Correlation Chart for Praxis II PRAXIS II: The following chart compares the content of Psychology Applied to Teaching with the Principles of Learning and Teaching section of the Praxis II test. See Chapter 1 of the text for a discussion of the Praxis II. A more detailed version of this chart is available at the textbook website, which you can access from CengageBrain.com. PRAXIS II Principles of Learning and Teaching Psychology Applied to Teaching I. Students as Learners A. Student Development and the Learning Process 1. Theoretical foundations about how learning occurs: how students construct Chapters 2, 7, 8, 9, 10 knowledge, acquire skills, and develop habits of mind 2. Human development in the physical, social, emotional, moral, speech/language, Chapters 2, 3, 4, 7, 8, 9, and cognitive domains 10, 11, 13 B. Students as Diverse Learners 1. Differences in the ways students learn and perform Chapters 2, 4, 5 2. Areas of exceptionality in students’ learning Chapter 6 3. Legislation and institutional responsibilities relating to exceptional students Chapter 6 4. Approaches for accommodating various learning styles, intelligences, or Chapters 4, 6 exceptionalities 5. Process of second-language acquisition and strategies to support the learning Chapter 5 of students for whom English is not a fi rst language 6. Understanding the infl uence of individual experiences, talents, and prior learning, Chapters 2, 3, 5 as well as language, culture, family, and community values on students’ learning C. Student Motivation and the Learning Environment 1. Theoretical foundations of human motivation and behavior Chapter 11 2. How knowledge of human motivation and behavior should infl uence strategies Chapters 11, 13 for organizing and supporting individual and group work in the classroom 3. Factors and situations that are likely to promote or diminish students’ motivation Chapter 11 to learn, and how to help students become self-motivated 4. Principles of effective classroom management and strategies to promote positive Chapters 5, 7, 12, 14, 15 relationships, cooperation, and purposeful learning II. Instruction and Assessment A. Instructional Strategies 1. Major cognitive processes associated with student learning Chapters 3, 8, 9, 10, 13 2. Major categories, advantages, and appropriate uses of instructional strategies Chapters 3, 5, 6, 7, 9, 10, 13, 16 3. Principles, techniques, and methods associated with major instructional strategies Chapter 13 4. Methods for enhancing student learning through the use of a variety of All chapters, particularly the resources and materials Suggestions for Teaching and the technology sections B. Planning Instruction 1. Techniques for planning instruction, including addressing curriculum goals, Chapters 13, 14, 15 selecting content topics, incorporating learning theory, subject matter, curriculum development, and student development and interests 2. Techniques for creating effective bridges between curriculum goals and students’ Chapters 2, 3, 6, 7, 8, 9, 10, experiences 12, 13 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. PRAXIS II Principles of Learning and Teaching Psychology Applied to Teaching C. Assessment Strategies 1. Types of assessments Chapters 14, 15 2. Characteristics of assessments Chapters 14, 15 3. Scoring assessments Chapters 14, 15 4. Uses of assessments Chapters 14, 15 5. Understanding of measurement theory and assessment-related issues Chapters 14, 15 6. Interpreting and communicating results of assessments Chapters 14, 15 III. Communication Techniques A. Basic, Effective Verbal and Nonverbal Communication Techniques Chapters 5, 12 B. Effect of Cultural and Gender Differences on Communications in Chapters 4, 5 the Classroom C. Types of Communications and Interactions That Can Stimulate Discussion in Different Ways for Particular Purposes • Probing for learner understanding Chapters 4, 10, 13 • Helping students articulate their ideas and thinking processes Chapters 2, 8, 9, 10 • Promoting risk-taking and problem-solving Chapters 10, 13 • Facilitating factual recall Chapters 4, 8, 9, 10 • Encouraging convergent and divergent thinking Chapters 2, 4, 10, 13 • Stimulating curiosity Chapters 4, 6 • Helping students to question Chapters 8, 9, 10 • Promoting a caring community Chapters 11, 12, 13 IV. Profession and Community A. The Reflective Practitioner 1. Types of resources available for professional development and learning Chapters 1, 16 2. Ability to read, understand, and apply articles and books about current research, Chapters 1, 16 views, ideas, and debates regarding best teaching practices 3. Ongoing personal refl ection on teaching and learning practices as a basis for Chapters 1, 16; vignettes in making professional decisions each chapter on revealing and challenging underlying assumptions; pause and refl ect B. The Larger Community features in each chapter 1. Role of the school as a resource to the larger community Chapter 5 2. Factors in the students’ environment outside of school (family circumstances, Chapters 3, 5 community environments, health and economic conditions) that may infl uence students’ life and learning 3. Develop and use active partnerships among teachers, parents/guardians, and Chapter 5 leaders in the community to support the educational process 4. Major laws related to students’ rights and teacher responsibilities Chapter 6 Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. This page intentionally left blank This page intentionally left blank This page intentionally left blank 13 th E D I T I O N Psychology Applied to Teaching J A C K S N O W M A N Southern Illinois University R I C K M c C O W N Duquesne University R O B E R T B I E H L E R Australia • Brazil • Japan • Korea • Mexico • Singapore • Spain • United Kingdom • United States Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it. Psychology Applied to Teaching, © 2012, 2009 Wadsworth, Cengage Learning Thirteenth Edition Jack Snowman, Rick McCown, Robert Biehler ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form Executive Editor, Education: Mark Kerr or by any means, graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web Senior Development Editor: Lisa Mafrici distribution, information networks, or information storage and retrieval Assistant Editor: Caitlin Cox systems, except as permitted under S ection 107 or 108 of the 1976 United States Copyright Act, without the prior written permission of Editorial Assistant: Genevieve Allen the publisher. 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Brief Contents Preface | xxi 1 Applying Psychology to Teaching | 1 P A R T I Developmental Characteristics and Theories | 25 2 Theories of Psychosocial and Cognitive Development | 25 3 Age-Level Characteristics | 72 P A R T I I Student Differences and Diversity | 110 4 Understanding Student Differences | 110 5 Addressing Cultural and Socioeconomic Diversity | 142 6 Accommodating Student Variability | 181 P A R T I I I Learning and Thinking | 224 7 Behavioral Learning Theory: Operant Conditioning | 224 8 Information-Processing Theory | 249 9 Social Cognitive Theory | 278 10 Constructivist Learning Theory, Problem Solving, and Transfer | 326 P A R T I V Creating a Positive Environment for Learning and Teaching | 366 11 Motivation and Perceptions of Self | 366 12 Classroom Management | 403 13 Approaches to Instruction | 439 P A R T V Assessing Students’ Capabilities | 483 14 Assessment of Classroom Learning | 483 15 Understanding Standardized Assessment | 522 16 Becoming a Better Teacher by Becoming a Refl ective Teacher | 559 References | 576 Glossary | 609 Credits | 617 Author Index | 618 Subject Index | 626 v Copyright 2010 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part. Due to electronic rights, some third party content may be suppressed from the eBook and/or eChapter(s). Editorial review has deemed that any suppressed content does not materially affect the overall learning experience. Cengage Learning reserves the right to remove additional content at any time if subsequent rights restrictions require it.