Introductory Applications of
Psychology:
A set of Process Activities
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Introductory Applications of
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Introductory Applications of Psychology: A Set of Process Learning Activities is designed to support instructors who wish to provide opportunities for their students to learn more than factual knowledge from the introductory course. Each guided activity includes learning objectives for personally useful applications of psychological principles that will engage students in active learning. The traditional introduction to psychology course remains dominated by an emphasis on extensive content at a time when higher education, in general, is challenged by the public to become more relevant to life and careers. This set of learning activities makes it possible to address these challenges while providing instruction at a level of knowledge appropriate for the course.
As mentioned, this text is an extensive set of classroom activities that address most of the traditional topics of an introductory course. Some background information is included in glossaries for each activity that define or explain basic concepts or models. The ease of access to extensive information from online resources of contemporary libraries and from the internet makes it unnecessary for students to have an expensive traditional text—although the activities fit well with the material in such texts and learning might be enhanced with such a combination.
Among the tools in the text for guiding students, is a description of standard roles for cooperative learning teams. Reading skills are addressed with a formal Reading Log that students can transfer to other courses. Building of learning and personal development portfolios is guided by activities that can be done in class or as self studies.
Learning to self-assess ones performance is a hallmark of an advancing active learner—and essential for learning-how-to-learn. The use of structured forms for the main types of assignments provides a “template” for responses to critical thinking questions, the learning objectives, and journal exercises.
Assignment rubrics provide specific assessment scales for elements of each type of assignment so students can accurately understand feedback for how to improve and can quickly revise to achieve significant performance improvements. At the end of the course, it is recommended that students be required to prepare a “growth” report that includes realistic evidence of the changes in their active learning as they moved through the challenges of applying psychological knowledge. Several holistic rubrics are included to support individual assessment of growth in active learning, written communication, critical thinking, internalization, and motivation.
The electronic instructor’s manual includes a model syllabus, a version of a “Persistence Log” (for students to self-monitor their attendance, preparation, and participation), and one-page tables that present suggestions for how to facilitate each activity. Courses designed using active learning methods do not require exams—although that is an instructor decision—because the multiple types of performances themselves provide ample evidence of learning. A very important assumption of such methods is that tasks in a course provide initial opportunities to learn; this means assessment of initial work on a type of assignment should not be recorded as a grade so students can become comfortable with moving beyond just effort to real learning. The form and rubric pattern recommended will provide many useful opportunities for assessment; after learners have had a chance to improve, their work should then be evaluated, using the same rubrics, for the final grade. Requiring a certain number of each type of assignment assures that all students learn about a workable number of the topics and also allows for some individual choices. Learning how to apply knowledge is much more transferable than simply memorizing information about every topic that is “covered.”
Finally, this text would be incomplete without the extensive readings, methodologies, and forms from Pacific Crest. Karl Krumsieg, the publications director, has been most gracious in his support of this project over the years. Dr. Dan Apple, the president of Pacific Crest, inspired the ideas and methods for producing this text and has supported my personal and professional growth in many ways. Other colleagues have provided new insights by using the text; many students have talked to me about the ways this approach has led to important changes in behaviors, attitudes, and values. I hope that you will enjoy using and adapting the structured activities to meet your teaching needs and plans.
Questions or suggestions about the book are welcome. Please feel free to contact me.
Dr. Cy Leise Bellevue University 1000 Galvin Road South Bellevue, NE 68005 402-293-3737 |
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Activities
Appendix
Readings from Foundations of Learning:
Rubrics (for learner skills)
Forms
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