Study Questions for Quiz 2 ELED 200 Spring 2014

Organizing Instruction and Study to Improve Student Learning: A Practice Guide

1. How does the Institute of Educational Science define Strong evidence?
Criteria-Studies with high internal validity, studies with high external validity, Includes at
least one large, well-designed, randomized, controlled, multisite trial.
Validity- Experimental studies not just correlational studies, School-based not just lab
studies. Different types of schools and not just one, At least one huge study with at least
several hundred students.

2. What is the difference between massed and distributed practice?

Combing graphics with verbal
3. What is the best way to present graphics?
By presenting graphics with verbal descriptions- EVERYBODY gets both (or more) as
frequently as possible
Use graphical presentations (e.g., graphs, figures, pictures, etc.) a lot.
Talk about the graphics while they look. Students can then use visual and auditory
processing capacities of the brain separately

4. What are the important features of how quizzes should be given?

Prepare pre-questions, and require students to answer the questions, before

introducing a new topic.

Use frequent quizzes spaced over time.

Use game-like quizzes as a fun way to provide additional exposure to material

5. In general, how good are students at judging when they have learned something?
6. How do the themes of active retrieval, fading, and interleaving go through the seven
recommendations?
Intelligence
7. What is the difference between an entity and an incremental view of intelligence and how
does this relate to student motivation?
8. What is the difference between fluid and crystallized intelligence?
9. What are the four elements of the adult theory of intelligence?
10. What is the theory of multiple intelligences and how is it different from the theory of
learning styles?
11. What does an IQ score mean (be able to interpret a specific IQ score? For example if a
student has an IQ of 115, what can you infer about their academic abilities)?
12. What can IQ accurately predict about a student in the future, and what can it not predict
about a student in the future?
13. Do your race, family, culture, school, and/or teachers make a difference in your IQ?
Group Differences
14. What should we keep in mind when interpreting any group differences?
15. What does the book recommend teachers do in response to differences in student
dialects?
16. What are some of the major differences in classroom expectations seen across cultures?
17. What is multicultural education?
18. What are some of the differences between boys and girls that are most important for
classroom learning and behavior?
19. What are some of the greatest challenges to students in poverty in succeeding in school?
20. What are the major recommendations of the book for supporting students who are in
poverty or are at risk?
21. What is stereotype threat and how does it work?
22. What can teachers do to minimize stereotype threat?