chapter number and slide number. For example, “Textbook Slide 6.2” indicates that the slide corresponds to the second slide in Chapter 6. There are no directions for using these slides; they are provided primarily to save instructors the time needed to create their own slides from the textbook content. These slides are best used in combination with the activities presented in this manual and the Instructor’s Manual Slides.
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Instructor’s Manual Slides—The instructor’s manual slides are PowerPoint slides available as files separate from this document. These slides correspond to activities or lectures in this manual and are typically not referenced in the textbook. The instructions for using these slides are provided in this manual. These slides are individually numbered similar to the style used for the Textbook Slides.
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Discussion Topics—The discussion topics are questions intended to generate discussion among the students. Some of these questions have clear-cut answers, whereas others do not. The questions provide a way of eliciting important ideas from the students.
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Activities—Almost all of the activities have been used in educational psychology courses and have been found to be engaging and enlightening for students.
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Out-of-Class Activities—The out-of-class activities are designed to be conducted outside of regular class time due to their length, the resources needed to complete them, and/or the fact that they require an observation component (e.g., observing in a classroom).
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Supplementary Lectures—The titles of the supplementary lectures are listed within the relevant manual section, but are provided in Appendix A.
To support the content in the resources above, the following appendices are provided at the end of this manual: •
Supplementary Lectures (Appendix A)—The supplementary lectures either expand on topics presented in the textbook or introduce topics not specifically addressed in the textbook. Some of the lectures are based on material that was deleted from the textbook due to lack of space. Others v ..
Features of the Manual
originate from general educational psychology courses or advanced courses in learning, cognition, and measurement. The lectures allow instructors to supplement textbook material in directions appropriate for their objectives. Please note, however, that the lecture content is not reflected in the test bank for the textbook. •
Handouts (Appendix B)—Referenced in each chapter of this manual are handouts that accompany some of the activities and lectures described in the manual. The handouts can be printed and copied as needed for distribution in classes that use the Essentials of Educational Psychology textbook.
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Additional Resources (Appendix C)—The additional resources appendix includes references to other books, chapters, and articles related to the content in the textbook and is provided for instructors interested in learning more about the topics in the textbook.
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Commercial Videos (Appendix D)—The commercial videos appendix includes a list of some companies that sell commercial videos.
Pearson eText and Learning Management System (LMS)–Compatible Assessment Bank Pearson eText The Pearson eText is a simple-to-use, mobile-optimized, personalized reading experience. It allows you to easily highlight, take notes, and review key vocabulary all in one place—even when offline. Seamlessly integrated videos and other rich media will engage you and give you access to the help you need, when you need it. To gain access or to sign-in to your Pearson eText, visit: https://www.pearson.com/pearson-etext. •
Video Examples: One of the features in each chapter is the Video Examples that illustrate principles or concepts aligned pedagogically with the chapter. Some videos provide examples of educational psychology principles or concepts in action by showing students and teachers in classrooms. Other videos show students or teachers describing their teaching strategies or experiences.
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Content Extensions: Some of the chapters include Content Extensions that provide more information about a specific topic or foundational theory. This feature is intended to supplement the information in the text, often by providing additional details, background, or context for the topic or theory.
LMS-Compatible Assessment Bank With this new edition, assessments are included in LMS-compatible banks for the following learning management systems: Blackboard (9780136817758), Canvas (9780136817703), D2L (9780136817918), and Moodle (9780136817871). These packaged files allow maximum flexibility to instructors when it comes to importing, assigning, and grading. Assessment types include: •
Learning Outcome Quizzes: Each chapter Big Idea is the focus of a Learning Outcome Quiz that is available for instructors to assign through their Learning Management System. The Big Ideas identify chapter content that is most important for learners and serve as the organizational framework for each chapter. The quiz questions focus almost exclusively on meaningful learning and, often, on application of key concepts and principles related to scenarios and problems. In general, the quizzes have been written with a particular principle in mind: When used in the LMS environment, these multiple-choice questions are automatically graded and include feedback for the correct answer and for each distractor to help guide students’ learning. As we say in Chapter 10, Assessment activities can be learning experiences in and of themselves.
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Application Exercises: Each chapter provides opportunities for students to apply what they have learned through Application Exercises. One Application Exercise is available for each Big Idea within the chapter. The exercises require students to watch short videos, read scenarios, or think about situations and then answer open-ended questions. When used in the LMS environment, a model response written by experts is provided after students submit the exercise. This feedback helps guide students’ learning and can assist the instructor in grading.
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Chapter Tests: Suggested test items are provided for each chapter and include questions in multiple choice and short answer/essay formats.
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