A Guide to Teaching Introductory Psychology - download pdf or read online

By Sandra Goss Lucas

ISBN-10: 1405151501

ISBN-13: 9781405151504

ISBN-10: 140515151X

ISBN-13: 9781405151511

ISBN-10: 1444301756

ISBN-13: 9781444301755

A consultant to educating Introductory Psychology makes a speciality of the severe facets of training introductory psychology to undergraduate scholars. It comprises rules, information, and techniques for successfully educating this path and offers priceless solutions to frequently asked questions.

  • A concise and available consultant to instructing introductory classes in Psychology
  • Begins with an orienting heritage of the direction? Evaluates present developments in educating and gives feedback for constructing own strategies
  • Addresses a couple of suitable concerns, together with the way to train tricky subject matters; linking path content material to daily adventure; constructing and utilizing classification displays, lectures, and lively studying rules; and extending curiosity in path themes
  • Supported via an internet site that offers hyperlinks to helpful web pages and handouts that teachers can use of their sessions (http://www.blackwellpublishing.com/teachpsychscience/lucas/)

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Sandra Goss Lucas's A Guide to Teaching Introductory Psychology PDF

A consultant to educating Introductory Psychology specializes in the serious features of educating introductory psychology to undergraduate scholars. It comprises principles, information, and techniques for successfully instructing this direction and gives necessary solutions to frequently asked questions. A concise and available consultant to instructing introductory classes in Psychology starts with an orienting heritage of the direction?

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Additional info for A Guide to Teaching Introductory Psychology

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You can use these questions in many different ways. You can just ask them during the class period in which you will cover this material, or you could prime your students for discussion by posing the questions at the class session prior to the discussion. In either case, you can have students write their thoughts about these questions. I have found that students are more likely to participate in a discussion if they have had time to think about the question and have something in writing to which they can refer.

To try to alleviate problems around this situation, when I hand out a writing assignment, I always specify the due date and how late papers will be handled. My strategy is to deduct 2 points for each day the paper is late. I know of instructors who insist that they will never accept a late paper, but I have difficulty with this policy. I think many introductory psychology students are still learning to be college students and thus there should be consequences for their behavior, but not draconian ones.

In the context of teaching, “rapport” refers to the process of “creating emotional connections between teacher and student” (Buskist & Saville, 2001, p. 12). Student surveys suggest that the teacher behaviors that contribute most to the development of rapport are, in order: displaying a sense of humor; being available to students before, after, or outside of class; encouraging class discussion; showing interest in students; knowing students’ names; sharing personal insights and experiences with the class; relating course material through everyday terms and examples; and understanding that students sometimes have problems that hinder their progress in the course (Buskist & Saville, 2001).

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A Guide to Teaching Introductory Psychology by Sandra Goss Lucas


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