A guide to an evidence-based approach for teaching college-level psychology courses
Teaching Psychology offers an evidence-based, student-centered approach that is filled with suggestions, ideas, and practices for teaching college-level courses in ways that contribute to student success. The authors draw on current scientific studies of learning, memory, and development, with specific emphasis on classroom studies. The authors offer practical advice for applying scholarly research to teaching in ways that maximize student learning and personal growth. The authors endorse the use of backward course design, emphasizing the importance of identifying learning goals (encompassing skills and knowledge) and how to assess them, before developing the appropriate curriculum for achieving these goals. Recognizing the diversity of today's student population, this book offers guidance for culturally responsive, ethical teaching.
The text explores techniques for teaching critical thinking, qualitative and quantitative reasoning, written and oral communication, information and technology literacy, and collaboration and teamwork. The authors explain how to envision the learning objectives teachers want their students to achieve and advise how to select assessments to evaluate if the learning objectives are being met. This important resource:
* Offers an evidence-based approach designed to help graduate students and new instructors embrace a student-centered approach to teaching;
* Contains a wealth of examples of effective student-centered teaching techniques;
* Surveys current findings from the Scholarship of Teaching and Learning;
* Draws on the American Psychological Association's five broad goals for the undergraduate Psychology major and shows how to help students build life-long skills; and,
* Introduces Universal Design for Learning as a framework to support diverse learners.
Teaching Psychology offers an essential guide to evidence-based teaching and provides practical advice for becoming an effective teacher. This book is designed to help graduate students, new instructors, and those wanting to update their teaching methods. It is likely to be particularly useful for instructors in psychology and other social science disciplines.
Autorentext
JILLIAN GROSE-FIFER, PhD, is a cognitive neuroscientist and Associate Professor of Psychology at John Jay College of Criminal Justice and The Graduate Center, City University of New York (CUNY).
PATRICIA J. BROOKS, PhD, is a developmental psychologist and Professor of Psychology at the College of Staten Island and The Graduate Center, City University of New York (CUNY).
MAUREEN O'CONNOR, PhD, JD, is President of Palo Alto University (PAU), an institution dedicated to education and research in psychology and counseling.
Klappentext
A GUIDE TO AN EVIDENCE-BASED APPROACH FOR TEACHING COLLEGE-LEVEL PSYCHOLOGY COURSES
Teaching Psychology offers an evidence-based, student-centered approach that is filled with suggestions, ideas, and practices for teaching college-level courses in ways that contribute to student success. The authors draw on current scientific studies of learning, memory, and development, with specific emphasis on classroom studies. The authors offer practical advice for applying scholarly research to teaching in ways that maximize student learning and personal growth.
The authors endorse the use of backward course design, emphasizing the importance of identifying learning goals (encompassing skills and knowledge) and how to assess them, before developing the appropriate curriculum for achieving these goals. Recognizing the diversity of today's student population, this book offers guidance for culturally responsive, ethical teaching.
The text explores techniques for teaching critical thinking, qualitative and quantitative reasoning, written and oral communication, information and technology literacy, and collaboration and teamwork. The authors explain how to envision the learning objectives teachers want their students to achieve and advise how to select assessments to evaluate if the learning objectives are being met. This important resource:
- Offers an evidence-based approach designed to help graduate students and new instructors embrace a student-centered approach to teaching;
- Contains a wealth of examples of effective student-centered teaching techniques;
- Surveys current findings from the Scholarship of Teaching and Learning;
- Draws on the American Psychological Association's five broad goals for the undergraduate Psychology major and shows how to help students build life-long skills; and,
- Introduces Universal Design for Learning as a framework to support diverse learners.
Teaching Psychology offers an essential guide to evidence-based teaching and provides practical advice for becoming an effective teacher. This book is designed to help graduate students, new instructors, and those wanting to update their teaching methods. It is likely to be particularly useful for instructors in psychology and other social science disciplines.
Inhalt
About the Authors xi
Foreword xiii
About the Companion Website xvii
Introduction 1
1 Why a StudentCentered Approach to Teaching? 5
1.1 A Paradigm Shift? 5
1.2 Setting the Stage for Transformative Learning 7
1.3 Knowing Your Students 7
1.3.1 Connecting Identity with Motivation for Learning 7
1.3.2 Teaching Digital Natives 8
1.3.3 Our Diverse Student Body 9
1.4 Supporting FirstGeneration College Students 12
1.5 Culturally Responsive Instruction 13
1.5.1 Fostering an Environment of Inclusivity 14
1.5.2 Fostering Positive Attitudes toward Learning 18
1.5.3 Enhancing Meaning for Students through Active Learning 19
1.6 Starting Off with a StudentCentered Philosophy 21
1.7 Summary 22
2 Designing a Course Based on Learning Objectives 23
2.1 Backward Course Design 23
2.2 Step 1: Developing Learning Goals and Objectives 24
2.3 Step 2: Developing Assessment Strategies 26
2.4 Step 3: Creating Meaningful Learning Experiences in the Classroom 31
2.4.1 PreClass Preparation and Using Readings 31
2.4.2 Selecting a Textbook 33
2.5 Universal Design 35
2.5.1 Should Instruction Be Tailored to Students' Preferred Learning Styles? 37
2.6 Creating a Syllabus 38
2.7 Interim and PostCourse Reflection and Student Evaluation: How Is it Going? 42
2.8 Summary 44
2.A Syllabus Checklist 44
3 Effective Multimedia Instruction 45
3.1 Use (and Abuse) of PowerPoint (PPT) in Higher Education 45
3.1.1 Best Practices for Slideware and Other Multimedia Presentations in the Classroom 46
3.1.2 More Innovative Use of Slideware 48
3.2 Student Response Systems 49
3.2.1 Student Collaboration and SRSs 51
3.2.2 Scientific Literacy and SRSs 52
3.3 Use of Videos and Video Clips in Classes 52
3.3.1 Guidance on Using Potentially Distressing Video Materials 56
3.4 Information Literacy and the Effective Use of the Internet 57
3.4.1 Benefits of Wikipedia Editing Assignments 60
3.5 Other Multimedia Projects 62
3.5.1 StudentCreated Videos and Podcasts 63
3.5.2 Digital Stories 65
3.6 Summary 67
4 Advancing Critical Thinking through Active Learning 69
4.1 What is Critical Thinking? 69
4.2 Critical Thinking Instruction 71
4.2.1 ActivityBased Instruction 72
4.3 Oral Communication: Talking to Learn (and Learning to Talk) 73
4.3.1 Fostering Inclusive Discussion 73
4.3.2 Debates 76
4.3.3 RolePlaying 77