This document provides an overview of a Foundations of Psychology course taught at Johns Hopkins University's Center for Talented Youth in 2015. The 3-week course introduces students to major domains of psychology through lectures, discussions, activities and experiments. It is taught by Dr. Claire Stramrood and teaching assistant Richard Guo. The course goals are to introduce key psychological concepts and research methods. Students will study topics like sensation and perception, learning, memory, social psychology and abnormal psychology. Assessment includes journaling, group projects, and pre-and post-tests. The schedule outlines the daily plan, including readings, activities and topics to be covered each day.
This document provides information about a positive neuropsychology program offered by an online graduate university. The program offers degrees and certifications in positive psychology and neuropsychology, with the goal of teaching students how to create flourishing lives and transform organizations. Students can choose between degree programs that include a master's or PhD combined with board certification, or board certification-only programs. The curriculum involves courses that study human behavior from genetic, environmental, and evolutionary perspectives as well as positive psychology topics like happiness, relationships, and meaning. The program aims to personally transform students by teaching them to overcome influences outside their control and choose fulfilling lives.
It is important to realize there is not simply one way to learn. We can all benefit from understanding the learning process fully. Once you do, you'll be better equipped to study and learn using methods that employ four primary areas:
Reflective Learning (Listen, Read, Observe, Take Notes, Collect Data and Review It All and Ask Yourself Questions)
Abstract Learning (Analyze and Understand the Information and Identify Trends or Theories That Exist Within the Information)
Active Learning (Discuss Ideas with Others, Apply Ideas, Hands-on Activities)
Concrete Learning (Step-by-Step Implementation and Evaluate the Results)
View the presentation for further explanations!
Problem based learning (PBL) as a teaching-learning method is a Spectrum. Barrow's classification enables educators to design a wide variety of PBL modules for effective learning of problem solving. Problemistics is an innovative and holistic way to approach the "science of dealing with problems". I have presented different versions of this talk since 1994. This is 2014 "copy-left" version.
This chapter introduces psychology as the scientific study of behavior and mental processes. It describes common subdisciplines like clinical, cognitive, and developmental psychology. The history of psychology involved early approaches that considered psychological disorders supernatural, followed by viewing them as medical conditions. Modern psychology emphasizes the brain, genes, environment, and evolution. Key frameworks are the nature vs nurture debate, mind-body dualism, and evolutionary explanations of behavior. Psychologists in different fields may approach new technologies like social media differently based on their areas of focus.
This document discusses effective questioning techniques for teachers. It makes several key points:
- Teachers ask over 400 questions per day on average to engage students and assess learning. However, many teachers only wait 0.9 seconds for a response, which is not enough time for deep thinking.
- Questions should promote higher-order thinking like speculation, imagination and creative thinking. Teachers must plan questions in advance and consider how to target different students.
- Common questioning frameworks discussed include the "5Ws and H" to gather basic facts, DEAL for science to describe, explain, analyze and link concepts, and adding "In What Way Might" to take questions to a higher level of thinking.
- Sufficient thinking
This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
This document discusses rethinking the prescriptive/developmental advising continuum. It analyzes student responses to surveys measuring preference for these styles. Factor analyses found students scored highly on both, indicating a preference for multiple dimensions of advising. Additional analysis identified five advising factors focused on advising needs rather than advisor style. This suggests a more complex examination of advising preferences is needed that accounts for advising situation and function.
This document provides information about a positive neuropsychology program offered by an online graduate university. The program offers degrees and certifications in positive psychology and neuropsychology, with the goal of teaching students how to create flourishing lives and transform organizations. Students can choose between degree programs that include a master's or PhD combined with board certification, or board certification-only programs. The curriculum involves courses that study human behavior from genetic, environmental, and evolutionary perspectives as well as positive psychology topics like happiness, relationships, and meaning. The program aims to personally transform students by teaching them to overcome influences outside their control and choose fulfilling lives.
It is important to realize there is not simply one way to learn. We can all benefit from understanding the learning process fully. Once you do, you'll be better equipped to study and learn using methods that employ four primary areas:
Reflective Learning (Listen, Read, Observe, Take Notes, Collect Data and Review It All and Ask Yourself Questions)
Abstract Learning (Analyze and Understand the Information and Identify Trends or Theories That Exist Within the Information)
Active Learning (Discuss Ideas with Others, Apply Ideas, Hands-on Activities)
Concrete Learning (Step-by-Step Implementation and Evaluate the Results)
View the presentation for further explanations!
Problem based learning (PBL) as a teaching-learning method is a Spectrum. Barrow's classification enables educators to design a wide variety of PBL modules for effective learning of problem solving. Problemistics is an innovative and holistic way to approach the "science of dealing with problems". I have presented different versions of this talk since 1994. This is 2014 "copy-left" version.
This chapter introduces psychology as the scientific study of behavior and mental processes. It describes common subdisciplines like clinical, cognitive, and developmental psychology. The history of psychology involved early approaches that considered psychological disorders supernatural, followed by viewing them as medical conditions. Modern psychology emphasizes the brain, genes, environment, and evolution. Key frameworks are the nature vs nurture debate, mind-body dualism, and evolutionary explanations of behavior. Psychologists in different fields may approach new technologies like social media differently based on their areas of focus.
This document discusses effective questioning techniques for teachers. It makes several key points:
- Teachers ask over 400 questions per day on average to engage students and assess learning. However, many teachers only wait 0.9 seconds for a response, which is not enough time for deep thinking.
- Questions should promote higher-order thinking like speculation, imagination and creative thinking. Teachers must plan questions in advance and consider how to target different students.
