By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this useful, hands-on consultant stocks principles, counsel, and techniques for successfully educating lifespan developmental psychology to undergraduates.
- Provides a distinct wealth of concrete feedback and a transparent roadmap for effectively educating developmental psychology
- Links chapters to significant components of a lifespan improvement path, together with learn tools, instructing youngster improvement, and instructing Adolescent improvement
- Offers functional, hands-on assistance for amateur academics and skilled teachers alike
- Includes pattern syllabi and lecture outlines, studying quizzes, serious pondering assignments, and references for worthwhile videotapes and internet sites
Chapter 1 constructing the path (pages 1–36):
Chapter 2 Contexts of improvement: study tools (pages 37–63):
Chapter three Prenatal improvement; hard work and supply (pages 65–85):
Chapter four boy or girl improvement (pages 87–115):
Chapter five Early youth improvement (pages 117–137):
Chapter 6 heart adolescence improvement (pages 139–153):
Chapter 7 Adolescent improvement (pages 155–166):
Chapter eight younger grownup improvement (pages 167–180):
Chapter nine center grownup and Older grownup improvement (pages 181–204):
Chapter 10 demise and death (pages 205–221):
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Extra resources for A Guide to Teaching Developmental Psychology
Most praises that adults give to one another are unlabeled praises. “Good,” “nice job,” and “thanks” are all examples of unlabeled praises that instructors may give to students. Labeled praises, however, are more specific praises that tell the student exactly what you like about his or her behavior. ” “Thanks for bringing that point up, it is a great segue into my next slide . ” We like using labeled praise because it shows appreciation for our students. They are more likely to perform appropriate student behaviors when you provide them with positive reinforcement following their demonstration of these behaviors.
In a very non-confrontational way, we then ask them whether they would be able to speak like a native German if we were to drop them on a street corner in Berlin. Almost always, the student admits that there is no way that he or she could speak German as well as a native. This line of questioning becomes our hook to describe how developmentalists would say that the student’s sensitive period for learning a new language has already passed. Although the student’s sensitive period for learning to speak German without an accent has already passed, it does not mean that he is not able to learn the language.
Labeled praises, however, are more specific praises that tell the student exactly what you like about his or her behavior. ” “Thanks for bringing that point up, it is a great segue into my next slide . ” We like using labeled praise because it shows appreciation for our students. They are more likely to perform appropriate student behaviors when you provide them with positive reinforcement following their demonstration of these behaviors. Also, it helps to create warmth within the classroom. Contexts of Development: Research Methods 39 In this chapter we summarize the key concepts relating to the contexts of development and research methods that we believe are the most important to include in a course on lifespan development.
A Guide to Teaching Developmental Psychology by Elizabeth Brestan Knight