Valdosta State University Department of Psychology PSY310  Educational Psychology Instructor: John H. Hummel, Ph.D.

MIDTERM EXAM SAMPLE #2 ANSWER KEY

1. Educational psychology is a research field. Research is critical to the successful education of students. American teachers are not as oriented towards research in their discipline as professionals should be. Your assignment is to write a couple of paragraphs (200-300 words) that explains how one's knowledge and skills about research is useful to practicing teachers and why they should be consumers of research even if they never plan to formally do research that leads to presentations or publications. (10)

Research is technical and scientific rather than warm and fuzzy which is a hurdle for many teachers. Plus, unfortunately, much research is dry (dare I say boring?) in the way it is written (tables, statistics, etc.) Still, teachers owe it to themselves and their students to take the time and effort needed to become more "comfortable" and fluent with research because it impacts changes in our schools; how we do business.

Not all research is equal. When new innovations are promoted professional educators, before jumping on the bandwagon of change for the sake of change, should first ask what is the basis for this change? What type of research was done that objectively shows that this new innovation is equal or superior to what is now being done? (This is the essence of data-based instruction.)

If no research has been done supporting the innovation (it is based on theory for example) my attitude of skepticism should be triggered. If only descriptive research (including qualitative) research has been done, I am also suspicious. If correlational research shows a relationship between events (or if an experiment shows that the innovation is effective) then I could be more agreeable. Still, I want to also take the time and effort to look at what variables were measured. Often in research the wrong variables are identified as critical (e.g., changing a teaching method to produce a change in self concept might be ok IF the change didn't adversely affect the students' ACHIEVEMENT--so I must also see if appropirate achievement data are also being collected).

The bottom line focuses on changing our practices based on what solid research shows to be effective rather than philosophies and untested theories. In order for teachers to be able to exhibit the professional evaluation needed, they must have a basic understanding of how research works.

2. Describe how objectives, in general, are related to and benefit "education." In your answer specifically discuss EITHER the role(s) good objectives play with respect to develop a complete 7-step lesson plan, OR how they should related to teachers' use of individualized instruction. (10)

Types of objectives: EOs, IOs, and BOs. EOs-legislature and school boards. IOs should be based on the EOs. Good IOs and BOs should then be developed based on the curricular materials.

Objectives relate to a 7-step LP at each step. Presenting them to Ss at the begin supports the AO and will, over time, be a powerful cue to the Ss to form an appropriate mental set. Step 2, review, is directly related to objectives in that the teacher should identify objectives from previously lessons (the critical junctions) and review only the pertinent ones. Step 3, of course, is based on how best to teach the new content. If one has specified exactly what Ss should do and say after the lesson, which teaching methods to use becomes more obvious. And a good grasp of TAs also helps-even if my pedagogy didn't work for some, if I do a TA on the objective I'll still be able to effectively teach those who didn't get it.

The probes used during instruction should all be derived from objectives (steps 4-7 are all assessment steps and the axiom one follows is that every assessment item should be directly related to a specific objective).

There is a similar relationship between objectives and individualized instruction. If I have developed a complete set of objectives for the entire content I can "start" each student on the objectives that match his/her entry level skill. Using objectives will also enable me to "know" when a particular objective has been mastered (and how well) so both fluency and pacing decisions become empirically answerable questions rather than decisions that I make because of intuition or because "we must move on if we are to cover everything."

3. Explain why is it vital for practicing teachers to periodically spend valuable class time working with students to directly help them develop effective study skills. (Hint: improving memory; metacognition; independent lifelong learner, etc.) (5)

Acquiring effective study habits DOES not occur as a natural outcome of one's development. What typically happens is that students acquire, through trial and error and "relevant related experiences," study tactics as they struggle with the effort needed to learn/master new concepts,and materials. Unfortunately, this is not an efficient nor an effective "process," and too many students do NOT learn how to study well. This is an amportant outcome for our educational system because the increasing demands of our society requires that students become independent learners so they can continue learning "on the job" throughout their personal life and career(s).

