By Sandra Goss Lucas
A advisor to educating Introductory Psychology specializes in the severe points of educating introductory psychology to undergraduate scholars. It contains rules, assistance, and methods for successfully educating this direction and gives important solutions to frequently asked questions.
- A concise and obtainable consultant to instructing introductory classes in Psychology
- Begins with an orienting background of the path? Evaluates present tendencies in educating and gives feedback for constructing own suggestions
- Addresses a couple of suitable concerns, together with the right way to train tough issues; linking path content material to daily event; constructing and utilizing type shows, lectures, and energetic studying rules; and extending curiosity in direction issues
- Supported via an internet site that offers hyperlinks to priceless web pages 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
Your items should include ethnically diverse names and situations. Avoid stereotypes, such as describing all cases of mental disorders as females. Group all similar item types together. All multiple-choice items should be in one part, matching in another part, essay in another part, etc. Write explicit and understandable directions. Indicate the point value of each item and/or the amount of time the student should allocate to the item. Evaluate the amount of time needed for the exam. If in doubt, go with a shorter test so students do not feel time pressure.
All else being equal, students tend to stick with, and learn more from, classes in which they feel comfortable and valued as individuals (Sleigh & Ritzer, 2001; Sleigh, Ritzer, & Casey, 2002). These perceptions are especially important among first-year students, who comprise much of the introductory psychology student population, because they often enter the college classroom with the greatest trepidation and the strongest need for support. Students are more likely to feel comfortable and valued if you go out of your way to create rapport with them.
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. In other words, on the first day of class, your students should know what is going to be required of them and when it will be required. Your syllabus also should specify how grades will be calculated. Explain any special policies such as being able to drop one exam score but not the final, what research participation points are and how they can be earned, and so forth.
A Guide to Teaching Introductory Psychology by Sandra Goss Lucas