Download 100 - Palomar College

How to Effectively Use the
Visualizing Pedagogy
Wiley Faculty Network (WFN)
Virtual Guest Lecture
January 25, 2010
Karen Huffman
Palomar College, San Marcos, CA
[email protected]
(Slides available on WFN web site)
Karen Huffman’s
Visualizing Psychology Teaching Tips
V = Visualizing in General
I = Instructionally Sound
S = Student Engagement
U = Unique Visuals
A = Applications
L = Love/Like Psychology
V = Visualizing
In General
• Teaching Ideas?
– Pause & Imagine
– Pause & Reflect
– Pair & Share
Pause & Reflect:
Psychology & Life
• Studying
psychology helps
explain why & how
the stimulant
methamphetamine
destroys the teeth
& gums of chronic
users.
V = Visualizing In
General
Emotions =
Memory Glue Stick
=
Theories & Concepts of Emotion-Four Theories of Emotion
• James-Lange: subjective experience of
emotion follows bodily arousal
• Cannon-Bard: arousal & emotion occur
simultaneously
• Facial-Feedback: facial movements elicit
arousal & specific emotions
• Schachter’s Two-Factor: arousal & label
(or interpretation) produce emotion
I = Instructionally Sound
(Leavitt, 2009)
I = Instructionally
Sound
• Assign & use visuals from class textbook for
lecture & Power Points (side benefit =
reinforces students for buying and using
assigned text)
• Require students to bring book to class (open
book activities, graded assignments, pop
quizzes, etc.= another form of reinforcement
for buying and USING the book)
Neural Bases of Psychology:
Neural Communication
• Between neurons,
communication occurs
through transmission of
neural information across
a synapse by
neurotransmitters
(chemicals released by
neurons that alter activity
in other neurons).
Neurotransmitters
Top Half of Process Diagram p. 93
Bottom Half of Eye Process Diagram p. 93
I = Instructionally
Sound
• Use visuals from book for assessment
(during Power Point lectures and add to
quizzes, exams, etc.)
Chapter Figures Repeated as Test
Figures in “Check & Review” in Text
& Power Points
Pause & Reflect:
Assessment
• What happens to excess
neurotransmitters or to those that do
not “fit” into the adjacent receptor
sites?
Pause & Reflect:
Assessment
• The sending
neuron normally
reabsorbs the
excess (called
“reuptake) or they
are broken down
by special
enzymes.
S = Student
Engagement
• Student
engagement is a
newer, more inclusive
term incorporating:
– Active learning
– Critical thinking
– Collaborative
learning, etc.
• Teaching Ideas?
– *Foot Test
– *Values Walk
– *Poster Projects
“Foot Test”
Front of Classroom
Psychoanalytic/ Behavioristic
psychodynamic
Humanistic
Cognitive
Biopsychology
Sociocultural
Evolutionary
Back of Classroom
Understanding Stress:
Sources of Stress
Front of Classroom
Cataclysmic
Events
Life
Changes
Stress
Stress
Conflict
Frustration
Back of Classroom
Chronic
Job
Hassles
Health & Stress Management
• Resources for Healthy Living
1.
2.
3.
4.
5.
6.
7.
8.
Health & Exercise
Positive Beliefs
Social Skills
Social Support
Material Resources
Control (Internal Locus of Control)
Relaxation
Sense of Humor
Pause & Reflect:
Critical Thinking
• Considering these eight resources for
health & stress management, which
resource do you most often use? Which
one do you use least often? Why?
Front of Classroom
Health &
Positive Exercise
Beliefs
Social Skills
Sense of
Humor
Relaxation
Social Support
Internal Locus of Control
Material Resources
Back of Classroom
“Values Walk”
Front of Classroom
Agree
Disagree
Strongly Agree
Strongly Disagree
Back of Classroom
U = Unique
Visuals
• Teaching Ideas?
– Great Photos
– Diversity
Uniqueness = Diversity
• Ethnic Diversity (photos, figures, charts)
Uniqueness = Diversity
(Continued)
• Delivery Diversity (share the chalk,
demonstrations, groups, pair/share, values
walk, etc.)
• BUT--Repetition Rocks! (It’s new to them!)
– Coin demo (first day, memory, review for
exam, etc.)
– Stratton goggles (first day, brain, perception,
learning, development—child & senior, etc.)
A = Applications
• Applications? Rather than “giving
psychology away,” we need to SELL it!
Make psychology’s applications and
connections overt.
A = Applications
• Teaching
Ideas?
– Goggles
– Simulations (e.g.,
Starpower)
– Demos (make psych
applications overt)
– Service Learning
Can You Identify the Real U.S. Penny?
Sample Mind Map
Create Your Own Mind Map
Your STRENGTHS:
As a Student
Your Personal:
STRENGTHS
Your Growth
OPPORTUNITIES:
As a Student
Your Personal:
Growth
OPPORTUNITIES
A = Applications
• Class athletes? Encourage them to transfer
their skill sets (on coffee filter) to academic
life.
Why Use Coffee Filters?
L = Love/Like
Psychology
= “Be HERE Now”
L = Love/Like
Psychology
• Visual Teaching Ideas?
– Cartoons and Videos
– Chalkboard GREAT Visual Vs. Power
Point (abnormal exercise, jealousy,
genital terms desensitization)
• Music & Videos (Before,
During, After Class)
• *Student Panels (Death,
Divorce, etc.)
L = Love/Like
Psychology
• Teaching Ideas?
– Personal Stories
– Analogies
– Role Playing (reverse
dating, model
mugging, “gay for a
day”)
– Mirroring Exercise
L = Love/Like
Psychology
• “Students don’t care how much you
know, until they know how much you
care!”
• Beware! “Today’s students worst generation
ever?” Or too much self-repetition? (I’ve
heard myself say this for over 10-30 years?)
Karen Huffman’s
Visualizing Psychology Teaching Tips
V = Visualizing in General
I = Instructionally Sound
S = Student Engagement
U = Unique Visuals
A = Applications
L = Love/Like Psychology
A few of my favorite CONTENT
& TEACHING resources!
• Applications of
•
•
•
Psychology Psychology
Matters
Teaching Resources at
MERLOT!
Animations & Photos for
PPT
Great Technology
information
• CNN, ABC, & more.
•
•
•
Video clips updated
daily!
ScienCentral: Daily
video clips for
psychology (science)
related topics
Annenberg Series:
FREE to view in
class!
Fun Prizes!
Teaching is
YOUR (Work)
Life…
Carpe Diem
Thank You!!
Karen Huffman
Palomar College,
San Marcos, CA
[email protected]