Teaching Psychology Discussion Essay

November 25, 2022

Teaching Psychology Discussion Essay

Order Number	636738393092
Type of Project	ESSAY
Writer Level	PHD VERIFIED
Format	APA
Academic Sources	10
Page Count	3-12 PAGES

Instructions/Descriptions

Teaching, Psychology, Discussion, Essay

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Section 1)

Bill and Stuart are in your in-person discussion class; yesterday, they refused to participate in the day’s discussion. Due to their stifled laughter and side glances, despite never uttering a word, you quickly realize that they are having their own conversation via text message on their cell phones. How do you engage such students without alienating them?

For this Discussion, review and study this week’s Learning Resources, including the video discussion media piece. Reflect on the strategies presented in the video discussion to engage the students, and consider which of the strategies most appealed to you. Then select an introductory psychology topic from the Griggs Psychology: A Concise Introduction textbook and think about two specific activities you would use to actively engage students in discussion. Finally, reflect on how your activities might encourage non-participating students to engage in the discussion.

With these thoughts in mind:

a brief description of the strategies presented in the video discussion that most appealed to you, and explain why. Then describe the introductory psychology topic you selected, and explain two activities you could use to actively engage students in the discussion. Finally, explain how your activities might encourage non-participating students, as described in the Bill and Stuart scenario, to engage in the discussion.

Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.

Section 2)

Whether through experience, licenses, certifications, or awards, most professionals have a means by which to demonstrate proficiency in their careers. How might teachers or instructors demonstrate their proficiency and effectiveness in the teaching profession? A teaching portfolio provides a way to demonstrate your teaching ability to current colleagues and/or future employers. It includes documents and materials that collectively suggest the scope and quality of your teaching proficiency. In this course, you will be developing a series of documents that will begin your teaching portfolio. Your first document for the Teaching Portfolio is an instruction plan. An instruction plan is a common document found in a teaching portfolio because it represents how you develop, organize, and deliver your teaching materials in an effective manner. It also contributes to the assessment strategies you might use to assess student learning. This week you will develop an instruction plan for a class lecture or a discussion. What factors must you consider to develop an effective instruction plan?

For this first Teaching Portfolio Assignment, review the Learning Resources, including the Improving Student Engagement video from last week and Griggs’s Psychology: A Concise Introduction textbook, to help in the selection and development of your assignment topic. Select either a lecture or discussion topic that will be the basis of your instruction plan for a 1-hour, in-person lecture or discussion and a planned activity. For the lecture instruction plan, the activity should be one that a class of 200 students can complete during the lecture in an introductory psychology course. If you choose to have a discussion-based class, plan your activity for 25 students. What elements do you think are important to address in terms of content and activities? What class atmosphere are you trying to develop, and how will this discussion or lecture add to that development? You also create a PowerPoint presentation that will accompany your discussion or lecture.

Using the Turnitin submission link labeled “Assignment Part 1 Turnitin – Week 4,” submit an 8- to 10-page instruction plan using the template provided. Your 8- to 10-page document should include a 2- to 3-page, APA-formatted paper explaining the rationale for your instruction plan. For more information, please refer to the Instruction Plan Example and the Instruction Plan Template documents for more details. Your rationale paper should include the following:

A rationale of the active learning methods, strategies, and theories you incorporated in your instruction plan
An explanation of the class atmosphere you are trying to achieve and how your instruction plan might contribute to that atmosphere
A reference to at least three resources in addition to any course readings that support the learning methods, strategies, and theories you selected

Using the Assignment submission link labeled “Assignment Part 2 – Week 4,” also submit a PowerPoint of up to 25 slides using the PowerPoint template provided that complements the key points of your discussion or lecture topic during instruction. Be sure to incorporate engagement strategies in your PowerPoint slides.

Refer to the Instruction Plan and the Instruction Supplement PowerPoint examples, the Instruction Plan Template, and the grading rubric for more details on what is expected.

A note about submitting this week’s Assignment: Please be aware that you must submit your instruction plan Word document and your PowerPoint to two separate links. To ensure proper and timely receipt of your Assignment, be sure you are submitting the appropriate document to its designated link as described in the submission instructions.