- Common questioning frameworks discussed include the "5Ws and H" to gather basic facts, DEAL for science to describe, explain, analyze and link concepts, and adding "In What Way Might" to take questions to a higher level of thinking.
- Sufficient thinking
This document discusses how teachers can develop students' higher-order thinking skills through effective questioning techniques. It outlines different types of questions teachers can ask, from low-level recall questions to high-level questions that require analysis, evaluation and problem-solving. Good questions should be thought-provoking, unambiguous, clearly stated, and relevant to the learning objectives. The document also provides tips for teachers on how to generate interaction through questioning, such as asking open-ended questions, allowing wait time for responses, and calling on non-volunteers. Effective questioning is key to helping students develop higher-order thinking.
This document discusses rethinking the prescriptive/developmental advising continuum. It analyzes student responses to surveys measuring preference for these styles. Factor analyses found students scored highly on both, indicating a preference for multiple dimensions of advising. Additional analysis identified five advising factors focused on advising needs rather than advisor style. This suggests a more complex examination of advising preferences is needed that accounts for advising situation and function.
How to succeed in graduate school beaumont (2013)ocarrolls
The document summarizes advice for graduate students on how to succeed in graduate school. It discusses the importance of self-motivation, curiosity, and discipline. It provides tips for various aspects of graduate study such as choosing a thesis topic, getting feedback, and maintaining a work-life balance. Maintaining a supportive relationship with one's supervisor and finding ways to stay motivated throughout the long process are emphasized.
This document discusses four teaching approaches: direct instruction, homework, questioning, and group discussion. It provides details on how each approach should be used, including guidelines and examples. Direct instruction is best for teaching basic skills step-by-step. Homework can benefit students if not overused but also takes away personal time. Effective questioning involves both closed and open-ended questions, and waiting time improves student responses. Group discussions allow students to participate directly but must be facilitated to avoid off-topic conversations.
Critical and creative thinking strategies 2 - Akram Jabar NajimAkramEnglish
This document discusses critical thinking and creative thinking strategies. It defines critical thinking as a self-directed process to think at the highest level of quality by taking deliberate steps to recognize or develop arguments and use evidence to draw conclusions and solve problems. Some examples of critical thinking skills provided are interpreting, analyzing, evaluating, and reasoning. Creative thinking is described as a more relaxed, open approach involving generating new ideas and seeing situations in new ways. The document lists strategies for both critical thinking such as reflection, rationality, and open-mindedness. Strategies for creative thinking include brainstorming, allowing ideas to develop during other activities, and asking questions in different ways. Both critical and creative thinking are said to be valuable for problem solving.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
This document discusses developmental stages of learning from infancy through older adulthood. It outlines the cognitive and psychosocial characteristics of each stage according to Piaget and Erikson's theories of development. Teaching strategies are recommended for each stage, emphasizing the need to tailor education based on a learner's developmental level. The role of family in patient education is also addressed. Overall, the document stresses that the optimal approach to teaching varies depending on a learner's current developmental stage.
This document discusses learning, adult learning, and the learning environment at BPKIHS. It introduces various learning theories like behaviorism, cognitivism, social learning theory, and multiple intelligences. It describes the learning environment at BPKIHS which focuses on problem-based learning, community-based learning, and innovative teaching strategies. The teacher's role in facilitating learning is to create an engaging environment, plan lessons, involve students actively, and provide feedback to improve teaching.
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
The presentation provided an overview of problem-based learning (PBL), including:
- A brief history of PBL emerging 30 years ago at McMaster University to use clinical cases in medical education.
- An explanation of PBL as a "student-centered" approach where learners research and collaborate in small groups to solve real-world problems.
- Suggestions for implementing PBL virtually using tools like Class Live Pro.
- An exercise that challenged viewers to arrange coins in rows without stacking them.
The presentation concluded by encouraging asking good questions over simply seeking answers.
This topic is included in the paper of physical sciences in the curriculum of B.Ed.
Basic understanding of what observational techniques, their types and description of it is covered in this presentation.
Practical PD: Simple and Worth Their TImeMrMacnology
The document outlines characteristics of effective professional development (PD) according to participant preferences. It lists over 40 items that describe an ideal PD, focusing on hands-on learning, clear expectations, examples, choices, interaction, and building on prior knowledge and experience. It emphasizes allowing participants to learn at their own pace and through their interests. The document extracts these preferences from a book on differentiated coaching and learning styles.
This document discusses why teachers ask questions and different types of questions. It begins by listing reasons why teachers ask questions, such as to arouse curiosity, clarify concepts, and encourage higher-level thinking. It then describes 5 types of questions from factual to those requiring comparisons. The document also discusses probing questions like extension, clarification, and justification questions. It stresses that the type of assessment and tasks/questions should match the intended cognitive level based on Bloom's taxonomy. It provides an example story and video to illustrate classroom activities.
The document provides an overview of the key divisions within the field of educational psychology, including human development, learning and cognition, educational research methods, and testing and measurement. It explains that educational psychology encompasses any aspect of human behavior that impacts the educational process. The document also notes that while educational psychology informs all areas of education, the study of how to conduct educational research specifically falls under educational psychology.
This document provides an overview of an AP Psychology course. The course aims to introduce students to the systematic study of human behavior and mental processes through exploring discoveries in psychology. Students will learn about different psychological perspectives and how psychologists think. The course outline covers topics like research methods, biological bases of behavior, cognition, and social psychology. Student work will be assessed through exams, quizzes, presentations, reading reports, and participation. Materials will be available through the course library on Edmodo.
The purpose of my action research study is to evaluate the effectiveness of a problem-based learning module in a blended learning environment to increase concept attainment in high school students at a private high school on O‘ahu.
