Study Guide--Chapter 7--Slavin (1997).		      Page 1

** Questions marked with asterisks are not necessarily answered directly in the text; you may need to expand on the information provided in the book.

1.  Why did the teacher in the introduction make the kids come up with their own way to determine the volume of the cylinders?  How was what the teacher did supported by constructivist theories of learning?

2.  What are the theoretical roots of constructivist theories of learning?

3.  How do top-down and bottom-up approaches to teaching differ?

4.  What is the purpose of generative learning strategies?

5.  What is the purpose of discovery learning?  How can it be
used in the classroom?  (See "Theory into Practice", pp. 228-
230).

6.  What is the purpose of constructive learning? (See "Focus
On", p. 229).

7.  Why does Ausubel criticize discovery learning?  How do his
concepts of reception learning and expository teaching improve
upon it?  How can his theory be used in the classroom?  (See
"Theory into Practice", p. 231).

8.  How is Vygotsky's idea of scaffolding used in assisted
learning?

9.  Why would teachers want students to learn metacognitive
skills?  How can using questioning strategies and reciprocal
teaching be used to help develop these skills?  (See also "Theory
into Practice", pp. 233-236).

10.  How can using schema theory help one learn?  

11.  How are advance organizers, analogies, and elaborations used
to enhance learning?

12.  What are ways in which students can organize information to
be learned?

13.  What are the principles of effective studying identified by
Thomas and Rohwer (1986)?

14.  Which of the following note taking strategies is(are)
considered effective:  underlining, summarizing, outlining and
mapping?  Why?


15.  What is the purpose of cooperative scripting?  How can it be
used?  (See "Theory into Practice", p. 244).

16.  What is the PQ4R method?  How can it be taught?  (See
"Theory into Practice", p. 245).

17.  What are ways to teach concepts?  

18.  Why is real-life learning important?  How can it be used to
enhance learning?

19.  How does the teaching of transfer learning differ from that
of initial learning?

20.  How is means-end analysis useful for problem solving?  

21.  How are extraction of relevant information and representing
the problem important components of problem solving?

22.  How does functional fixedness thwart problem solving?

23.  What are different methods of teaching creative problem
solving?

24.  How can thinking skills be taught?

25.  Why should students learn to think critically?