Last Modified: May 2002
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In general, when you write an answer to an essay question you should follow the format you learned in Freshman English:
(1) Introduction
(2) Body -- Present information in clear, concise, and logical manner
(3) Summary/Conclusions
Some examples of good essay writing are provided by the Educational Testing Service, developer of the GRE-Writing Test. Any citations should be done using APA Style
(1) Define and differentiate the following terms: education, schooling, psychology, educational psychology, teaching, learning.
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. In your introduction you should include a statement about why the study of educational psychlology is important for preservice teachers.
(2) Define and contrast descriptive, correlational and experimental studies, giving examples of how each of these have be used in educational psychology. Define the four basic methods used to collect data in educational psychology (systematic observation, participant observation, paper/pencil, and clinical), 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. How does this perspective of research fit with the research agenda for adult learning?
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.
Describe the importance and use of each type of study for researching adult learning.
(3) Draw and discuss the significant aspects of the transactional model of the teaching/learning process presented in class (or discussed in one of the required readings), 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?
(4) Describe the basic issues involved in adult learning. How are these similar to or different from issues of learning for children and youth? How do these relate to the development of professional expertise?
(5) Describe some of the important trends that are presently influencing or are likely to influence the workforce during the next 20 years. Include in your discussion the essential foundations and competencies needed to work effectively in the information age as developed by the (U.S. Department of Labor) Secretary's Commission on Achieving Necessary Skills (SCANS). Discuss Dr. Huitt's critique of the SCANS report in terms of important attitudes, knowledge, and skills for being successful in the information age? What evidence would you use to persuade students, parents, educators and community members that these are indeed important?
What is a paradigm? What is a trend? According to many futurists, what is the most important trend occurring today? Why is this important? What are some other trends you believe are important for educators to consider? How are these trends related to the most important trend and to each other? How should educators change their normal activities in order to help students be prepared for the impact these trends will have on their lives?
What is the SCANS report? Who prepared it and why is it important? What is the basis of Huitt's critique? How are Huitt's recommendations, based on the writings of behavioral scientists and futurists, related to the SCANS report? What does Huitt add to the requirements for success. (Be specific; select specific qualities or characteristics in the SCANS report and relate them to specific attributes that are in Huitt's critique. [Hint: Relate information reviewed in the study of trends to specific attributes or qualities or skills in SCANS report.]
(1) Describe the basic assumptions and focus of the behavioral approach to learning. Compare and contrast the four methods used to modify behavior 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.
What is the major focus of behavioral psychologists? Why is this important in the study of educational psychology?
Why is operant conditioning so important to educator's today?
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? How can these be used in a classroom?
(1) Define cognition and differentiate among 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. Be certani to include a discussion of rote rehearsal versus elaborative rehearsal and 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? 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 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?
(3) Describe how adult cognition and meaning making are important for adult learning.
(1) Name and discuss the principles and objectives of the humanistic approach to learning and differentiate the generic open education approach and facilitative teaching. Describe how educators can use this approach 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?
Be specific in how the steps in observational learning reflect either an operant conditioning or information processing theory of learning. What are some major contributions of social cognitive theory to classroom practice? What is reciprocal determinism? What is self-efficacy and self-regulation? Were these mentioned as important skills or attitudes for the 21st century? Why or why not?
(3) Describe the theory of transformative learning and relate it to the other learning theories discussed in class.
(4) Name and discuss at least 5 principles of learning that most learning theorists agree on, regardless of their theoretical orientation. State the learning theory from which each principle is drawn and why it works to enhance learning. 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? Whit which learning theory is the principle associated?
(1) Compare and contrast Carroll's model of school learning and Huitt's transactional model of the teaching/ learning process discussed in Unit #1 (or a corresponding model from one of the required readings).
Why is John Carroll's model so important in the history of educational psychology? What is the basis of his model? What is the level of analysis 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 of effective classroom practice and the part of Huitt's transactional model that relates specifically to 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?
(3) Discuss the process of instructional planning and describe why it is an important teacher behavior. 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 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) 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?
(3) Compare and contrast direct instruction and mastery learning. Include in your discussion a comparison between constructivist learning vs. direct or explicit teaching, giving specific examples of how these should be considered when teachers design classroom activities.
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.
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?
(4) Describe the Teaching Perspectives Inventory and take the inventory (see the URL below). How can you use the learning theories described above to become a better teacher? Which of the theories fits best with you dominant perspective(s)? Which theory fits best with Mezirow's and his critics' views of transformative learning?
What is the basis of the inventory? What is your profile? What does this mean? Be specific when you connect your dominant perspective(s) to learning theory. What are the implications for your classroom behavior? What is your view of Mezirow's theory based on your knowledge of learning theory?
(1) Describe the importance of classroom management and its impact on academic learning time. Describe differences in the approach to classroom management from a behavioral, cognitive, and humanistic perspective. Name and describe three general categories of the events of classroom management from a behavioral perspective, giving examples of specific teacher activities for each category.
(2) 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?]
(3) 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) Define and differentiate assessment, measurement, and evaluation. Describe why these tasks are important in the learning process. Define and differentiate reliability and three types of validity, giving examples of each term.
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?
(2) Name and describe the major types of evaluations generally used in the classroom (e.g., formative vs. summative; criterion- vs. norm-referenced; selection vs. supply). How can these be used in the process of evaluating learning and assigning grades? What should be implemented to serve assessment of adult learning?
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?
(3) 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?
4. Discuss the evaluation of two adult-oriented programs: Defense Systems Management College and Tech Prep. How are these programs similar to and different from programs for children and youth? Have they been successful relative to their program objectives?
(5) Define motivation and discuss why such a concept is useful when considering the teaching/learning process. Discuss the difference between external and internal motivation, providing specific suggestions from the four major approaches to learning that teachers can use 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 © 1995, 1999, 2001 -- Bill Huitt