Scientists use the scientific method to systematically investigate the natural world through observation and experimentation. The scientific method involves formulating a hypothesis, conducting experiments or observations to test the hypothesis, analyzing the results, and communicating findings. It is important for scientists to document their work through organized records and reports to build knowledge and allow their findings to be evaluated by others. Safety is also crucial when conducting scientific experiments. Teachers can stay informed about educational resources and professional development opportunities by accessing websites run by authoritative organizations like science associations and government agencies.
This document discusses improving student engagement and learning abilities by building understanding of the learning process, resilience, self-confidence, and independence. It recommends defining learning skills using simple images and vocabulary that students can understand and relate to their own experiences. For example, "remembering" would be associated with an image of a brain and the criteria "I know I remember when I can repeat, share my ideas, name and/or describe." The goal is to help students, especially those with special educational needs, develop a coherent sense of themselves as learners by incorporating both positive and negative learning experiences.
This topic is included in the paper of gender issues and peace education in the curriculum of B.Ed.
The presentation describes the healthy discipline among school childrens.
The document analyzes refugee migration between Libya and Italy by examining their histories, cultures, and recent events. It discusses how Italy invaded and occupied Libya in the 1900s, leading to ongoing tensions. The cultures differ in areas like power distance and pragmatism. A recent event is described where a ship carrying 600 refugees from Libya sank near Tripoli, and surrounding countries like Italy and France denied seeing or assisting the distressed vessel. The document aims to understand this complex issue through various cultural lenses.
RPP ini membahas pembelajaran tentang ayat-ayat Al-Qur'an yang mengajarkan kompetisi dalam kebaikan, khususnya QS Al Baqarah: 148 dan QS Fatir: 32. Guru akan mengajari siswa membaca, mengartikan, dan mempraktikkan sikap berkompetisi dalam kebaikan sesuai ajaran kedua ayat tersebut melalui metode ceramah, tanya jawab, dan praktek.
How to succeed in graduate school beaumont (2013)ocarrolls
The document summarizes advice for graduate students on how to succeed in graduate school. It discusses the importance of self-motivation, curiosity, and discipline. It provides tips for various aspects of graduate study such as choosing a thesis topic, getting feedback, and maintaining a work-life balance. Maintaining a supportive relationship with one's supervisor and finding ways to stay motivated throughout the long process are emphasized.
This document discusses four teaching approaches: direct instruction, homework, questioning, and group discussion. It provides details on how each approach should be used, including guidelines and examples. Direct instruction is best for teaching basic skills step-by-step. Homework can benefit students if not overused but also takes away personal time. Effective questioning involves both closed and open-ended questions, and waiting time improves student responses. Group discussions allow students to participate directly but must be facilitated to avoid off-topic conversations.
Critical and creative thinking strategies 2 - Akram Jabar NajimAkramEnglish
This document discusses critical thinking and creative thinking strategies. It defines critical thinking as a self-directed process to think at the highest level of quality by taking deliberate steps to recognize or develop arguments and use evidence to draw conclusions and solve problems. Some examples of critical thinking skills provided are interpreting, analyzing, evaluating, and reasoning. Creative thinking is described as a more relaxed, open approach involving generating new ideas and seeing situations in new ways. The document lists strategies for both critical thinking such as reflection, rationality, and open-mindedness. Strategies for creative thinking include brainstorming, allowing ideas to develop during other activities, and asking questions in different ways. Both critical and creative thinking are said to be valuable for problem solving.
The document discusses educational psychology and defines key concepts. It provides 3 definitions of educational psychology as the scientific study of human behavior in educational settings (Crow and Crow), the application of psychological findings to education (modern view), and the science that studies the "internal experiences" in education (Wilhelm Wundt, 1892). It then discusses the role of the teacher in students' physical, cognitive, and social development at the secondary school level. The teacher should support cognitive development through scaffolding, promote healthy physical development, and help with socio-emotional development and identity formation during this stage.
This document discusses developmental stages of learning from infancy through older adulthood. It outlines the cognitive and psychosocial characteristics of each stage according to Piaget and Erikson's theories of development. Teaching strategies are recommended for each stage, emphasizing the need to tailor education based on a learner's developmental level. The role of family in patient education is also addressed. Overall, the document stresses that the optimal approach to teaching varies depending on a learner's current developmental stage.
This document discusses learning, adult learning, and the learning environment at BPKIHS. It introduces various learning theories like behaviorism, cognitivism, social learning theory, and multiple intelligences. It describes the learning environment at BPKIHS which focuses on problem-based learning, community-based learning, and innovative teaching strategies. The teacher's role in facilitating learning is to create an engaging environment, plan lessons, involve students actively, and provide feedback to improve teaching.
The document discusses effective questioning techniques for eliciting student responses and engagement. It covers:
- The importance of questioning in the learning process.
- Types of questions including low-level recall questions, high-level thinking questions, convergent vs divergent questions.
- Bloom's Taxonomy of questioning which progresses from lower to higher order thinking.
- Examples are provided of different levels of questions.
The presentation provided an overview of problem-based learning (PBL), including:
- A brief history of PBL emerging 30 years ago at McMaster University to use clinical cases in medical education.
- An explanation of PBL as a "student-centered" approach where learners research and collaborate in small groups to solve real-world problems.
- Suggestions for implementing PBL virtually using tools like Class Live Pro.
- An exercise that challenged viewers to arrange coins in rows without stacking them.
The presentation concluded by encouraging asking good questions over simply seeking answers.
This topic is included in the paper of physical sciences in the curriculum of B.Ed.