When teachers use valuable class time in a meaningful way to empower students with the study skills they need for academic success (e.g., SQ4R, 40/60; mnemonics; using key words and phrases vs narratives; generativity, etc.) the lost instructional time actually makes the remaining instructional time more EFFECTIVE! So students "end up" getting more from a class where they have to practice and use (for grades??) different study skills because when they begin applying them regularly, their grades should improve. Finally, we are all concerned with helping students develop their metacognitive skills ("knowing how one best learns") and I can think of no better way to directly help them develop this skill than through developing/requiring them to use specific study tactics in class and at home.

4. Everything we have covered in 310 so far is, of course, extremely valuable to effective teaching! However, if I had to chose a single topic that was most important for teachers to be able to really understand and use, I would select "constructing good objectives and task analyses." Obviously the two are related. In your answer tell me what you know about TAs and why truly effective teachers must be able to systematically "do" TAs as the basis for their instruction. (5)

A. When teachers can "do" TAs they can break down the complex skills required in objectives to the entry level skills possessed by each S in a class, which is the appropriate point to begin both whole group and individualized instruction. The TA is a minilesson for a single obj. so any teacher who can effectively teach the outcomes associated with a TA is more likely to produce better regular lessons, too (MACRO).

As one goes through the basic steps of a TA (break beh. into component behaviors and sequence them) the specific tactics one can use to teach the components frequently become obvious. Finally, I like TAs because each step focuses on WHAT THE STUDENT does--placing emphasis on the learner is too often "missed" when teachers don't employ methods such as the TA.

B. TAs are minilesson plans that permit teachers to break down the complex activities specified in a set of objectives into their component skills/behaviors. Once the basic TA is done, one can continue this process for individual students in order to "find" the entry level skill for the "lowest" student in class. The LP (whole group or individiualized) can then start at that point (or at each Ss entry level point) which allows for an initial level playing field so all students have an opportunity to master the objective and lesson.

An additional positive outcome of TAs is that as one operationally breaks the complex activity down, frequently the "best" way to teach each component becomes clearer, and even if the "best" way doesn't manifest itself (given the teachers' experience) several possible ways to teach the skills invariably can be identified.

Ss SHOULD DESCRIBE THE COMPONENTS OF A GOOD TA-OP. DEFL, SEQUENCING REQUIRED FOR FULL CREDIT.

5. Both Carroll's (AAMOQ) Model of Learning & Instruction and Slavin's (QAIT) can be viewed as the underlying theory upon which all general and specific approaches to accommodating student differences AND effective lesson plans ( 7-step DI model) are based. Select either Carroll's or Slavin's model and explain how it relates to EITHER the LP OR individualized Instruction. (10)

Carroll: Aptitude: innate charcteristics affecting learning; ability: existing skills and knowledge one has that affects new learning; Motivation: Ss willingness to expend the time and effort needed to learn; Opportunity: the amount of class time devoted to content and the acquisition of fluency; Quality of instruction: using methods and materials that are appropriate to students and based on research.

Slavin: Quality of instruction-appropriate materials and methods; Ability: students' characteristics and experiences that affect learning; Incentive: arranging the class to successfully engage students in the materials and to insure they devote sufficient time/effort to master content; Time: Depth vs breadth-insuring that enough class time is available for all Ss to learn the content at least at minimum levels of mastery.

IN A DI LP THE 1ST STEP ONLY PERIPHERALLY RELATES TO C & S (CS FROM NOW ON). BOTH SUGGEST THAT WE MUST GET THE S's ATTENTION. ONE WAY TO DO THIS IS "CONNECT" TODAY'S LESSON WITH RELEVANT INFO. FROM PREVIOUS LESSONS. ADDITIONALLY, WE CAN "GIVE" THE BOs HERE. IF ASSESSMENTS ARE TIED TO OBJECTIVES (AND Ss REALIZE THIS FROM THEIR PREVIOUS EXPERIENCE IN THE CLASS) THIS AFFECTS QUALITY OF INSTRUCTION FOR BOTH SINCE RESEARCH SHOWS THAT WHEN Ss KNOW EXACTLY WHAT THEY MUST BE ABLE TO DO AFTER A LESSON THEY ARE MORE LIKELY TO DO IT (NO MYSTERY) ESPECIALLY WHEN THE ASSESSMENTS COME DIRECTLY FROM OBJECTIVES.

