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Teaching psychology : an evidence-based approach

Author: Jillian Grose-Fifer; Patricia Brooks; Maureen Ann O'Connor
Publisher: Hoboken, NJ : John Wiley & Sons, Inc., 2019. ©2019
Edition/Format:   Print book : EnglishView all editions and formats
Summary:
Teaching Psychology offers an evidence-based, student-centered approach that is filled with suggestions, ideas, and practices for teaching college-level courses in ways that contribute to student success. The authors draw on current scientific studies of learning, memory, and development, with specific emphasis on classroom studies. The authors offer practical advice for applying scholarly research to teaching in  Read more...
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Additional Physical Format: Online version:
Grose-Fifer, Jillian.
Teaching psychology.
Hoboken, NJ : John Wiley & Sons, Inc., 2019
(DLC) 2018034860
Document Type: Book
All Authors / Contributors: Jillian Grose-Fifer; Patricia Brooks; Maureen Ann O'Connor
ISBN: 9781118981436 111898143X 9781118958056 1118958055
OCLC Number: 1045640953
Description: xviii, 267 pages ; 25 cm
Contents: Introduction --
Why a student centered approach to teaching? --
Designing a course based on learning objectives --
Effective multimedia instruction --
Advancing critical thinking through active learning --
Group work --
Learning to write and writing to learn --
Enhancing learning through testing, metacognitive development, and psychosocial interventions --
Gearing up to teach online --
Becoming an effective and fulfilled teacher
Responsibility: Jillian Grose-Fifer, Patricia J. Brooks, Maureen O'Connor.

Abstract:

Teaching Psychology offers an evidence-based, student-centered approach that is filled with suggestions, ideas, and practices for teaching college-level courses in ways that contribute to student success. The authors draw on current scientific studies of learning, memory, and development, with specific emphasis on classroom studies. The authors offer practical advice for applying scholarly research to teaching in ways that maximize student learning and personal growth. The authors endorse the use of backward course design, emphasizing the importance of identifying learning goals (encompassing skills and knowledge) and how to assess them, before developing the appropriate curriculum for achieving these goals. Recognizing the diversity of today's student population, this book offers guidance for culturally responsive, ethical teaching.--Back cover.

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