Basic understanding of what observational techniques, their types and description of it is covered in this presentation.
Practical PD: Simple and Worth Their TImeMrMacnology
The document outlines characteristics of effective professional development (PD) according to participant preferences. It lists over 40 items that describe an ideal PD, focusing on hands-on learning, clear expectations, examples, choices, interaction, and building on prior knowledge and experience. It emphasizes allowing participants to learn at their own pace and through their interests. The document extracts these preferences from a book on differentiated coaching and learning styles.
This document discusses why teachers ask questions and different types of questions. It begins by listing reasons why teachers ask questions, such as to arouse curiosity, clarify concepts, and encourage higher-level thinking. It then describes 5 types of questions from factual to those requiring comparisons. The document also discusses probing questions like extension, clarification, and justification questions. It stresses that the type of assessment and tasks/questions should match the intended cognitive level based on Bloom's taxonomy. It provides an example story and video to illustrate classroom activities.
The document provides an overview of the key divisions within the field of educational psychology, including human development, learning and cognition, educational research methods, and testing and measurement. It explains that educational psychology encompasses any aspect of human behavior that impacts the educational process. The document also notes that while educational psychology informs all areas of education, the study of how to conduct educational research specifically falls under educational psychology.
This document provides an overview of an AP Psychology course. The course aims to introduce students to the systematic study of human behavior and mental processes through exploring discoveries in psychology. Students will learn about different psychological perspectives and how psychologists think. The course outline covers topics like research methods, biological bases of behavior, cognition, and social psychology. Student work will be assessed through exams, quizzes, presentations, reading reports, and participation. Materials will be available through the course library on Edmodo.
The purpose of my action research study is to evaluate the effectiveness of a problem-based learning module in a blended learning environment to increase concept attainment in high school students at a private high school on O‘ahu.
Scientists use the scientific method to systematically investigate the natural world through observation and experimentation. The scientific method involves formulating a hypothesis, conducting experiments or observations to test the hypothesis, analyzing the results, and communicating findings. It is important for scientists to document their work through organized records and reports to build knowledge and allow their findings to be evaluated by others. Safety is also crucial when conducting scientific experiments. Teachers can stay informed about educational resources and professional development opportunities by accessing websites run by authoritative organizations like science associations and government agencies.
This document discusses improving student engagement and learning abilities by building understanding of the learning process, resilience, self-confidence, and independence. It recommends defining learning skills using simple images and vocabulary that students can understand and relate to their own experiences. For example, "remembering" would be associated with an image of a brain and the criteria "I know I remember when I can repeat, share my ideas, name and/or describe." The goal is to help students, especially those with special educational needs, develop a coherent sense of themselves as learners by incorporating both positive and negative learning experiences.
This topic is included in the paper of gender issues and peace education in the curriculum of B.Ed.
The presentation describes the healthy discipline among school childrens.
The document analyzes refugee migration between Libya and Italy by examining their histories, cultures, and recent events. It discusses how Italy invaded and occupied Libya in the 1900s, leading to ongoing tensions. The cultures differ in areas like power distance and pragmatism. A recent event is described where a ship carrying 600 refugees from Libya sank near Tripoli, and surrounding countries like Italy and France denied seeing or assisting the distressed vessel. The document aims to understand this complex issue through various cultural lenses.
RPP ini membahas pembelajaran tentang ayat-ayat Al-Qur'an yang mengajarkan kompetisi dalam kebaikan, khususnya QS Al Baqarah: 148 dan QS Fatir: 32. Guru akan mengajari siswa membaca, mengartikan, dan mempraktikkan sikap berkompetisi dalam kebaikan sesuai ajaran kedua ayat tersebut melalui metode ceramah, tanya jawab, dan praktek.
Global issues like environmental and social problems are making it difficult for corporations to operate globally. The Sustainable Stock Exchanges initiative (SSE) works to address these challenges by encouraging stock exchanges and their listed companies to improve sustainability performance and transparency. The SSE facilitates collaboration and knowledge sharing between exchanges and other stakeholders. It also conducts research on sustainability practices at exchanges around the world. Becoming involved in the SSE allows financial institutions to demonstrate their commitment to sustainability and anticipate regulatory and market changes related to environmental, social, and governance issues.
Intercollegiale opvang na ingrijpende gebeurtenissen - APOG 2016Claire Stramrood
Overzicht van de resultaten van het onderzoek onder gynaecologen en AIOS naar het meemaken van ingrijpende gebeurtenissen op de werkvloer, en toelichting over de nieuwe NVOG commissie Collegiale Ondersteuning
Voordracht cursus Academie voor Psychosomatiek in de Obstetrie en Gynaecologie, maart 2016
Info: www.capture-group.nl
Tijdschrift voor Verloskundigen - Ingrijpende gebeurtenissen op de werkvloer ...Claire Stramrood
Artikel in Tijdschrift voor Verloskundigen over ngrijpende gebeurtenissen op de werkvloer - augustus 2015 - Evers Zomer Baas Stramrood van Pampus Dijksman
This document outlines the development of a mobile handout management system for a school. It discusses problems with traditional paper handouts such as financial burden on students and time consumption. The project aims to lessen work for students and faculty by providing electronic handouts through a secure online system. The system will allow faculty to upload handouts and students to access them using their username and ID number. It will help make handouts more accessible and ongoing handouts available. However, the system will initially only be available for students at the school.
