Classroom Management and Student Engagement Strategies, Exams of Psychology

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EDUC 210 Psychology of Education final

exam long answers Concordia University

• EDUC 210 Psychology of Education final exam long answers Concordia University

EDUC 210/1EC

Question Bank

1. André just graduated from his Bachelor of Arts Degree in Education in June and will be meeting his first class of second

graders tomorrow at Montreal Elementary School. His colleague, Henry, is a veteran first-grade teacher with 20 years of

experience and is considered to be an expert teacher by the school board’s administrators, his colleagues, as well as his

students and their parents

a. Based on the research Educational Psychology about new teachers, what are likely to be André’s major concerns about his

first months of teaching? (3 points)

1. André's major concerns would be based on his lack of experience. Although student teaching gives you some experience, it is

not the same as teaching in your own classroom. Classroom discipline, encouraging and motivating students, learning how to

adjust and accommodate students with various abilities, backgrounds, or needs, and many more challenges exist. Learning

how to manage these difficulties is tough and can take time, especially for a new teacher who is still getting used to their new

responsibilities. Both Henry and André encounter the same obstacles as educators, but Henry has already established a

foundation of knowledge, wisdom, and experience on which to make his judgments, whereas André has yet to do so.. André

will learn with time and experience to focus his attention on his students, rather than himself as a new teacher, and will base

his success on the success of his students. André should devote more time to getting to know his students, their

backgrounds, and interests, and to establish a trusting relationship with them in order to improve his teaching.

2. Teachers may feel reality shock before beginning a class, researched by educational psychologists. Teachers will realize in

class that each student has a distinct ethnicity, culture, and background, making it more difficult for first-time educators to

accommodate each student and discipline the classroom appropriately. Because Andre's studies and experiences at school

will not give him the same experiences as classroom teaching, inexperience will be an issue in the early months of teaching.

André will need a few months to properly understand how to manage his classroom and to feel at ease with the obligations

that come with teaching. To enhance learning, the new instructor must take the time to understand more about each of his

students.

3. André's main worries during his first months of teaching may include how to educate students who learn differently, how

to cope with discipline in the classroom, and how to encourage students who are struggling with the material.

b. Based on the research in Educational Psychology, what factors facilitated Henry’s development of his expertise? (3 points)

Henry has been teaching for 20 years. His experience has brought him respect and high regard from others. This implies that he is

very efficient as a teacher and could be considered an “expert” teacher. You can think of Henri as an expert because of the

successful achievement of his students. As time goes on, his experience level will grow thus increasing his efficacy level.

Before Henry gained his level of experience, his development of expertise could have been based on the experience he gained

throughout his days as a pre-service teacher in the classroom and during internships. His self-efficacy could have been developed

through the interpersonal connections created between him and his students. There have been numerous studies done on the

relationship that exist between students’ test scores and the teacher-student connection. They found that students’ test scores

tend to be higher when the students have an efficient teacher with whom they have a good relationship with. The praise that Henri

receives demonstrates that he has achieved a good teacher-student connection with his students. In addition, one can assume that

Henry has also created a good relationship with the parents of his students and this is beneficial to his personal development and

the teacher- student connection he has with his students.

Throughout his years as a teacher, Henry has been reflective in his teaching. He adapts to unexpected situations and tries to find

improvements and solutions for future incidents. Through adaptation of the curriculum, Henry tries to ensure complete, successful,

meaningful learning from his students. It doesn’t matter if students have learning difficulties and disabilities or not, their proficiency

level, whether they speak the language or not, and so on. Henry’s goal is to create a learning environment where all students can

learn, thus he adapts his curriculum, the best way he can, to fit all of his students’ needs. To do this, Henry, at the beginning of his

career, probably needed to ask his colleagues for advice, feedback, help, and/or suggestions as they would have more experience

than him. He must have also observed his colleagues which tends to help with increasing his expertise level. It is possible that Henry

has also built his curriculum around his students, i.e., he has used a student-based approach. If this is the case, students would have

independence thus making them more self-sufficient and leading them to be more engaged in the lesson. As a matter of fact, some

studies have found that teachers’ confidence and commitment levels are crucial to establish successful learning. What makes a great

teacher is one that is flexible and can easily adapt to all students’ needs as well as learning situations.

i. Henry is not only respected and highly regarded by many in his position but he also has 20 years of experience, which

would suggest his sense of efficacy as a teacher would be quite high. His status as an expert is indicative of his success with

his students, furthering his sense of efficacy, and would therefore facilitate further development of his expertise in years to

come. In regards to the development of it prior to the accrued experience, it would likely have been facilitated by some

self- efficacy attained from student teaching through more likely related to interpersonal relationships with students..

(CANT SEE THE REST).

ii. Since Henry has a 20 years' experience in teaching, he has already build a foundation of knowledge and experiences which

will help him manage and maintain the classroom correctly. Throughout his relationships with students Henry would of

developed a self-efficacy because he believes he has enough experience and knowledge about his students that he can

educate and direct them. Furthermore, educational psychologists believed that having a good student-teacher relationship

helps students with their test scores. Students who feel comfortable and friends with their teachers are more likely to have

better scores. Moreover, maintaining a relationship with students is an important factor in education because it facilitates

the teachers time in a classroom, however it is also important to develop a parent-teacher relation to support learning at

home and influence à child's attitude.

iii. Henry’s 20 years of experience is just one factor of his developed expertise. He is considered an expert educator to many

such as, the school board’s administrator, his colleagues, and his students and their parents. To continue, being an expert

means Henry is able to accommodate all the students present in his classroom. He is able to maintain a well-disciplined

classroom and he understands how to evaluate his students’ work and motivate those who are struggling in his class.

c. Discuss how the two teachers might differ in using achievement results as information about (a) students’ learning and (b)

their own success in teaching. (4 points)