STEP 2, PREREQUISITES, DEAL WITH THE STUDENTS ABILITIES AND /OR APTITUDE. IF WE REVIEW RELEVANT MATERIALS/SKILLS NEEDED FOR THE CURRENT LESSON, THIS "NEUTRALIZES" SOME Ss HAVING THE BACKGROUND (IMPROVES ABILITY TO REMEMBER IT, ETC.) AND FOR THOSE WHO DO NOT HAVE THE BACKGROUND, THEY HAVE AN OPPORTUNITY TO ACQUIRE IT.

STEP 3 IS WHERE WE "TEACH" THE CONTENT AND PROBE FOR UNDERSTANDING. IT DIRECTLY RELATES TO BOTH CS QUALITY. WE SHOULD FOLLOW THE PRECEPT IN ED. PSYC. OF "DATA BASED INSTRUCTION" BY USING METHODS AND MATERIALS, WHEN POSSIBLE, THAT RESEARCH SHOWS TO BE BETTER OR AT LEAST EQUAL TO OTHERS.

PROBES, A TYPE OF ASSESSMENT USED TO GUAGE THE PACE OF THE LESSON RELATES TO BOTH OPPORTUNITY/TIME AND QUALITY. IF ONE IS GOING TOO FAST/SLOW APPROPRIATE Q'S SHOULD PERMIT THE INSTRUCTOR TO REALIZE THIS IN REAL TIME AND ADJUST ACCORDINGLY. BECAUSE PROBES SHOULD BE DESIGNED TO EITHER HELP Ss LEARN OR TO INFORMALLY DETERMINE WHETHER THEY ARE "GETTING IT," THEY CAN TAP MOTIVATION/INCENTIVE. FEEDBACK THAT ONE IS MASTERY CONTENT CAN FUNCTION AS A REWARD FOR CONTINUED EFFORT. THE SAME CONCEPT APPLIES TO THE OTHER FORMS OF ASSESSMENT (FORMAL ONES, STEPS 5-7). ASSESSMENTS SHOULD ONLY BE DONE WHEN THE TEACHER IS CONFIDENT THAT Ss CAN DO THE WORK (THUS IT SHOULD REINFORCE THE STUDENTS' TRUST IN THEIR COMPETENCIES AND PREPARE THEM FOR NEW CONTENT IN FUTURE LPs). THESE ASSESSMENTS, ALL, TAP MOTIVATION/INCENTIVE AND QUALITY/ABIITY SINCE THEY SHOULD BE DOABLE BY THE Ss AND BE TIED TO PREANNOUNCED OBJECTIVES THAT Ss HAVE SUCCESSFULLY MASTERED ALREADY.

IN BOTH MODELS, TIME IS A CRITICAL FACTOR. HAVING COMPLETE LPs THAT START INSTRUCTION AT THE ENTRY LEVEL FOR THE Ss AND PROVIDE SUFFICIENT OPPORTUNITIES FOR THEM TO LEARN THE INFORMATION MAY RESTRICT THE AMOUNT OF INFORMATION COVERED (UNESS ONE EMPLOYS INDIVIDUALIZED METHODS WHICH IS A GOOD IDEA!) BUT IT IS THE PRIMARY WAY EDUCATORS CAN DIMINISH Ss APTITUDE AND ABIIITY AS PRIMARY DETERMINERS OF STUDENT ACHIEVMENT.

MIDTERM PREP

Last Updated: May 20, 1997