La diabetes es una enfermedad crónica causada por la falta de producción de insulina o resistencia a la insulina, lo que resulta en niveles altos de azúcar en la sangre. Existen tres tipos principales de diabetes y sus síntomas incluyen sed excesiva, visión borrosa y hambre frecuente. El tratamiento se centra en controlar los niveles de azúcar a través de la dieta, ejercicio y en algunos casos insulina. Las complicaciones graves incluyen daño renal, amputaciones y ceguera si no se
Elon Musk, Disruptive Innovator and Industry Pioneer Research ReportCurtis Forte
The document provides an overview of Elon Musk and his innovative businesses including SpaceX, Tesla Motors, and SolarCity. It discusses how Musk is a disruptive innovator through his persistence in pursuing future-oriented technologies like electric vehicles, solar energy, and space exploration despite initial failures. Musk's innovations have revolutionized existing industries and his sustainability-focused companies and philanthropy aim to have a long-term positive impact on global technology and environment.
Explore the Top Colleges in Indore for a BA in Psychology – Your Path to Understanding the Human Mind. Discover the Best Psychology Programs in Indore for a Promising Future.
This document is an introduction to the Psychology Student Survival Guide created by David Webb. It provides an overview of the guide's contents and purpose. The guide aims to provide psychology students with an easy to use online reference tool to locate necessary information. It covers a wide range of topics relevant to psychology students, including the different fields of psychology, research methods, academic skills, career information, and resources for students. The introduction emphasizes that the guide seeks to make psychology more accessible and help students however they connect with the subject, as a student, educator, or general interest reader.
Psychology is an interesting profession with Instant Assignment Help. It investigates the links between biological factors and individual differences in behavior & thought. In order to study the many facets of human behavior, psychologists employ a variety of theories, concepts, and methodologies. However, all of which can be learned in an introductory psychology course. Several subfields of psychology, such as clinical psychology, child psychology, social psychology, abnormal psychology, & cognitive psychology. All are covered in this one course. Get instant assignment services to learn more about it.
8
Applying Psychology: To Workplace,
to Life
Chapter Learning Outcomes
After reading and studying this chapter, students should be able to:
• comprehend the importance of networking in psychology and being active in the field, including
attending conferences and reading widely published works about human behavior.
• appreciate the high value of undergraduate research and know that many benefits can accrue from
involvement in research, including the establishment of a mentoring relationship with a faculty member.
• recognize the importance of national-level organizations to help organize and coalesce the broad field of
psychology into meaningful and value-added organizations such as APA, APS, and Psi Chi.
• describe basic graduate school admission strategies and know the next steps to be taken if a student
wanted to pursue this post-baccalaureate opportunity.
• describe the basic transitions processes from college to career and recognize the potential pitfalls and
behaviors that can get a new college hire demoted or fired, as well as know the behaviors that can lead
to hiring and promotion in the workplace.
• reflect on their psychology major as well as aspirational goals, whether related to a career or graduate
school, and understand some of the next steps to be taken after self-reflection and career planning.
• describe what it means to think like a psychologist, and to comprehend the basic, fundamental beliefs of
scientists trained in psychology and their accompanying views of the world.
Goodshoot/Thinkstock
lan66845_08_c08_p229-258.indd 229 4/20/12 2:51 PM
230
CHAPTER 8Introduction
Introduction
As an undergraduate, it’s easy to think of psychology as this very static discipline, and if you want more information about some type of behavior, you conduct a search and the information comes to you. As you fulfill the curriculum of your
undergraduate program, your professors and your online courses bring you information,
and your textbooks provide a wealth of knowledge about the subject matter. The Voices
from the Workplace feature box describes a passive approach to learning and under-
standing human behavior. Here I would encourage you to take a more active learning
approach—that is, if you want to get a sense of what psychology is all about, you have to
go and do psychology. We belong to an active and engaging discipline that is passionate
about all aspects of human behavior, and although we do share knowledge in various
forms of writing (journal articles, books, websites), interacting with peers and profession-
als in a conference setting can provide the energy and “juice” about the research enter-
prise. So I suggest that you go and do psychology: Work to become an active contributor to
our understanding of human behavior as well as a consumer of psychological knowledge.
Voices from the Workplace
Your name: Steve S.
Your age: 37
Your gender: Male
Your primary job title: Preside.
It is a vast discipline; it involves humanities, natural sciences, and social science. It permits the individual to understand how the body and mind function together. This knowledge enables them in decision-making, time management, achieving goals, and live efficiently.
Scholars who pursue psychology need to tackle several challenges throughout their academics as they need to understand and analyze the behavioral pattern of the different individuals for their assignments, which requires an understanding of the subjects from their grounds, hence they seek online assignment help services to learn the concepts in their leisure time.
Your Guide To Psychology Dissertations In Leicester - PPT.pptxWords Doctorate
Leicester, a dynamic city rich in innovation and history, is a great place to learn about the complex workings of the human mind. For psychology students starting their dissertation, Leicester provides an abundance of tools and possible research directions. Dissertations are tough but rewarding. Examining psychology dissertations in Leicester
can be enlightening for both beginner and experienced researchers, offering a fascinating look into the workings of the human mind.
Lifelong learning means continuous learning throughout one's life through both formal and informal education from birth to death. The field of psychology fascinates the author because it involves learning about how human thoughts and behaviors can change from moment to moment. To thrive in the evolving field of psychology, one must understand the fundamental building blocks of theories, perspectives, communication skills, research methods, ethics, and diversity. The author's psychology program effectively taught these fundamentals and prepared students for real-world application through detailed explanations of influential theories and perspectives.
1How to Write a Statement of Teaching PhilosophyA pr.docxfelicidaddinwoodie
1
How to Write a Statement of
Teaching Philosophy
A practical workshop on what a
teaching philosophy is and how
to get started
Dr. Heather Doherty, PhD
Leder Human Biology Program
Curriculum Fellow
Today we are going to go through a series of activities with the goal of every
person leaving this classroom with a starter kit for writing their own teaching
philosophy. Does everyone have a packet? Okay, let’s get started.