Evaluation of Henry and Andre ́

's achievement is based of years of experience. Henry’s success as a teacher is based on the success

of his students while André may not be as inclined to do so. This is due to the number of years that both Henry and André have been

teachers. Because André is a novice teacher, he may not have the experience and knowledge to evaluate his achievement the same

way Henry would. André’s focus is more likely to be more subjective. That is, he will assess his success through his personal

achievements. However, given some time, these assessments will be based off him listening to his students as well as the developing

rapport he would have created with his students. That is, he will eventually consider more of his students’ needs versus his own.

i. Because Henry has experience and has worked as a teacher for two decades, he will evaluate his success based on his

student's success, while Andre will not be so incline at the beginning of his career. Andre will primarily be concentrated on

his success as a teacher in terms of his personal achievements, but with time he will reevaluate his focus to his students,

concentrating on their needs and well being and taking their success as a testament of his own. This in part comes from the

fostering relationship between student and teacher as well as listening to the students. A student who feels they are heard

will succeed better as their individual needs can be considered.

ii. André and Henry have different experiences. Henry has been working as an educator for 20 years and has accumulated a

lot of knowledge that helps him in teaching. However, André will have a more difficult time accommodating and

maintaining his

classroom because of his lack of experience. Henry is already a successful teacher recognized by many parents and educators

which means that he evaluates his own success by looking at his students' achievement. Andre has less experience and is

more inclined to base his success on his personal achievement. With more experience his will evaluate his students' success

and take their achievement as his own The change in behavior comes from the relationship between students and teachers

because when a student is comfortable and heard they are more likely to succeed.

iii. André is just starting his career as a teacher. Because he is a beginner teacher, he is going to primarily focus on himself and

have concerns mostly about how he is doing as a first-time teacher. If a student is achieving and showing positive results in

the curriculum, André will believe he is doing well as a teacher. Whereas, if a student is failing, André will be more

concerned on his teaching skills, and less concerned and focus on the child’s needs and concerns. Henry has adapted to the

opposite manner. He is a 20-year experienced teacher and known as an expert. He no longer is concerned with himself.

Instead, he focuses on his students and their concerns when teaching. When a student is succeeding, he understands it as it

being the student’s achievements. The same situation occurs for a failing student. Henry will look at their struggles and

focus on the student’s needs. He will accommodate their learning to make sure they will see results in the future.

2. Trip, a seventh-grade student, is struggling with the concept of fractions (such as, two out of five is 2/5, 3/5 is less than

2/3). Although his classmates seem to understand most of the examples given by the teachers and solve fraction

problems with ease, Trip feels overwhelmed and confused. He is good at other subjects (such as, reading and social

studies), but he is falling behind rapidly in mathematics.

a. Based on Piaget’s theory, what stage of cognitive development best explains his struggle with fractions? Why? (2 points).

There are 4 stages of Piaget cognitive development: sensorimotor (birth to 24 month), preoperational (2-7 years), concrete

operation (7-11 yrs old) and formal operational (adolescence to adulthood).

Concrete operational stage : ages 7-11. They think very logically and cannot think beyond their reality.

Formal operational stage: adolescence to adulthood. is when the child is able to think in a more abstract way and is able to think

more logically. They engage in decentration which is where they are able to concentrate on many different things at the same time

which is why those who are in this stage have an easier time grasping math concepts. They are able to think outside of their reality.

Trip is in the concrete operational stage. He thinks commonsensical about real experiences. He is struggling in math because he is

only starting to identify conservation, a concept where something remains the same even though other components are modified.

Although he should be thinking in a more logical and planned way, his thinking remains real, i.e., concrete. Because Trip is in the

concrete operational stage, his reasoning is only starting to be inductive. One can deduce that Trip is using more concrete thinking in

reading and social studies because his performance is better in those subjects than in math. His reasoning differs.

i. Based on Piaget's theory, Trip’s trouble with fractions would be in the concrete operational stage. This stage begins in late

elementary to middle school. The concrete operational stage is when children can understand the logistics behind problems

that are hands on as well as understand conservation and being able to organize categories. Children's thinking during the

concrete operation stage is very logical, but yet still tied in to that child's physical reality. This stage does not yet include the

more complex problem-solving skills such as fractions. Trip's thinking is stuck to reality, where fractions can be a hard

concept to grasp. Concepts such as fractions are too difficult to understand for some children in this stage of development.

ii. The stage indicated by Plaget's theory of cognitive development is the concrete operational stage. In this situation, Trip is

still in the concrete operational stage which means that he thinks logically about hand-on problems, they are more

organized and

can link specific information to a general principal. Based on Piaget's theory, the best way to help trip is to give him concrete

examples, something he can manipulate. The teacher should use examples such as ⅛ of a pizza burger to help Trip identify

the fraction in the food. By using familiar examples Trip will more likely understand the difference between fractions and will

be able to determine which fraction is bigger or smaller and which are the same. Furthermore, according to Piaget Trip is

good in other subjects such as reading and social studies because students become more logical and organized. They can

handle classification, conservation, and recognition. However, the stage is still based on physical reality which means that

students are not yet able to solve abstract problems.

Trip is in the concrete operational stage of cognitive development. This stage is for students who are between the ages of seven to

11 years old. Trip being a seventh grader is older than the recommended age group of this stage, but his skill level of cognitive

development is stuck at this stage. The concrete operational stage is a hands-on stage to learning and problem solving. Learning

fractions is more abstract, which is the reason why Trip is struggling. He cannot think in an abstract way.

b. How might Vygotsky’s theory explain why Trip is good with reading and social studies, but struggles with fractions. (

points).