Resources

READINGS

Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How learning works: 7 research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
- Chapter 4, “How Do Students Develop Mastery?” (pp. 91–120)
- Chapter 5, “What Kinds of Practice and Feedback Enhance Learning?” (pp. 121–152)
Blankenstein, F. M., Dolmans, D. M., Vleuten, C. M., & Schmidt, H. G. (2011). Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others. Instructional Science, 39(2), 189–204.
Retrieved from the Walden Library databases.
Di Leonardi, B. (2007). Tips for facilitating learning: The lecture deserves some respect. Journal of Continuing Education in Nursing, 38(4), 154–161.
Retrieved from the Walden Library databases.
Ellis, R. A., Goodyear, P. P., Prosser, M. M., & O’Hara, A. A. (2006). How and what university students learn through online and face-to-face discussion: Conceptions, intentions and approaches. Journal of Computer Assisted Learning, 22(4), 244–256. Retrieved from https://www.nottingham.ac.uk/~ntzcl1/literature/blended/ellis.pdf
Griggs, R. A. (2017). Psychology: A concise introduction (5th ed.). New York, NY: Worth.Note: While you do not have a specific reading assignment for this text, it is to be referenced when appropriate for the selection of introductory psychology topics in Discussions, Assignments, and the Final Assignment.
Svinicki, M., & McKeachie, W. J. (2014). Facilitating discussion. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 38–56). Belmont, CA: Wadsworth.
Svinicki, M., & McKeachie, W. J. (2014). How to make lectures more effective. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 58–72). Belmont, CA: Wadsworth.
Svinicki, M., & McKeachie, W. J. (2014). Reading as active learning. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 29–37). Belmont, CA: Wadsworth.
Svinicki, M., & McKeachie, W. J. (2014). Teaching large classes (You can still get active learning!) In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 267–276). Belmont, CA: Wadsworth.
Document: Course Syllabus Assignment Overview (PDF)Note: Reference this document in preparation for your Week 10 Final Assignment.
Document: Instruction Plan Example (PDF)Note: Reference this document in the creation of your instruction plan assignment.
Document: Instruction Plan Template (Word document)Note: Use this document in the creation of your instruction plan assignment.
Document: Instruction Supplement PowerPoint Example (PowerPoint presentation)Note: Reference this document in the creation of your instruction plan assignment.
Document: Instruction Supplement PowerPoint Template (PowerPoint presentation)Note: Reference this document in the creation of your instruction plan assignment.

MEDIA

Laureate Education (Producer). (2012d). Large lecture setting [Video file]. Retrieved from https://class.waldenu.eduNote: The approximate length of this media piece is 11 minutes.Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2012b). Engaging discussion [Video file]. Retrieved from https://class.waldenu.eduNote: The approximate length of this media piece is 12 minutes.Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2012f). Small class setting [Video file]. Retrieved from https://class.waldenu.eduNote: The approximate length of this media piece is 9 minutes.Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript
Laureate Education (Producer). (2012g). Student engagement [Video file]. Retrieved from https://class.waldenu.edu

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Teaching Psychology Discussion Essay

RUBRIC

Excellent Quality

95-100%

Introduction

45-41 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Literature Support

91-84 points

The context and relevance of the issue, as well as a clear description of the study aim, are presented. The history of searches is discussed.

Methodology

58-53 points

With titles for each slide as well as bulleted sections to group relevant information as required, the content is well-organized. Excellent use of typeface, color, images, effects, and so on to improve readability and presenting content. The minimum length criterion of 10 slides/pages is reached.

Average Score

50-85%

40-38 points

More depth/information is required for the context and importance, otherwise the study detail will be unclear. There is no search history information supplied.

83-76 points

There is a review of important theoretical literature, however there is limited integration of research into problem-related ideas. The review is just partly focused and arranged. There is research that both supports and opposes. A summary of the material given is provided. The conclusion may or may not include a biblical integration.

52-49 points

The content is somewhat ordered, but there is no discernible organization. The use of typeface, color, graphics, effects, and so on may sometimes distract from the presenting substance. It is possible that the length criteria will not be reached.

Poor Quality

0-45%

37-1 points

The context and/or importance are lacking. There is no search history information supplied.

75-1 points

There has been an examination of relevant theoretical literature, but still no research concerning problem-related concepts has been synthesized. The review is just somewhat focused and organized. The provided overview of content does not include any supporting or opposing research. The conclusion has no scriptural references.

48-1 points

There is no logical or apparent organizational structure. There is no discernible logical sequence. The use of typeface, color, graphics, effects, and so on often detracts from the presenting substance. It is possible that the length criteria will not be reached.