2
Outline
1. Audience and Goals
2. Teaching Experience
3. Teaching Style
4. Teaching Values
5. Anatomy and Construction
6. Tips and Resources
Before you write, you need to know your audience and define the purpose of a
teaching philosophy. Then you need the content: your teaching experience,
your teaching style, and what you value in teaching. Once you have the parts, I
will show you how to put it together. We will finish with some tips and further
resources to consult as you write.
3
Who asks for a teaching
philosophy?
~33% of job ads for faculty
• ~60% will request it during the hiring process
• Others want it but won’t request it
– “…those who are truly interested in teaching will submit a
statement of teaching philosophy without being asked to do so;
therefore, we never asked for is specifically.”
• More commonly requested by:
– BS/MS colleges
– Candidates in the natural sciences
• Establish your and their commitment to teaching
Deborah Meizlish and Matthew Kaplan. “Valuing and Evaluating Teaching in Academic Hiring: A Multidisciplinary, Cross-
Institutional Study.” The Journal of Higher Education - Volume 79, Number 5, September/October 2008, pp. 489-512.
Meizlish and Kaplan as well as others have done research on what type and
what percentage of faculty job ads ask for a teaching philosophy. After looking
about 500 ads, they found about 33% ask for a teaching philosophy to be part of
the initial application package. Around another 30% to bring it to 60% total will
ask for a teaching philosophy at some point during the hiring process. More
importantly, there are other employers that won’t ask for it even though they
expect it as this quote illustrates. In general, teaching philosophies are most
often requested by schools who have an emphasis on training at the Bachelors
and Masters degree level, which is not surprising as teaching is often a larger
emphasis and a larger part of faculty efforts at these institutions. In addition,
candidates in the natural sciences are more often asked for a teaching
philosophy. This request at first seems a little surprising, but mostly has to do
with the fact that the average graduate student or post-doc may not have a lot of
teaching experience. A teaching philosophy lets the hiring institution know that
you value teaching and have thought about it. The institution asking for the
teaching philosophy lets you know what they value teaching.
4
What does a teaching philosophy
contain?
• Offers evidence of practice
• ...
This document provides an overview of educational psychology. It begins with introducing the lecturer, Dr. Ruslin Bin Amir, and lists the group members. It then defines educational psychology as the application of psychological methods to study classroom and school life. The document discusses why students enroll in educational psychology, including to gain understanding of student behavior and challenges. It also outlines how educational psychology can benefit teachers, such as providing knowledge on theories and principles. The document then covers topics like learner differences, including students with learning disabilities or gifts/talents. It concludes by describing various research methods used in educational psychology, such as experimental, case study, and correlational designs.
This document provides information about the MA Integrative Counselling and Psychotherapy program offered by the University of Roehampton. It summarizes the program structure, delivery format, curriculum, clinical placements, selection process, and fees. The 2-year part-time program takes an integrative approach, drawing on person-centered, cognitive, and psychodynamic theories. Students receive 318 hours of face-to-face teaching along with 200 hours of supervised client work and 70 hours of personal therapy.
This document provides tips and strategies for students to improve their study skills, including setting goals, managing their time, dealing with poor grades, prioritizing tasks, reading effectively, understanding different learning styles, listening skills, critical thinking, and the importance of sleep. Some key points emphasized are setting priorities, visualizing goals, seeking assistance, using the SQ3R reading method, discovering your learning strengths, cultivating active listening, and applying critical thinking to problem solving and decision making.
Biology 118 – Assignment #4Scientific Article Summary and Crit.docxjasoninnes20
Biology 118 – Assignment #4
Scientific Article Summary and Critique
Your assignment is to find a scientific ‘primary journal article’ that reports on any marine biology topic you find interesting. ‘Primary journal articles’ are the original sources where the results of experiments are published. Primary research article’s should have sections similar to ‘introduction’, ‘methods’ or materials and methods’, ‘results’ and ‘discussion’. Often these articles are not first thing that comes up in a google search. A good way to find them is to use alternate web search engines like ‘www.googlescholar.com’ and pubmed ‘www.ncbi.nlm.nih.gov/pubmed/’. A second way to find primary research articles is to look up your favourite marine biologist’s personal webpage. They will often link to their own scientific publications.
At DePaul, our library system should allow you to access most articles for free. If a site asks you to pay for an article do not do it (some of your tuition money goes to this). You can ask me, or your librarian how to get the article for free. Once you have found your article, answer the following questions:
1. Provide a full reference for the scientific article you chose. You will need the following information.
Author names (all of them): _______________________________________
Year of Publication: ____________________
Title of article: __________________________________________________
Journal name: ___________________
Volume: ___________
Pages: ____________
Your reference will be written in the following format:
Authors. Year. Title. Journal. Volume. Pages.
_________________________________________________________________________________________________________________________________________________________________________________________________________
For example:
Cousteau, J. 1997. The effects of coral bleaching on survival of Great Barrier reef corals. Marine ecology. Volume 231: pg 23-30.
(if there are multiple authors, list them one after another (separated by commas) in the order they appear on the paper)
Cousteau, J., Williams, A. 1997. The effects of coral bleaching on survival of Great Barrier reef corals. Marine ecology. Volume 231: pg 23-30.
2. Write a short summary of the article in your own words (maximum 300 words). These articles are challenging to read, so don’t worry if you don’t understand everything!