Culture consists of the morals and values a person holds. Vygotsky’s sociocultural theory on cognitive development explains

three ideas:

1. The importance of culture on learning.
2. Culture is founded on language.
3. Learning and development are a part of individuals’ responsibilities in the community.

Using this perspective, the teacher should not be concerned whether Trip has exceeded a certain stage but rather the language Trip

is using.

i. There are cultural and psychological tools in Vygotsky's theory that help children with higher cognitive thinking such as

problem-solving (fractions). Vygotsky values social interactions in his theory. If trip is better at social studies than problem-

solving, he might likely be getting more exchanges in social interactions with his teachers on social studies rather than

math. It seems that Trip does not have the psychological tools to understand problem solving just yet.

ii. Vygotsky believes that a child's culture shapes their cognitive development by determining how they learn about the world

which means that a students social interaction and events develop their thinking process and influences their development.

Vygotsky might consider that Trip has good grades in reading and social studies but fractions depends a higher mental

process which he didn't develop yet. Moreover, Trip is good at reading because his family may have exposed him to reading

from a young age. Unfortunately, topics such as science and math are less socially related and more hand-on problem

solving. Vygotsky’s Sociocultural perspective is based on cultural interactions between peers and people who understand the

subjects on a higher level of thinking. In this case, Trip’s teachers. Reading and social studies in a sense is meant to be

discussed to further understand the concepts. Trip is good at reading and social studies because he is able to interact with his

peers and teachers to learn the different interpretations. Furthermore, the different cultures each student is born into will

affect their answers and Trip’s knowledge. Trip will continue to struggle in math because there is little interaction with his

peers. As well, there is one method to obtain the correct answer when solving fractions.

c. Based on Piaget's ideas and suggestions, what teaching strategy or strategies would be useful in making the principles of

fractions more understandable to Trip? (3 points)

A hand-on approach would be ideal for Trip. Using visual would be helpful. For example, the teacher can use a loaf of bread cut into

5 pieces. The teacher can remove two pieces and tell Trip that these two pieces of bread were eaten. This will help Trip see the

fraction 2 out of 5. Then, the teacher can have another load of bread cut into three pieces and does the same as was done with the

loaf cut into five. Afterwards, Trip will be able to see the difference between the two loaves thus concluding that 2/5 is smaller than

2/3.

i. A learning strategy that would be helpful for Trip to understand his fractions is organizing and remembering.

With fractions it would be useful for Trip to be able to create diagrams and imagery to understand the topic.

By using this technique he can get a hand-on experience which can be very important.

ii. Piaget’s theory focuses on peer interactions because friends and classmates challenge one another and

motivate another to do better than their current status. To help trip succeed with fractions, the teacher

should place the class in small groups to do some of the fraction problems together. This way, Trip can discuss

with his peers how to do the problems, go over the correct answers and redo the answers he got wrong with

his peers.

d. Based on Vygotsky's ideas and suggestions, what teaching strategy or strategies would be useful in making the principles of

fractions more understandable to Trip? (3 points)

Vygotsky’s theory would suggest that a teacher-centered classroom may be best for Trip, i.e., a classroom with direct teaching and

instruction. This is known as instructed learning. Trip’s teacher can use modeling and/or collaborative activities.

i. In Vygotsky's theory he suggests that everything can be learned through interactions which means that Trip's teacher can

interact and us many strategies to help her students understand the topic. Moreover, to make fractions more

understandable the teacher can provide help when needed, gradually decrease support to push students to become

independent, give clues, encourage the student, give feedback, and provide visual aid.

ii. Vygotsky’s theory, similar to Piaget as well, focuses on interactions with others. The difference between the two is that

Vygotsky’s perspective encourages students to interact with someone who is more knowledgeable on the subject being

learnt. In this case, it would be beneficial for Trip to have a one-on-one tutoring session to go over all the problems.

Furthermore, Trip’s teacher should be more aware during class time and ask him if he would like extra help with

problems.

3. The Director General of your school board gives a speech regarding the need for “a dollar's worth of learning for every

dollar spent… The children of today are rarely challenged. Many students with high intellectual abilities are left behind

and bored in school. We need to promote accelerated programs across preschool, elementary and high school levels.” For

the next hour, he outlines a plan to introduce algebra in the fifth grade, physics in the seventh grade, reading in preschool,

and skipping grades for any student who scores highly on the provincial achievement test. Some people in the audience

look skeptical, others show strong displeasure, but a surprising number appear to agree whole-heartedly.

a. Based on the research in Educational Psychology about enrichment for students with advanced abilities, what are the pros

and cons for this initiative? (3 points).

Pro.

• They can stay with their age group
• Be more engaged, more focused and entertained in class

Con.

• Too demanding- stressed out
• Not all teachers equipped

Enriched education used to be considered unfair. However, students with superior abilities tend to have difficulties in standard

education settings leading researchers to believe that enriched education can be advantageous for these types of students.

Other researchers believe that acceleration is more beneficial than enrichment. Yet, both are positive influencers, but that depends

on how they are applied. In enrichment curriculums, students are in the same age range thus studying with peers as old as them

versus studying with younger/older students. Students’ progress at a quicker rate because they are learning through a condensed

curriculum. Another problem that can arise is students’ self-esteem. That is, some students in enriched programs may not do as well

because of the realization that they are not in the top of their class. Stress and anxiety can increase due to the pressure of

performing well (top of the class) as well as pressure for teachers, parents, etc. In turn, these students lose their pleasure for

learning.

