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A Guide to Teaching Introductory Psychology by Sandra Goss Lucas Pdf
A Guide to Teaching Introductory Psychology focuses on the critical aspects of teaching introductory psychology to undergraduate students. It includes ideas, tips, and strategies for effectively teaching this course and provides useful answers to commonly asked questions. A concise and accessible guide to teaching introductory courses in Psychology Begins with an orienting history of the course· Evaluates current trends in teaching and offers suggestions for developing personal techniques Addresses a number of relevant issues, including how to teach difficult topics; linking course content to everyday experience; developing and using class presentations, lectures, and active learning ideas; and increasing interest in course topics Supported by a website that provides links to useful websites and handouts that instructors can use in their classes (http://www.blackwellpublishing.com/teachpsychscience/lucas/)
Handbook for Teaching Introductory Psychology by Ludy T. Benjamin,Robert S. Daniel,Charles L. Brewer,Michelle Rae Hebl,Richard A. Griggs Pdf
Intended for teachers of the Intro. Psych. course, this bk consists of articles previously published in TOP which address teaching issues/approaches and suggest demonstrations, projects & other techniques to engage students & enhance teaching/learning.
A Guide to Teaching Introductory Psychology by R. Eric Landrum Pdf
Noteworthy expert in psychology and intelligence Robert J. Sternberg gives an innovative introduction to psychology, focusing on the evolution of ideas and dialectical thinking. This focus on the evolution of ideas is complimented by an examination of the evolution of organisms and the importance of adaptation to their environment. Sternberg's Triarchic Theory of Intelligence (analytical, creative, and practical) is implemented and includes questions embedded within chapters as well as at the ends of chapters. Use of the Psyche myth throughout the text emphasizes continuity of thinking in psychology and exemplifies many of the phenomena that psychologists seek to study: curiosity, envy, love, compassion, altruism, and perseverance. Psyche story on inner cover and Psyche images as part openers identify the role of Psyche as the figure after whom psychology is named. In Search of questions introduce each major section, stating the major elements to be addressed in that section. Dialectical progression of psychology: from one point of view, to an opposing view, to a synthesis of the two, which then becomes the basis for a new point of view to be opposed. You'll also find the following improvements new to this edition: The text as been shortened roughly 15 percent, providing a more focused, easily approachable style to the topics and discussions. The text contains hundreds of updated references. New information and discussions focus the text on psychology as both a social science and a natural-science to better meet the needs of a natural-science oriented curriculum. Chapter outlines, summaries, bold and italicized terms, and definitions have been completely restructured for clarity. InSearch of questions now ask the major question addressed by each part of the chapter and emphasize how the study of psychology is question-driven. An increased multicultural and cross-cultural emphasis helps students understand how various cultures and subcultures relate.Ancillaries are better integrated and easier to use. In response to user feedback, difficult Analytical-Creative-Practical questions are revised to be more focused and useful for students. Also, there are fewer of these questions.
This volume provides thoroughly updated guidelines for preparing and teaching an entire course in psychology. Based on best principles and effective psychological and pedagogical research, it offers practical suggestions for planning a course, choosing teaching methods, integrating technology appropriately and effectively, developing student evaluation instruments and programs, and ideas for evaluation of your own teaching effectiveness. While research-based, this book was developed to be a basic outline of "what to do" when you teach. It is intended as a self-help guide for relatively inexperienced psychology teachers, whether graduate students or new faculty, but also as a core reading assignment for those who train psychology instructors. Experienced faculty who wish to hone their teaching skills will find the book useful, too.
Handbook for Teaching Introductory Psychology by Michelle Rae Hebl,Charles L. Brewer,Ludy T. Benjamin, Jr. Pdf
Like its predecessors, Volume III of the Handbook for Teaching Introductory Psychology provides introductory psychology instructors with teaching ideas and activities that can immediately be put into practice in the classroom. It contains an organized collection of articles from Teaching of Psychology (TOP), the official journal of the Society for the Teaching of Psychology, Division 2 of the American Psychological Association. Volume III contains 89 articles from TOP that have not been included in other volumes. Another distinction between this volume and its predecessors is its emphasis on testing and assessment. The book is divided into two sections. Section One, "Issues and Approaches in Teaching Introductory Psychology," contains 52 articles on critical issues, such as: how to approach the course; understanding students' interests, perceptions, and motives; students' existing knowledge of psychology (including their misconceptions); a comparison of introductory textbooks and tips on how to evaluate them; test questions and student factors affecting exam performance; an overview of different forms of feedback; giving extra credit; and how to deal with academic dishonesty. Section Two consists of 37 articles that present demonstrations, class and laboratory projects, and other techniques to enhance teaching and learning in both the introductory, as well as advanced courses in the discipline. This section is organized so as to parallel the order of topics found in most introductory psychology textbooks. Intended for academicians who teach the introductory psychology course and/or oversee grad assistants who teach the course, all royalties of the book go directly to the Society for the Teaching of Psychology to promote its activities to further improve the teaching of psychology.
Teaching Introductory Psychology by Robert J. Sternberg Pdf
The editor's goal in compiling this book was to invite authors to articulate their philosophies, course designs, and teaching techniques for the introductory psychology course. The authors were told to write a chapter for all introductory psychology teachers and to address how the teaching of introductory psychology could be made more rewarding to students and teachers alike. A few authors comment specifically on the writing process of introductory textbooks, and the parallels they have found between the classes they teach and the material they write. It is hoped that these chapters help to shed light on any introductory textbook's underlying purpose, goals, and organization and thus enable teachers to use these essential texts more effectively.
