CLEP Introduction to Educational Psychology study plan

Define classical and operant conditioning and distinguish them using original examples you generate yourself

Explain how encoding, storage, and retrieval failures produce different kinds of forgetting

Compare shallow versus deep processing and predict which study strategies improve retention

Build a one-page terminology sheet mapping each learning theory to a classroom application

Trace the stages of information processing from sensory register through working memory to long-term memory

Differentiate metacognition from cognition and identify metacognitive monitoring errors

Apply schema theory to explain how prior knowledge changes comprehension

Evaluate transfer of learning as near versus far and give one instructional implication of each

Sequence Piaget's stages and match each to a characteristic classroom behavior

Contrast Vygotsky's zone of proximal development with Piagetian readiness and state a teaching move for each

Describe Erikson's psychosocial stages relevant to school-age learners

Identify how language development milestones shape literacy instruction

Distinguish intellectual disability, learning disability, and giftedness by defining features and identification criteria

Explain how cultural and linguistic diversity affects assessment interpretation

Apply Maslow's hierarchy and Bronfenbrenner's ecological model to a described student case

Classify individual differences in temperament, gender, and ability as they affect classroom decisions

Compare intrinsic and extrinsic motivation and predict effects of rewards on persistence

Apply expectancy-value and self-determination theory to a low-motivation scenario

Design a reinforcement plan that avoids undermining intrinsic interest

Distinguish formative from summative feedback and write feedback that targets the task, not the person

Classify classroom management approaches as preventive, supportive, or corrective

Describe how to establish routines, norms, and physical arrangement to reduce disruption

Explain the role of teacher expectation and stereotype threat in student outcomes

Outline a response sequence for repeated minor misbehavior that preserves dignity

Distinguish direct instruction, inquiry, cooperative learning, and discovery by purpose and evidence base

Match instructional strategies to learning objectives at different Bloom levels

Compare norm-referenced and criterion-referenced assessment purposes

Explain reliability, validity, and fairness as they apply to a classroom test

Interpret standard scores, percentiles, and grade equivalents and state their limits

Identify the design features of experimental, correlational, and descriptive research

Explain how sampling, bias, and effect size affect conclusions drawn from studies

Integrate all five domains in a timed practice set and analyze every missed item by cause