3. What is the most important message from the article (the take home message).
4. What terms, topics or concepts did you come across that you are unfamiliar with or feel you should know more about to better understand the article? (don’t worry if there are a bunch of these, list a few that you think are most important)
Sample Cover Letters
Sample A
Sherry Burke, Psy.D.
Address: XXXXX
Cell: XXXX
Email: XXXX
August 17, 2010
Nova Southeastern University
Mailman Segal Institute
3301 College Ave.
Davie, Fl. 33314
Re: Unicorn Children’s Clinic Psychologist
To Whom It May Concern:
It is with ...
This document provides tips and strategies for developing strong study skills in college. It emphasizes setting goals, taking responsibility for your education, controlling distractions, prioritizing tasks, developing effective reading and note-taking strategies, understanding different learning styles, cultivating good listening skills, managing stress and sleep, and strengthening critical thinking abilities. Adopting these approaches can help students successfully handle the challenges of balancing coursework, family, and finances while in school.
This professional development workshop aimed to help health educators critically reflect on their assumptions and practice when working with refugees. Participants engaged in two main activities: 1) examining their personal experiences as learners and assumptions through an autobiography activity and origami bird metaphor; 2) considering different viewpoints and cultural backgrounds through a group case study activity. The workshop emphasized how critical reflection, including considering discrimination and power dynamics, can make educators more aware of how their own biases may influence their work with refugees. Participants evaluated how their assumptions had changed and learned that critical reflection requires examining not just "what" they do but "why" and "how", as well as overcoming resistance to change.
The document provides tips and strategies for college students to be successful in their courses. It discusses developing a positive attitude and healthy self-esteem. Students are encouraged to review material regularly using different techniques like questioning, reciting, and making flashcards. The document also provides advice on managing test anxiety, creating effective study plans, finding a good study space, working with study groups, and seeking tutoring resources on campus.
Psychology is the scientific study of the human mind and behavior. At A-Level, students will study three core areas: research methods, psychological themes through case studies, and applied psychology. They will learn about topics like obedience, eyewitness testimony, the brain and temptation, autism diagnosis, and criminal psychology. No coursework is required, but students will be assessed on their research methods knowledge in exams. Opportunities exist for enrichment projects and the Cambridge HE+ program. Psychology develops skills like reading, writing, statistics, and science, and can open doors to careers in fields like clinical, educational, and forensic psychology.
All About Psychology >>
Psychology Super-Notes >> Research Methodology >> Research Methods in Psychology >> Understanding Research and Research Process
The four key goals of educational psychology are to describe behavior, explain behavior through various theories, predict future behavior based on patterns observed, and change behavior through programs and interventions. Psychologists strive to understand behavior through various research methods like observation and surveys in order to describe it, develop theories to explain it, make predictions about future behavior, and influence behavior through applications of their research findings.
DIASS UNIT I, LESSON 1_THE DISCIPLINE OF COUNSELING.pptxImeeAumentado
This document provides an overview of an applied social sciences course that introduces counseling, social work, and communication. It outlines the expected learning outcomes which are to demonstrate competencies in interacting with others, applying principles of these disciplines, and analyzing how processes work in specific situations. The course is divided into four units covering these topics and the importance of social sciences. Definitions of social sciences and applied social sciences are provided, noting the latter focuses on practical application. The first unit explores counseling, defining it, outlining its goals and scope, principles, and core values.
Similar to PSYC Syllabus - Bristol 2015 - Claire Stramrood - session 1 - final (20)
1. Johns Hopkins University - Center for Talented Youth
Foundations of Psychology
2015
June 28
- Session 1
- July 17
Instructor
Teaching Assistant
Claire Stramrood, MD PhD
Richard Guo, MA
2. Dear students,
Welcome to Foundations of Psychology at CTY. In this syllabus you will find a lot of practical information about the
course, including an overview of the topics we will be covering, and the format and activities we will be using. We hope
you have a great learning experience and a wonderful time here in Bristol!
Contents
Course description
Goals and Objectives
Format and Activities
Course requirements
Resources
Your teachers
Schedule
Course description
This course introduces students to the major content domains in modern psychology: biopsychological, developmental,
cognitive, and social. The course also focuses on different methodologies and learning what constitutes an effective
research design. With this foundation, students examine important topics in the field, including sensation and
perception, learning and intelligence, motivation, personality, and abnormal psychology. Throughout the course,
students develop the analytical and research skills necessary for future studies in the discipline, and carry out a research
project.
Goals and Objectives
Foundations of Psychology is a rigorous introductory course with two primary goals:
• to introduce students to several of the principal content domains of psychology
• to provide students with a background in psychological research methods and design
Think of this course as a way to study an instruction manual for human thought and behavior. Although the manual is far
from complete, it does contain some pretty interesting facts. You will learn the methods that psychologists use to
approach questions about behavior, critical thinking skills necessary for approaching these questions, and how to apply
what we already know about human behavior to everyday life.
It is important that you are aware that psychology is a science. Because it is a scientific enterprise, it is important that
you become familiar with the empirical methods that scientists use to test their ideas. By learning about human
behavior, you will learn how to remain open to new information, while using skepticism. It is also my hope that, as a
result of having taken this class, you will be able to maintain an appreciation for psychological principles and their
application to everyday life.
There are learning goals that you should achieve, including the ability to:
• Understand that behavior, thoughts, and emotions are shaped by heredity, the immediate environment, and
culture, and that people’s experience of the world is subjective.
• Demonstrate how course concepts apply to daily living.
