Happy Teacher Appreciation Day! Over the years, our authors have written quite a lot for teachers. Here’s just a sampling:
This book is for beginning instructors as well as those who have been teaching at the college level for many years. Author Donelson Forsyth applies direct classroom experience with best practices from the science of teaching and learning.
Chapters address planning, lecturing, leading discussions, student-centered teaching methods such as collaborative or experiential activities, testing and grading, helping students through feedback and guidance, managing classroom dynamics, using technology effectively, and evaluating and documenting one’s contributions as a teacher.
Brief research analyses show why certain techniques work better than others. Through lively examples and prompts to continually personalize the material, readers learn how to structure their teaching and what to do to ensure their students are treated fairly.
The most popular activities from APA’s successful Activities Handbooks for the Teaching of Psychology are gathered together and updated in this book of teachers’ favorites. The lesson plans, which encourage active learning and involve the whole class, have stood the test of time and proven themselves to be entertaining, effective, and easy to plan.
Contributed by psychology teachers nationwide, the activities are most appropriate for courses at the college undergraduate or high school level, yet many are also applicable to more advanced classes. Both beginner and experienced teachers will appreciate the wide variety of teaching techniques described, including demonstrations, experiments, discussions, and simulations.
Each lesson plan is presented in an easy cookbook format that lists materials needed, timeframe, instructions, and discussion items. The activities are grouped by topic and cover history, statistics, and research methods; the brain and sensory processes; perception; states of consciousness; learning and memory; thinking, problem-solving, and language; motivation and emotion; developmental psychology; personality; psychological disorders and treatments; social psychology; and race, gender, and multiculturalism. Busy teachers will find themselves turning to this book over and over again for inspiration.
Positive psychology is a rapidly expanding area of study that is of great interest to students at the graduate, undergraduate, and high school levels. But the field is so broad that teachers who want to cover all the bases when designing a positive psychology course may have difficulty locating and selecting materials.
Activities for Teaching Positive Psychology addresses this problem by presenting a comprehensive set of fun, interactive classroom activities devised by contributors who are experienced teachers as well as leading scholars in their areas.
Chapters cover all the topics typically included in existing positive psychology textbooks, emphasizing the hands-on experience that makes positive psychology courses so powerful. Extensive reading lists point interested readers towards a fuller understanding of the topics.
The book is a rich source of ideas for all teachers of psychology, from novice to experienced instructors.
In this book, editors R. Eric Landrum and Maureen McCarthy identify four broad areas of concern in the ethical teaching of undergraduate psychology: pedagogy, student behavior, faculty behavior toward students, and considerations in the diverse classroom. Together with their team of experts, they provide evidence-based advice and case studies that illustrate the application of relevant ethical principles.
Ethical teachers need to reflect on commonly accepted practices and make individual decisions about responsible teaching behaviors, such as honoring individual differences and respectfully challenging beliefs. Other challenges examined in this book include grading, textbook adoption, honor systems, online instruction, and conducting and using research on pedagogy to improve classroom practice. Infusing the undergraduate experience with ethics is the focus of chapters on supervising student internships, coauthoring research with students, and modeling appropriate professional boundaries.
Over the past two decades, a growing body of scholarship of teaching and learning (SoTL) has emerged. This empirical study of teaching methods, course design, and students’ study practices has yielded invaluable information about how teachers teach and learners learn. Yet, university faculty members remain largely unaware of the findings of SoTL research. As a result, they tend to choose their teaching techniques and tools based on intuition and previous experience rather than on scientific evidence of effectiveness.
This book synthesizes SoTL findings to help teachers choose techniques and tools that maximize student learning. Evidence-based recommendations are provided regarding teacher–student rapport, online teaching, use of technology in the classroom (such as audience response systems, podcasting, blogs, and wikis), experiential learning (such as internships, teaching assistantships, research assistantships, and in-class research projects), students’ study habits, and more.
In order to stimulate future SoTL research, the book also recommends numerous areas for future investigation. It concludes with advice for documenting teaching effectiveness for tenure review committees.