By Dana S. Dunn, Stephen L. Chew
Top Practices for instructing creation to Psychology presents a scholarly, but pedagogically useful method of the numerous demanding situations present in educating introductory psychology. the place possible, the ebook helps the effectiveness of a educating approach with empirical proof. It offers a show off for top practices in educating the introductory path in - and four-year faculties, universities, and excessive faculties. the various contributing authors are nationally well-known lecturers of introductory psychology. top Practices for instructing advent to Psychology addresses: *Developing the path and assessing pupil functionality. *Selecting which themes to hide and in how a lot intensity. *The potent use of educating assistants (TAs) and effective and reasonable how one can build and grade tests. *Choosing the simplest textbook. *Assessment recommendation on how you can show scholars are studying. *Using replacement techniques reminiscent of online guide, writing workouts, and in-class demonstrations. *Teaching majors and non-majors within the comparable school room. This publication will attract veteran and amateur educators who train introductory psychology in addition to graduate scholars instructing the direction for the 1st time. it is going to additionally function a very good source in college workshops on instructing introductory psychology.
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Extra resources for Best Practices For Teaching Introduction To Psychology
The mix of specializations can work well as a solution to the problem of unfamiliar content; what is unfamiliar to one member of the faculty may be familiar to another member. Beyond providing pedagogical advantages to students, team teaching the introductory class can also serve as a source for enhancing faculty development (Ware, Gardner, & Murphy, 1978). Team teaching may involve two colleagues or all members of the department’s faculty, and any combination in between. At Wheaton College (Wheaton, IL), for example, four of the seven people who teach undergraduate courses (a developmental, social, clinical, and biological psychologist) in the department share the responsibilities for lecturing in the introductory course.
Yet, if there is one truth about being a teacher of introductory psychology, it is this one: To be effective, even the most scholarly hedgehog must become a fox—or learn to act like one. To adequately portray the discipline’s scope, introductory psychology teachers must cover myriad topics. Some topics are familiar, of course, but many are not, especially when teachers recognize that learning 25 26 DUNN, SCHMIDT, ZAREMBA about them in a class setting is a much different experience than teaching them to others.
Objective features of introductory psychology textbooks as related to professors’ impressions. Teaching of Psychology, 15, 10–16. , & Sewell, L. (1999). University, community college, and high school students’ evaluations of textbook pedagogical aids. Teaching of Psychology, 26, 19–21. , Guadagno, R. , & Beck, C. A. (1996). Students’ perceptions of textbook pedagogical aids. Teaching of Psychology, 23, 105–107. Zechmeister, J. , & Zechmeister, E. B. (2000). Introductory textbooks and psychology’s core concepts.
Best Practices For Teaching Introduction To Psychology by Dana S. Dunn, Stephen L. Chew