i. Though it was once thought to be unfair for some students to receive enriched education, students with advanced

abilities are not well served by a regular education, which leads researchers to believe an enrichment in education would be

beneficial. Though some argue for acceleration over enrichment, both could have positive impacts depending on their

implementation. The pros for an enrichment program are numerous, as the students remain in the same age group or

grade and are not required to study with much older children. One option is to condense the material for the grade and

ensure the student learns everything in a more compact and concise way, allowing them to progress quickly. Students in an

enriched group tend to be more engaged among their peers of similar abilities but can sometimes affect the academic self-

concept as they are no longer the top of the group. Other cons to this system are added pressures surrounding the student,

parents or coaches and even teachers who demand too much of a child and turn learning into a tedious and joyless process.

ii. Students who have advanced abilities deserve a more advanced education that will challenge them. It was studied in

educational psychology that providing an enriched education for advanced students can be beneficial for the students

development. However, for a higher education to have positive impacts, it has to be implemented effectively. The pros of

receiving an enriched education are that students have the chance of staying in the same class with their peers which

means that they are not pushed to study with older students. An effective way to advance a child's education without

skipping a

grade is to ensure that the student learn everything in less time, in a more dense curriculum. Furthermore, students in an

advanced and more dense group tend to be more creative and active among their peers. However, some of their classmates

can have the same cognitive abilities which can develop a low self-concept since the student may not be the Arst in class.

Moreover, having a more dense schedule can be stressful and demanding which will decrease the bliss of learning.

iii. There are many factors to look at when deciding whether or not this program is beneficial for students with advanced

abilities. Some advantages of this program include an increase in motivation for achievement, a more positive academic

self- concept, and greater self-esteem. On the other hand, it can lower the self-esteem of a student who is struggling with

the advanced subjects, the curriculum may be at a skill level too difficult for students with learning disabilities to

comprehend, and not all teachers are skilled to teach the enriched courses.

b. From the perspective of Inclusive Education, argue For or Against the proposed program. (4 points).

Feel apart, comfort.

• For or against?
  • Implementing this method students get support and help from the teacher
  • Equity; gets what they need

Inclusive education profits from diversity. Regardless of the students’ abilities and/or disabilities, the students in inclusive education

are fully integrated and submerged into the mainstream curriculum. Inclusive classrooms tend to influence other “typical” students

in the classroom and also benefit students who are disabled (ADHD, autistic, down syndrome, etc.). The combination of disabled and

typical students brings all students to be equals. These special needs students are not singled out, normalizing their disabilities. Also,

the typical students gain knowledge about the disabilities of their classmates, thus somewhat decreasing instances of bullying. On

the other hand, inclusive schools may bring out more bullying. The students with disabilities tend to be bullied as they may struggle

with their behavior, especially when they have problems or do not know how to act in social settings.

Most inclusive classrooms received extra educators such as child-care workers (CCWs). They help the teacher with these special

needs children to help facilitate overall classroom management. CCWs tend to ensure that the elements of the student’s

individualized education plan (IEP) are met. An IEP consists of a plan set in place by the disabled student’s teacher, school

administrators, school

psychologists, school occupational therapists, the student’s parents and so forth. When an IEP is followed, the exceptional student

receives the help that is needed for successful learning.

i. As diversity is deemed a valuable asset, inclusive education is of course beneficial to all parties. Inclusive education allows

for children of varying abilities and disabilities to be taught together for most of their school days. Not only does this benefit

the children who are disabled, but it has also been shown to positively impact all children. Allowing children with disabilities

to be taught among others normalizes their differences and provides children with no disabilities the opportunity to learn

about others' differences. Bullying would be less as students mingling among themselves will learn about one another and

do away with prejudice. For most inclusive education settings, additional educators are present, which further benefits all

children as support is increased. Individualized education plans are incredibly helpful to exceptional students but also

necessary for those with disabilities. The proposed plan would not be easy, but the benefits are unparalleled.

ii. Inclusive education helps students with disabilities attend and be welcome into regular classes to support their learning

and contribute to more general aspects of their lives. Researcher have found that this educational method isn't only helpful

for students with disabilities or students with advanced abilities, the inclusive education is shown to have a positive impact

on children in general. Integrating this technique will help both children learn about each other's differences and provides

the opportunity to teach them about bullying and stereotypes. Moreover, the plan proposed by the director general will not

be easy to integrate but can be very helpful for students. By implementation this method students get the support and help

of more teachers and may obtain a more personalized class schedule.

iii. An inclusive education system would favour the proposed program. Students with learning disabilities are just as smart

as students without them. When a child is labelled with a learning disability that is the only thing they will be known as.

They will then be looked down on and thought that they cannot excel like a gifted student in enriched programs. Their self-

esteem would decrease and unmotivated them to work because society believes they are not as good as everyone else. As

long as the teacher provides clear instructions and makes sure the students are receiving the support to accommodate for

their learning disabilities, the students are more than capable to achieve the same goals at the same level if not better than

gifted students.

c. From the perspectives of psychosocial and moral development – Erikson and Kohlberg – argue for or against the proposed

program. State your position (for or against) and list and explain at least three reasons (3 points).

• Erikson's psychosocial; As long as it does not upset the social crisis further. Does Not disrupt process
• Kohlberg's moral development; see in others perspective, morally is it a good idea? Taking child out of their

moral development and will be intimidating bc mentally not at that point

Kohlberg theorizes that moral development is divided into three categories: preconventional, conventional, and postconventional.

He states that individuals go from stage to stage, but in a fixed order. He also adds that cognitive development and moral

understanding are linked. In this program, children are learning morals, i.e., what is right from wrong. This topic is one that is

mandatory and crucial in the development of children. They are learning about considering the views of their peers and maybe

teaching them how to interact with others. Therefore, in terms of Kolhberg’s theory, students in this program who have a

low/immature moral development may struggle. Nonetheless, the education benefits they will receive can compensate for low

moral development levels.

