By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this functional, hands-on consultant stocks rules, suggestions, and methods for successfully instructing lifespan developmental psychology to undergraduates.
- Provides a special wealth of concrete feedback and a transparent roadmap for effectively educating developmental psychology
- Links chapters to significant components of a lifespan improvement direction, together with examine tools, educating little one improvement, and instructing Adolescent Development
- Offers useful, hands-on guidance for beginner academics and skilled teachers alike
- Includes pattern syllabi and lecture outlines, analyzing quizzes, severe considering assignments, and references for necessary videotapes and websites
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Additional resources for A Guide to Teaching Development Psychology
Some of these examples can include topics that would be familiar to majority culture students, but you should also include examples that are relevant to the experience of minority culture students as well. Carefully selecting video clips that include diverse participants is another way to promote cultural inclusion in your classroom. We find it helpful to allow students to share personal experiences with pre-established ground rules regarding classroom acceptance for all perspectives. A final common-sense guideline is to avoid calling on any one student to speak for an entire group simply because they are—or appear to be—representative of the group being discussed.
Grading A total of 500 points can be earned in the course (extra credit points will be added to your total for a maximum of 510). Course grades will be assigned based on the following point totals: A: 450–500 B: 400–449 C: 350–399 D: 300–349 F: <299 Points Examinations 1, 2, 3, and 4 [100 points each] Reading Quizzes [5 points each] Short Project [50 points maximum] Extra Credit [5pts/research hour; 10pts/reaction paper] (400) (50) (50) Total Possible = (500) +10 30 Developing the Course Please note that Exam 4 is not a cumulative exam.
A final common-sense guideline is to avoid calling on any one student to speak for an entire group simply because they are—or appear to be—representative of the group being discussed. Beginning the Course Any effective public speaker will tell you that to capture the attention of your audience you must understand them and what they are hoping to learn from your presentation. The same is true for teaching a course on lifespan development. To understand development and its myriad nuances and complications, teachers must consider the context of their courses; in particular, the experiences and perspectives that your students bring with them to the classroom.
A Guide to Teaching Development Psychology by Elizabeth Brestan Knight