By Sandra Goss Lucas
A consultant to instructing Introductory Psychology specializes in the serious points of training introductory psychology to undergraduate scholars. It comprises principles, suggestions, and techniques for successfully instructing this path and gives beneficial solutions to frequently asked questions.
- A concise and available consultant to instructing introductory classes in Psychology
- Begins with an orienting background of the direction? Evaluates present tendencies in educating and provides feedback for constructing own strategies
- Addresses a few proper matters, together with the best way to educate tough issues; linking direction content material to daily adventure; constructing and utilizing type shows, lectures, and lively studying rules; and extending curiosity in path themes
- Supported by way of an internet site that gives hyperlinks to worthwhile web content and handouts that teachers can use of their periods (http://www.blackwellpublishing.com/teachpsychscience/lucas/)
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Extra resources for A Guide to Teaching Introductory Psychology
I often use small group activities in my teaching and I assign one major group project. Students choose a seminal paper in psychology from a list I provide. They report back to the class explaining the research, the research methods used, the important points of the study, how the study relates to what we are covering in class, and any ethical concerns. In the major writing assignment of my course, students watch a popular movie that has psychological content or relevance. The students then read about that concept in their textbook and consult at least one additional authoritative source for further information.
You must include a statement inviting students with special needs to come to see you to explain any accommodations they might be requesting. My statement reads as follows: “Any student requiring special accommodations should notify me as soon as possible. ” You must explain clearly in your syllabus the evaluation opportunities that will be available (such as homework, quizzes, exams, papers, online assignments), when they will take place or be due, and how much of each of them contributes toward the student’s final grade.
These blank forms are put out with the day’s handouts, so students do not have to ask me for one. In this way, students have a way to have an item reviewed and there is less confrontation in class. I read each “Request to Review an Exam Item” w carefully and I write comments back to the student. If I decide that a complaint is valid, I announce that everyone whose response deserves it will receive credit. If I reject an appeal I explain my reasoning in writing on the review request form before returning it to the student (Goss Lucas & Bernstein, 2005).
A Guide to Teaching Introductory Psychology by Sandra Goss Lucas