Teaching Psychology by Douglas A. Bernstein,Sue Frantz,Stephen Chew Pdf
This thoroughly revised third edition of Teaching Psychology synthesizes the latest pedagogical research on effective teaching and translates it into recommendations for classroom application. It also takes into account the many changes in the teaching landscape that have taken place in recent years. Covering key topics such as planning a course, choosing teaching methods, assimilating technology, and the integration of teaching into the rest of your academic life, this book also includes an abundance of supportive, supplementary content to guide and inform new teachers. This content will also benefit seasoned teachers who wish to reevaluate their current teaching practices and explore new teaching ideas and techniques. Presenting a comprehensive and cutting-edge teaching guide for psychology teachers, this book is a vital resource for those who are training psychology instructors or undertaking a teaching psychology course. It is also a useful text for more experienced faculty looking to update their current teaching practices.
Best Practices for Teaching Introduction to Psychology by Dana S. Dunn,Stephen L. Chew Pdf
This new book provides a scholarly, yet practical approach to the challenges found in teaching introductory psychology. Best Practices for Teaching Introduction to Psychology addresses: • developing the course and assessing student performance • selecting which topics to cover and in how much depth • the effective use of teaching assistants (TAs) and efficient and fair ways to construct and grade exams • choosing the best textbook • assessment advice on how to demonstrate students are learning; • using on-line instruction, writing exercises, and class demonstrations • teaching majors and non-majors in the same classroom. This book will appeal to veteran and novice educators who teach introductory psychology as well as graduate students teaching the course for the first time. It will also serve as an excellent resource in faculty workshops on teaching introductory psychology.
International Handbook of Psychology Learning and Teaching by Joerg Zumbach,Douglas A. Bernstein,Susanne Narciss,Giuseppina Marsico Pdf
The International Handbook of Psychology Learning and Teaching is a reference work for psychology learning and teaching worldwide that takes a multi-faceted approach and includes national, international, and intercultural perspectives. Whether readers are interested in the basics of how and what to teach, in training psychology teachers, in taking steps to improve their own teaching, or in planning or implementing research on psychology learning and teaching, this handbook will provide an excellent place to start. Chapters address ideas, issues, and innovations in the teaching of all psychology courses, whether offered in psychology programs or as part of curricula in other disciplines. The book also presents reviews of relevant literature and best practices related to everything from the basics of course organization to the use of teaching technology. Three major sections consisting of several chapters each address “Teaching Psychology in Tertiary (Higher) Education”, “Psychology Learning and Teaching for All Audiences”, and “General Educational and Instructional Approaches to Psychology Learning and Teaching”.
Teaching Psychology by Sandra Goss Lucas,Sandra Goss-Lucas,Douglas A. Bernstein Pdf
Most new psychology instructors enter their first undergraduate classrooms with little or no formal preparation for their role as a teacher. The goal of this book is to review the body of teaching research that is available as well as some of the well-accepted lore, so as to make the first foray into teaching psychology a positive experience. Teaching Psychology outlines the major problems and issues confronting psychology teachers. It presents an overview of the "nuts and bolts" of teaching psychology including dealing with troubled and troubling students, choosing and using technology, developing evaluation instruments, and selecting methods for self-evaluation. Written by two award-winning psychology professors with over 50 years of combined teaching experience, the book offers a wide range of down-to-earth suggestions and immediately usable materials intended to help psychology teachers teach better and help students learn more. The chapters are organized to roughly parallel the sequence of tasks that new psychology teachers face, beginning with goal setting and ending with evaluation of one's teaching. Each chapter is chockfull of helpful tools including checklists, sample lecture notes, writing assignments, and grading criteria. To make it easier to customize this material, these tools are available on an accompanying CD along with a rating sheet for choosing a textbook, a student grade-record sheet, a sample statement on academic integrity and a pool of less-than-perfect test items to hone item-writing skills. This book offers guidelines for teaching such as: setting goals in line with 10 basic principles of effective teaching planning the basics including choosing a text, writing a syllabus, and creating a grading system setting a positive tone in the classroom providing tips on asking and answering questions, promoting critical thinking, and evaluating student performance. Intended for psychology graduate students who are learning to teach, faculty who train psychology instructors, and new psychology faculty at institutions ranging from high schools to universities, as well as experienced faculty wishing to hone their teaching skills.
Thematic Approaches for Teaching Introductory Psychology by Dana S. Dunn,Bridgette Martin Hard Pdf
Recognizing the importance of introductory psychology as a gateway course, this edited, up-to-date guide presents insights that help educators address challenges of coverage, integration of active learning opportunities, and ever-evolving educational technologies. The book features current scholarship and pedagogical practices regarding the teaching of introductory psychology in face-to-face, online, or hybrid environments. The editors achieve their goals through an unusual approach: inviting experienced and expert teachers of introductory psychology to describe an ongoing theme that provides structure and unity to the gateway course. Themes include broad frameworks (e.g., problem-based learning), big ideas that integrate course content (e.g., subjectivity of human experience), or particular skills and ways of thinking (e.g., quantitative reasoning). Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Transforming Introductory Psychology by Regan A. R. Gurung,Garth Neufeld Pdf
This book presents recommendations for teaching the introductory psychology course, developed by the Introductory Psychology Initiative (IPI) task force appointed by APA's Board of Educational Affairs (BEA). Case studies illustrate the application of recommendations to learning goals and outcomes, course design, teacher training, and student transformation.