Erikson theorized that children go through different stages of development, based on the fundamentals of time. If created in a way

to ensure that the crisis does not continue to elevate, this program can be effective for students. Approximately from 9 to 13 years

old, through interaction with school and different social environments, children are starting to make their own decisions thus

increasing their independence.

i. As Erikson's stages of development are based on the central crisis of the time frame, the proposed program could be

beneficial so long as it is done in a way that does not upset the crisis further. As elementary school children age from young

children to middle aged children, they are becoming more inclined to make their own independent decisions and learning

more rules both in school and in social life. Kohlberg's theory and emphasis on moral reasoning and dilemmas would play a

role in the proposed program as children learning right and wrong is vital in their development. As children learn to

understand and see another's perspective, they would be more inclined to treat others a certain way. If children are to be

skipping grades, it would be important that those involved be understanding of the challenges they face. Based on his

theory, the proposed program may be troubling for many who have yet to morally develop, however, the educational

benefit may outweigh that concern.

ii. Erikson's psychosocial theory of development contains eight stages that are developed in a predetermined order. Each

stage of development is based on an individual's experiences and social factors that can have a positive or negative

outcome on a child's personality development. The proposed program can be beneficial for the child's development if it

doesn't increase the psychosocial crisis. The eight stages of development construct the personality from childhood to

adulthood which means that children become more inclined to make an independent decision and learn new rules through

the stages. Kohlberg's moral development theory is based on three levels of moral reasoning; preconventional,

conventional, and

postconventional. Each child moves through these stages in a specific order which makes it easy to link the theory to

cognitive development. The proposed program can play a beneficial role in a child's development because it pushes students

to think on their own and to discover wrong from right. Throughout the stages, the child learns to listen and understand

other people's perspective which makes them more inclined to treat people morally.

iii. The perspectives of psychosocial and moral development would be against the proposed program. Both theories deal

with aspects of understanding oneself and the people around us cognitively and emotionally. Promoting an enriched

program with a highly demanding curriculum for students will inhibit their learning of who they are as a person.

Furthermore, the academics stated above will decrease the formation of student relationships and the comprehension of

learning about a peer’s thoughts and feelings.

4. Mrs. O’Connor, a Grade 4 teacher, notices that many of her students come from diverse linguistic backgrounds, and

she is exploring ways to optimize her teaching for all her students.

a. Several of her students speak languages at home that are different from the language of instruction in school. Based on the

research on bilingualism, what might she expect in terms of the cognitive impact of learning different languages? (4 points)

When younger, one tends to absorb knowledge more effortlessly. This is true because their brain is more receptive to information

since they are not in the sensitive stage. Skills such as reading are thus fortified in second language learning. As observed in various

studies, cognition in individuals who acquire multiple languages is amplified. Kempert, Saalback, and Hardy (2011) state that the

latter can be seen in cognition flexibility, creativity, formation, vocabulary comprehension.

Younger children will put less effort cognitively while older ones tend to use more of their cognitive capacity. In learning a second

language, younger children will use language they learned by the age of five because of their lower effort levels. Older learners, on

the other hand, will put more energy to acquire the second language. That means that the older you are, the harder it may be to

acquire a new language.

i. A heritage language is the language spoken in a student's home or by older relatives when the larger society outside the

home speaks a different language. Multilingual or bilingual has many benefits. Once a native language is mastered, adding a

second language makes a student bilingual, However, many immigrants lose their first language after learning another

which is usually caused by discrimination, which is known as subtractive bilingualism. Bilingualism has many benefits such

as more advanced metalinguistics (noticing grammar errors), increased cognitive abilities (theory of mind, cognitive

flexibility). There are truly no disadvantages to being bilingual. The ultimate goal for educators is to try and balance…

(CANT SEE THE REST)

ii. Research has shown that children who are younger will employ less cognitive effort when using languages they learned

before the ages of five, whereas older children or adults learning languages will use more parts of their brain. Thus using a

second language the older one becomes, the more effort that is required, meaning older students have more difficulty than

younger students adding a language. Children learn new concepts easily as younger children and learning later, outside of a

sensitive period, where the brain is more responsive, can affect the strength of reading ability in the bilingual individual.

Studies have also shown the increase in cognitive ability for those who learn several languages, in many aspects like

concept

words are symbols for language according to the textbook.

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iii. Research has shown that young children are more apt to learn multiple languages. If the languages are learned before

the student reaches the age of tf years old, learning will take less effort and less time. The older the student is the more

difficult leaning new languages will be. For older students and adults learning new languages takes effort from more parts of

the brain. In younger children the brain is more responsive which means that they learn new concepts easily. Furthermore,

Many research have shown that being bilingual increases a child's cognitive abilities. The abilities that have the chance of

being further developed by learning new languages are creativity, cognitive flexibility, symbols, etc.

iv. There are many positive cognitive impacts for O’Connor’s students who are bilingual. Children who are bilingual are not

penalized cognitively. Instead, they are equipped with enhanced cognitive abilities like creativity and theory of mind. On

the other hand, students who are currently learning a second language will have to use more energy to do so, as well as

both hemispheres of their brain. Older children will learn the language faster, but the earlier child is exposed to the

language the better their pronunciation of the words will be.

formation, creativity, theory of mind (how u think how others think; perspectives), cognitive flexibility (mind things

in different ways to adapt to situations, adapt to behaviors being less stressful), symbols and understanding that

printed

b. O’Connor also noticed that several students speak dialects(Australians speak the same language diff dialect, pants= trousers)

rather than formal English. Describe appropriate attitudes and approaches for teaching these students effectively. (3 points).

• Integrate it and being sensitive, fluent in formal and their english

There is no such thing as formal or standard English. The English language contains many different dialects such as American

English, Canadian English, British English and so forth. It depends on where you come from. The inconsistencies that exist from

dialect to dialect cannot be considered as completely flawed because these different English dialects are merely variations from one

another.

