All rights reserved. Printed in the United States of America. This publication is protected by Copyright and
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permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system,
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or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For
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information regarding permission(s), write to: Rights and Permissions Department.
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Pearson® is a registered trademark of Pearson plc.
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Merrill® is a registered trademark of Pearson Education, Inc.
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Instructors of classes using Educational Psychology, Eleventh Edition, may reproduce material from the Instructor’s
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Manual for classroom use.
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ISBN-13: 978-0-13-701214-5f
ii
, ISBN-10: 0-13-701214-4
Preface
Greetings and welcome to the 11th edition of the Instructor’s Resource Manual for Woolfolk’s
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Educational Psychology. We hope that this manual serves as a useful teaching tool and resource as
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you prepare for your classes. We recognize no two teachers are alike, nor are any two classrooms
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alike. It is our intent that you be inspired to modify these activities and slides to fit your teaching
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and your classroom. We encourage users to think of this manual as a starting point.
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Online Instructor’s Manual f f
For those of you who are familiar with the previous Instructor’s Resource Manual, the most
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prominent change you will notice is layout. Activities, discussions, resources, and links to
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AnitaTalks podcasts are organized according to the focus questions at the beginning of each
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chapter of the textbook. The focus questions serve as the focal point for each chapter in the
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Instructor’s Resource Manual. We feel this organization aligns the text and its resources in a way
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that helps to synthesize all of the resources available for each chapter.
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Each chapter in the Instructor’s Resource Manual begins with a list of focus questions from the
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text, as well as the relevant chapter objectives and study plan activities available in the
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MyEducationLab online course. Each focus question is accompanied by additional activities and
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resources included within this manual designed to help address that question. Focus Questions are
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individually hot-linked to the activities and resources that relate to them. Thus, the instructor
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desiring to focus on one particular focus question need not scan around the entire manual for the
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appropriate resources, but can just click on the focus question.
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Each focus question is organized in the following order:
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• Activities. Activities were chosen that support the learning objectives and to promote active f f f f f f f f f f f f
learning. All activities have proven to promote student engagement. We recognize that
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each classroom is unique. Thus, we encourage users to modify activities based on the
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characteristics of their students. Referenced in each chapter are handouts that accompany
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some of the activities described in the manual; the handouts themselves are located at the
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end of the manual. The handouts can be photocopied as needed for distribution in classes
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that use the Educational Psychology textbook.
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• Discussion Questions. Discussion questions were chosen to promote a deeper level of f f f f f f f f f f f
student engagement with the learning objectives. Some questions were chosen with the
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intent to help students process the material in order to understand a given topic. Other
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questions are intended to promote rich discussion that helps students to understand the
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complexity of a given topic and to consider alternative views.
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• Other Resources. Additional resources include links to websites or podcasts. Many of the
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podcasts are from Anita Woolfolk’s Anita Talks about Teaching series, and thus are
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especially pertinent to content from the text. Clicking on the link while pressing the
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‘control’ key on your keypad will take you to the site. Once at
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the site
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iii
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