A good understanding of brain development and how it impacts learning is important for all educators.
Drawing on information from your textbook (especially pages 26-31, 236-243, Chapter 9) and the
Bialystok (2009) article, answer the following questions:
A) Define “Experience- dependent overproduction and pruning” from page 29 in the textbook. (1 mark)
B) Apply the information from part A to the information provided in Chapter 9 on how neuroscience and
classroom learning are related and provide two ways teachers can apply brain based education in the
classroom. Provide one example for each. (1 mark for each statement and .5 for each example = 3
C) Define working memory and the central executive (.75 marks for each definition = 1.5 marks)
D) Based on the information in Bialystok (2009), what is the relationship between bilingualism and
working memory, and bilingualism and the central executive? (3.5 marks)
E) Based on what you have learned throughout the course about bilingualism, brain development,
learning styles, learning difficulties, etc. discuss two factors you think a parent and/or teacher should
consider when determining whether or not a particular child would benefit from enrolling in a French
Immersion program at school (2 marks).
Aggression, bullying and conflict management are major problems in today’s schools. Parents, teachers
and support staff all have an important role to play in dealing with these issues, although figuring out
exactly what needs to be done is not a straightforward task. Drawing on information from the textbook
(especially pg. 50-51, 73-76 and Chapter 12), along with the Pepler (2006) and Craig, Pepler and Blais
(2007) articles, answer the following questions:
A) Define four forms of aggression (.5 marks for each definition = 2 marks total).
B) How do the characteristics of aggression differ between boys and girls? (1 mark)
C) Describe the relationship approach to bullying intervention and list two advantages of this approach
over a more punitive approach. (2 marks)
D) Define scaffolding as described in the text and Pepler (2006) article (0.5 marks)
E) Describe how this scaffolding approach can be utilized in bullying intervention programs (as outlined
by Pepler, 2006) (1.5 marks).
F) Let’s pretend for a moment that you are a teacher. A student in your classroom is often blurts out
inappropriate comments when you are speaking, is frequently out of his seat, is very verbally and
sometimes physically abusive to the student sitting beside him, will often refuse to do his work and
regularly simply gets up and walks out of the class. Using any of the ideas and/or strategies outlined in
your textbook (especially chapter 12) and/or information from the Pepler (2006) and Craig, Pepler and
Blais (2007) article, discuss three things you could do and/or say to help manage this student’s
behaviour and the impact of their behaviour on the rest of your students (4 marks).
Learning disabilities (LD) are one of the most debated issues in the field of educational psychology. We
continue to struggle with how to define them, how to identify LD students and how to properly support
them. Based on information from your textbook (especially chapter 4) along with the information from
the Vaughn and Fuchs (2003), Kozey and Siegel (2008), and the Lyon, et al. (2001) articles, answer the
A) What is the discrepancy based definition of LD? (1 mark)
B) Why are students with learning disabilities not being well served by the discrepancy based definition
of LD? (2.25 marks)
C) What is the response to instruction (RTI) model? (1 mark) D) Outline three of the benefits of the RTI model over the discrepancy based definition (.75 for each
benefit = 2.25 marks)
E) Outline three of the challenges the RTI model faces (.75 for each challenge = 2.25 marks)
F) Which method of defining LD (RTI or discrepancy) do you think is most realistic for today’s schools to
implement and why? (2.25 marks).
Most schools work to achieve a multicultural environment; however their success at doing this varies.
Drawing on the information from the textbook (mainly chapter 5) along with the Sirota & Bailey (2009)
and the Smith (2009) articles, answer the following questions:
A) What is culturally relevant pedagogy? (1 mark)
B) List and define Bank’s five dimensions of a multicultural education? (.5 for each dimension = 2.5
C) Describe two changes that need to take place in preservice teacher education in order to facilitate
multicultural education (.75 marks for each change = 1.5 marks)
D) After reading the course material pertaining to multiculturalism, where a number of challenges were
presented, do you think it is possible to achieve a truly multicultural education? Why or why not? (2
E) Choose any two concepts from anywhere in the textbook or articles and discuss the influence of
culture on these concepts (for example, the cultural influence on problem solving approaches, etc.)
HINT: At the end of most of the textbook chapters there is a discussion on diversity. There are other
places from which you could draw material for this part of the question, but these diversity sections may
be particularly useful to you. (2 marks for each concept = 4 marks).
Creativity is an interesting and complex cognitive process that is becoming more and more of a
controversial issue in our current school climate. There are many myths about creativity and research
has yet to confirm a clear definition. Based on the information in your textbook (especially pages 287 -
291) along with the Geist & Hohn(2009), Makel (2009) and Kerr and Ga