Teachers should inform themselves of the different dialects of English that their students may have while considering any

biases/stereotypes that may exist across the different dialects. Although variations of the language can be used in teaching

practices, it is best when they are utilized for certain operations. An example of this is code-switching where alternation between

multiple languages occurs. This can help students understand that the different dialects spoken are not necessarily “broken” or

incorrect varieties but that differences do exists between dialects.

i. First and foremost there is no standard English and for that reason the attitude surrounding them should be accepting and

inclusive. Just like there is French from France, or from Quebec or from Ontario, so too English and other languages have

variances. The differences and inconsistencies in dialects should not be considered erroneous as without a standard they are

simply variations of one another. Instructors should ensure they are aware of their biases and perceived stereotypes and

focus on understanding the students. Validating the dialect is also important and though variations can be taught, they

should be employed for specific uses. Teachers could even engage with their students in their dialect and then use theirs, a

back and forth of employed variances called code-switching. By code-switching the students would view language as existing

with differences, further validating they are not poorly spoken versions of one another.

ii. English like many other languages have different dialect. The difference in dialect should not be considered problematic

by the teacher because there will always be inconsistency between variations. Instead of focusing on the dialects students

are speaking, teachers should focus on bullying, stereotypes and understanding students. Moreover, to teach formal English

educators can try talking to students in their own dialect and then showing them the difference between the two variation

of English which are being spoken in class. Language alternation is what happens when students rotate between different

languages or different variations of the same language. Multilingual students are likely to use multiple languages when

conversion with each other.

iii. To effectively teach her students, O’Connor must have a positive attitude and the right approaches. Some of these

approaches may include but are not limited to repeating instructions for activities and asking her students to as well tell

her what the instructions are to make sure they understand the tasks. She must be sensitive towards her students who

speak a dialect different from her own. Lastly, O’Connor should make it a goal for her students to be fluent in both their

dialect and formal English.

c. Based on the research on teaching linguistically diverse students, what are the teaching strategies that ms o'connor should

consider? List and explain at least 3.

• Speak diff languages, speak differently, what strategies should teacher consider to implement in classroom

Mrs. O’Connor needs to consider multiple teaching strategies such as using visuals, properly introducing, and explaining the topics,

giving constructive feedback, which is most effective when positive, and so forth. She should also bring up the topic of cultural

norms and should include the difficult and confusing items as well. Lastly, creating a classroom environment where students feel

comfortable and that they have the right to speak freely will be beneficial to learning as this kind of environment comfortably allows

students to constantly look for and acquire supplementary knowledge. No matter which strategy Mrs. O’Connor used, students’

dialect, background and culture must always be considered. Ultimately, diversity is key.

i. Some teaching strategies that Mrs. O'Connor should consider are numerous, from speaking out loud, using visual tools

(showing), explaining the context surrounding language and vocabulary (speaking on wt the languages are), giving

structured and constructive criticism and much more (tu vs vous). It is important that no matter which strategy Mrs.

O'Connor uses, she should regard the students' backgrounds and dialect with respect and inquire (convo and learn

about students ) about their culture. There have been years of oppressive behavior that have "white-washed" other

cultures, and it is necessary to preserve each individual's heritage. Diversity strengthens, and it should never be

considered anything other than helpful. Mrs. O'Connor should also discuss cultural norms for English schools, such as

inquiring about confusing or difficult topics, and all students should feel they have the right to speak up and out if they

are looking for additional information. Mrs. O'Connor must be adaptable to her students' needs.

ii. Mrs. O'Connor can use many different teaching strategies such as constructive criticism, specific structure, visual

tools, one-on-one meetings with the students, group exercises, etc. It is important to look at the students'

background when

deciding which teaching strategies to use. Also, Teachers should try to preserve other students' heritage and not force

them to change. Having diversity in the classroom is seen as helpful by many studies. Moreover, teachers should focus on

teaching students about controversial and important issues which can allow students to feel free and unjudged to speak

out. Mr. O'Connor must adapt and develop her student's needs.

iii. Mrs. O’Connor should consider a couple strategies to assist teaching her linguistically diverse students. Initially, Mrs.

O’Connor needs to evaluate the level of comprehension for the English language. Once she knows their skill level, she will

be more knowledgeable on how to help her students. To continue, she should pair her diverse students with their peers

who speak English as their mother tongue for certain class activities. As well, it is suggested that she teach the crucial

vocabulary to succeed and be open to discussions throughout the class to have the students participate more, rather

than Mrs. O’Connor lecturing throughout the entity of class time.

5. Adrian is an African Canadian student in Grade 10. He likes his environmental science course, but he is one of only two

African Canadian students in the class. He makes good grades on homework and in-class activities, but seldom volunteers

answers. Mr. Cooke, his teacher, notices that Adrian uses spare time to read about environmental issues, and Adrian told

Mr. Cooke about conducting his own small projects out of class. Mr. Cooke concludes that Adrian has a passion for this

area of study, though African Canadian students seldom take the class or succeed in science classes at this high school.

Today the class takes the mid-term exam, and Mr. Cooke notices that Adrian acts anxious. He asks Adrian if he’s ready,

and Adrian says he’s not sure. During the exam, Adrian continues to act nervous and unsure. He is the last student to turn

in his paper.

a. List and explain what Cultural Factor(s) contribute to Adrian’s reluctance to participate in class (2 points).

It seems that, in this case study, there is a stereotype threat that is happening. African Americans tend to be stereotyped so

stereotype threat exists when these individuals are put into situations where stereotypes can happen thus making these individuals

feel emotionally and cognitively bothered.

