Download A Guide to Teaching Introductory Psychology by Sandra Goss Lucas PDF

By Sandra Goss Lucas

A advisor to instructing Introductory Psychology specializes in the severe points of training introductory psychology to undergraduate scholars. It contains rules, suggestions, and techniques for successfully educating this direction and gives precious solutions to frequently asked questions.

  • A concise and obtainable consultant to educating introductory classes in Psychology
  • Begins with an orienting heritage of the path? Evaluates present tendencies in educating and gives feedback for constructing own ideas
  • Addresses a couple of correct concerns, together with the way to educate tricky themes; linking direction content material to daily event; constructing and utilizing type shows, lectures, and lively studying rules; and extending curiosity in path subject matters
  • Supported by means of an internet site that gives hyperlinks to helpful web content and handouts that teachers can use of their sessions (

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Extra resources for A Guide to Teaching Introductory Psychology

Example text

Nelson, P. & Stricker, G. (1992). Advancing the teaching of psychology: Contributions of the American Psychological Association, 1946–1992. In A. Puente, J. Matthew, & C. ), Teaching psychology in America: A history (pp. 345–364). Washington, DC: American Psychological Association. Poffenberger, A. T. (1929). The thirty-seventh annual meeting of the American Psychological Association. American Journal of Psychology, 41, 341–343. , & Rose, D. ) (1980). The teaching of psychology: Method, content, and context.

Be positive and encouraging—express confidence in students’ ability to do well. Evaluate the outcomes of your assessments. If students do not do well on your assessment instruments, then you need to find out why. Was it a problem with the assessment instrument? Was it a problem with not teaching the concept well or at all? Was it a problem with matching the assessment with your teaching? After every graded component, it is important to look at the assessment instrument and make appropriate adjustments so that the results of future assessments will be as reflective as possible of what you have taught, and what students have learned.

However, many testing experts recommend that essay questions be reserved to “measure complex learning outcomes that cannot be measured by other means” (Gronlund & Linn, 1990, p. 212; Jacobs & Chase, 1992; Ory & Ryan, 1993). For essay and short-answer tests you should develop a grading rubric. Write out an “ideal” answer for each question or create a “template” outlining the important information that should be included in the answer—and then decide how many points each piece of information is worth.

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