The fact that Adrian and another student are the only African Americans in the classroom shows that not many students of this race

take Environmental Science courses. Therefore, because of the stereotype threat, Adrian rarely participates even though he loves

the topic. Although Adrian may not believe that he is part of a stereotyped population, he is aware that he is part of one. Also, he

cares about his success in the course. These two together create the possibility of stereotype threat to occur.

In this situation, Adrian anxiety results in him creating performance-avoidance objectives. Basically, Adrian does not want to look

like an imbicile/dumb/failure. It is possible that Adrian does not want to try or that he procrastinated in studying for the test leading

him to feel unprepared and thus unsure is he is ready for the test.

b. What can Mr. Cooke do to help overcome this/these effects? (3 points)

Mr. Cooke can help Adrian overcome this by encouraging him. He can reassure Adrian by telling him that Adrian knows the material;

that Adrian has absorbed the knowledge because of his love for the topic. The point here is that Mr. Cooke should change Adrian’s

mindset through positivity and encouragement.

Mr. Cooke can also use affirmations with Adrian to calm his nerves and help Adrian believe in himself. For example, Mr. Cooke can

take Adrian aside and have him repeat positive affirmations.

Mr. Cooke can also help Adrian identify his anxiety triggers. This will help Adrian gain control over his anxiety and performance

related to taking the test. Adrian can also set specific, measurable, attainable, relevant, and time-based (S.M.A.R.T.) goals with the

help of Mr. Cooke. Another option is for Mr. Cooke to teach the class different learning methods and tricks that the students can

use when faced with stereotype threat.

i. Culture is a term that links together social behavior and norms in each society. Each community has constructed certain

beliefs, capabilities, habits, traditions and rules. In Adrian's situation, the factors that might explain his reluctance to

participate in class are ethnicity, race and stereotypes. These factors are demonstrated in Adrian's behaviour when he

decides not to participate in class because of what other students might think. Moreover, he also acts nervously when doing

the exam and decides to leave last which shows Adrian's hesitation in class. The teacher can help Adrian understand that it is

important to participate and make an effort in class. Mr. Cook shouldn't show pity towards Adrian, on the contrary, he needs

to show him all the positive expectations he has. By demonstrating care the teacher creates a positive environment for

Adrian which will increase Adrian's confidence and self-esteem.

ii. Adrian is most likely not participating in class because he is feeling marginalized. He is one of two African Canadian

students in the class. He feels alienated because he is a minority figure in the classroom. In addition, the prejudgment about

his race rarely succeeding in sciences makes him feel even more inferior in the class, disconnecting him even more to his

culture due to the fact that he is succeeding in the class. Firstly, Mr. Cooke must not use Adrian’s Canadian African heritage

as a reason as to why he will not succeed in the class. Being bias will only decrease his chances of helping Adrian participate.

Furthermore, removing stereotypes about his race and instead helping Adrian embrace his ethnicity. This will not only

increase his mental health but can encourage him to participate in class. Lastly, educating the class on the diverse ethnic

backgrounds there are in the world will create more inclusion in the class and less fear of a division between the different

cultural backgrounds present in the classroom.

c. What kind of attributions do you think Adrian makes about his own competence and achievement? (1 points).

The assumptions that students make about their success and failures are a really important explanation of a child's motivation

towards a certain task. Each assumption may be attributed to a student's ability, mood, knowledge, interest, etc.

d. What kind of mindset do you think Adrian has with regard to his own competence and achievement? (1 points).

• Everyone knows hes smart but he doesn't believe in himself

In Adrian's situation, his failures and anxiety is attributed to external uncontrollable factors such as discrimination and lack of ability.

Adrian likes the environmental science course but is afraid to make the effort and show other students that he is motivated and

receives good grades in the subject. This behavior decreases a student's control over their own learning which may diminish his self-

esteem

i. The assumptions that students make about their success and failures are a really important explanation of a child's

motivation towards a certain task. Each assumption may be attributed to a student's ability, mood, knowledge, interest, etc.

In Adrian's situation, his failures and anxiety is attributed to external uncontrollable factors such as discrimination and lack

of ability. Adrian likes the environmental science course but is afraid to make the effort and show other students that he is

motivated and receives good grades in the subject. This behavior decreases a student's control over their own learning

which may diminish his self-esteem.

ii. I believe Adrian suffers from an illusion of incompetence. He is more than capable of succeeding in the class based on the

good grades he receives on his homework and in-class activities, but still sees himself as unsuccessful. This could as well

have to do with the comments of Mr. Cooke stating that not many African Canadian students pass the course.

e. List and explain at least three ways Mr. Cooke can help to decrease Adrian’s exam-anxiety (3 points).

Mr. Cooke can take three different approaches to decrease Adrian’s exam-anxiety. The three tactics are:

1. Emotion-focused strategies

Mr. Cook can do some grounding and/or mindfulness exercises with Adrian.

2. Avoidance strategies

Mr. Cooke can allow Adrian took take breaks during the exam.

3. Problem-focused/self-regulating strategies

Mr. Cooke could help Adrian get organized in his study methods such as creating together a study calendar. Mr. Cook can

also follow up and check in on Adrian to see how the calendar is working for him.

i. To help a student overcome his failures, the teacher should push them towards gaining more knowledge and ability.

However, in Adrian's situation the teacher's responsibility is higher because the teacher may attribute the students'

failure and anxiety to external forces such as background, social class, ethnicity, etc. To decrease Adrian's anxiety for

the exam, Mr. Cooke should stop easing up on Adrian and ask him questions in class to push for participation. Also,

Mr. Cooke should encourage Adrian to attribute his efforts in science to his performance and offer him feedback

about his personal project and class assignments.

ii. Based on the information from the question, Mr. Cooke should use emotion-focused strategies to help Adrian

decrease his anxiety. Due to the negative comments Mr. Cooke made about African Canadian’s not succeeding in

science classes, Adrian now thinks he may fail the test giving him anxiety. Mr. Cooke needs to speak with Adrian and

get him in tune with his emotions to find the root of his anxiety. He should attempt to have Adrian confide in him if

something is bothering him that could be affecting his emotions. Additionally, Mr. Cooke can assist Adrian in

different slow breathing exercises to calm him down.

6. You are an 8

th Grade, Social Studies teacher who plans to implement a unit on the effects of technology on learning

and time management.

a. Based on what you know about learning objectives, identify 2 Gronlund’s objectives and 2 Mager’s objectives that you

would include in this teaching unit (2 points).

Gronlund focused on starting with the general aspect of learning objectives whereas Mager started with specifics. Gronlund

suggested

that objectives should be first stated in general terms. This was to allow the teacher to clarify by listing sample behaviors that would

provide evidence that the student has attained the objective. The goal is to comprehend a scientific concept by allowing students to

gain skills such as being able to describe their concept of the words, stating hypotheses based on the concept, describing how the

process functions in a given situation and describing an experiment that illustrates the process. Gronlund's version is often used to

write cognitive objectives. This is because if it is believed that an objective should be stated first in general terms (understand, solve,

appreciate) then the teacher should clarify by listing examples of behavior that would provide evidence that the student has

properly attained the objective. Mager wanted to start with the specifies. She described intended student behavior as "What the

student would do". She questioned how certain behaviors will become recognized or attested. Mager gave criteria for acceptable

performances on the tests. Her system requires a very explicit statement and contends that students will often teach themselves if

they are given well-stated objectives.

Learning objectives is a technique used by teachers to develop brief and specific statements of what students will learn at the end of

the lesson and be able to use in activities and assignments. Robert Mager has developed a measurable objective which consists of

three parts; student behavior, conditions, and criteria. For example, an objective for controversial issues such as the effect of

technology and time management can be, show students a documentary about technology and the human brain (conditions), after

watching students will describe the important events and give their opinions (student behavior), 30 percent for the statements

(criteria). Moreover, Norman Edward Gronlund created a different approach that is based on objectives as determined behaviors.

The goaT of the approach is to comprehend scientific concepts which is why the first step is to express all the general terms and then

to list multiple examples of the behavior of the objective.

Gronlund preferred the word outcome to objective because he believed that learning outcome stemming from the learning process

should be what is concentrated on. The following are two of Gronlund’s criteria for objectives when writing them:

1. The objective should be student centered, i.e., on the basis of students’ behavior and the statement of what the student

will be able to do (SWBAT) at the end of the lesson/activity/task.

2. For every objective there should be only one learning outcome, i.e., no multiple learning outcomes.

An example that uses both objectives mentioned above would be ‘ Students should be able to enhance their writing skills while

writing a descriptive paragraph on one effect, self-correcting it, as well as having another peer correct it.’.

To contrast, Mager’s objective has three parts that must be done in order. Here they are explain using examples:

1. Specifications relating to expectation of the behavior must be set. Ex: Given a list of words...
2. Affirm the behavior you want to see at the end of the lesson.

Ex: ... students will accurately identify technology and time management related vocabulary...

3. Add the requirements needed to achieve the objective. Ex: ... with a minimum of 6 words correctly circled.

Using the examples from the objectives above, according to Mager’s theory, the objective would be ‘Given a list of words, students

will accurately identify technology and time management related vocabulary, with a minimum of 6 words correctly circled. ’.

b. You have recently attended a professional development workshop and learned many interesting ideas about cooperative

learning in the classroom. Therefore, you decided to approach this teaching unit using cooperative learning. What factors will

you consider in regard to group assignments and membership? Explain and justify your answer (5 points).

Cooperative learning can be a great choice for learners developing skills in English as an additional language (EAL). Nevertheless, the

jigsaw cooperative structure may be more helpful since it places students in groups, including EAL students. This allows the student

to have information that the group needs, forcing them to explain and interact with one another. The jigsaw approach was

developed to promote diverse independence and responsibility. Teachers cannot be expected to master every heritage and

language in the classroom, therefore, cooperative groups can help students work together on academic tasks. Students who speak

more than one language, or are bilingual, can help the other kids by translating ad explaining lessons to their group. Speaking in a

smaller group in regards to answering questions in front of the class can provoke less anxiety for students who are learning another

language. Working in groups like this can help EL students get more language practice as well as feedback from their group

members, I believe it is extremely important to pick these groups accordingly; making sure that cach group has students with

different skill levels. I would organize my studyts into categories based on their language, starting with a #1 next to their name if I

knew they were strong, going down to #4, being the weakest students (in regards to language development). I would make groups

of 4, which would include my #1 student, 2 mediocre students, and one weak student. This will vary depending on the class but this

would be my approaching strategy. I would make adjustments if need be, but I believe this to be the best way for students to feel

included with one other. It would not make sense to put 2 bilingual students in the same group since this might intimidate the El

students to speak up. It is important to have a variety of language development in each group. This is the only way the students can

comfortably learn from each other. Cooperative learning and methods are underused in schools because cooperative learning

requires time and investment in teaching students how to learn in groups. However, with all the benefits cooperative learning can

ensure, I believe it is worth the extra work and motivation, for the student's benefit.

Cooperative learning is based on putting students into multiple small groups to increase the chance of discovering new concepts and

helping each other, Many researchers have shown that cooperative learning is a way for students to help each other in schools.

However, this approach needs a teachers guidance, time to work with peers and preparation in social skills to benefit the student.

To define cooperative learning correctly, David and Roger Johnson have developed five learning groups; positive interdependence,

promotive, interaction, individual accountability, collaborative and group processing. To teach social studies, the grade fl teacher

might consider individual accountability, group processes, and collaborative because all these factors involve each member and

pushes them to work effectively.