• Recognize that psychological conclusions are based on the scientific method; Be able to explain scientific
methods and evaluate scientific information
• Discriminate between reliable and less reliable information in your decision-making
3. Format and Activities
The format for this class will be a mixture of lecture, discussion, small group work, reading, writing, and a lot of hands-on
activities. Research shows us that people learn much better and retain the information that they learn much longer
when they actively participate in the learning process, and I encourage you to do so! You are also invited to talk about
what you are learning with others, write about it, relate it to past experiences, and apply it to your daily life.
We will discuss a different topic every day, as listed above (‘tentative schedule’). In addition, there are a number of
activities that run throughout the course:
Research
In groups, students will design, execute and evaluate various research projects. We will discuss observational studies,
questionnaires and experiments.
Independent project
In pairs, you will make a poster on a psychological concept of your choice, approved by us. You will write a few articles
about your topic from multiple perspectives. For instance, you could include a main story about new treatments for
ADHD, a letter to the editor from a parent describing difficulties in finding treatment, or a movie review that describes
how ADHD occurred in a movie you have seen. You may also include additional fun items such as crossword puzzles and
advertisements relating to your topic. On our final day together, you will present your newspapers.
Positive psychology
Psychology is not all about disorders and ‘normalizing what is wrong’. Positive psychology focuses on factors and
processes that lead to positive emotions, virtuous behaviors and optimal performance in individuals and groups.
Students will be presented with valuable tools for developing skills to use positive psychology in daily life.
Journal
Your journal comprises a very important part of this course. Almost every evening (Sunday – Thursday), some time is
reserved to for writing. There are several reasons for including the journal in this course:
• An important part of the learning experience includes reviewing what you have learned and considering what you
do not understand well. Writing this down helps you synthesize and process information, and may also be valuable
for your teachers to monitor your progress.
• Especially in a course like psychology, concepts and theories you read about, or stories we talk about, may give rise
to (positive or negative) feelings of recognition, could be eye-openers, and may at time be confronting.
• Confiding your thoughts and feelings to paper is something many people find very valuable. This program is an
experience new to many students, but special, challenging, and at times exhausting for everyone. You may use the
journal not only to reflect on the course and academic content, but also to share other aspects of how you’re doing.
Your journal is personal. This means that only you, and we (the instructor and TA) have access to what you write. Also,
journal stories will not be considered right or wrong. Occasionally, you may be given some directions on how to proceed
or get started, but in general we find it most important that you feel you’re able to write freely.
Pre-test and post-test
These assessments are required for all students. You will take a test in the beginning of our time together to help us
understand what you already know about psychology. You will take a test again at the end of our three weeks together.
You will not receive a letter or number grade, and students, parents or schools will NOT receive the results of these
tests.
4. Course requirements
On the first day, we will discuss what we, your teachers, expect from you. We will talk about participation, doing
assignments and classroom behavior. Together, we will decide on a number of class rules. We will also be talking about
academic honesty. Not just about cheating, but also about plagiarism, and what we expect from you on individual and
group exercises.
Please remember that the backgrounds, ages and experiences of the students in this course are varied. It is therefore
impossible as well as undesirable to judge performance just by highest test scores. Although one of the main goals of
this course is undoubtedly that you come to understand the most important concepts of psychology, we aim to evaluate
your personal achievements, without comparing these to others.
Next to the class rules that we will establish together, there are two things to keep in mind throughout the course.
• Every day we will have activity periods in which you will work either alone or in small groups on activities that will
reflect the topics covered earlier in the day. The instructor and teaching assistant will be on hand to assist you with
the activities in the event that you require assistance. However, keep in mind that most of the activities are designed
to be somewhat challenging, so try to the best of your ability to complete the exercises on your own.
• Variety is the spice of life! This definitely applies to the class experience, as a variety of opinions almost always
enhances the learning experience. The only way we can achieve this is if you as students listen to the other students
in the class, reflect on what they have to say respect their input. Although it’s alright to disagree, please do so with
due consideration.
Resources
Textbook:
• Introduction to Psychology, 10th
edition by Plotnik and Kouyoumdjian. Wadsworth Publishers, 2014.
In addition to this, you will need:
• Spiral Notebook
• Black and white marble composition notebook
• Binder (2”)
• Notebook dividers
• Clipboard
• Flashdrive
5. Your teachers
We are present at every session of this course to provide instruction, guidance, inspiration and feedback. We hope to be
able to convey our passion for psychology to you, the students of this course!
Instructor: Dr. Claire Stramrood
Claire Stramrood is a Medical Doctor from The Netherlands, with a passion for teaching and working with young people.
She attended University College Utrecht, an international college in the center of The Netherlands, where she obtained
her BA (cum laude) majoring in psychology & law. After having graduated from Medical school, she was offered the
possibility to combine medicine and psychology in a research project on mental disorders (PTSD, depression and anxiety)
during pregnancy and after childbirth. The PhD thesis she defended in June 2013 sparkled nationwide media attention,
and during the course of her research she received numerous international awards for her work.
Claire is currently a Resident in Obstetrics/Gynecology and performed her 100th
cesarean section just before coming to
CTY. She is supervising several research projects related to psychosocial obstetrics, organizes a course on psychosocial
obstetrics and gynecology, and serves on the board of the Dutch National Center for Psychiatry and Pregnancy. She is
fortunate to combine her residency with teaching at CTY for the 6th
consecutive summer.
Teaching Assistant: Richard Guo
Richard (Jiajun) is a third-year doctoral student at University of Connecticut (UCONN, Husky!). He is in the CILT
(pronounced as Killed) program (Cognition, Instruction, and Learning Technology) in the Educational Psychology
department, where he studies creativity and education (actually it is about creativity and everything else). Richard spent
one year at Indiana University Bloomington and later transferred to UCONN.
He graduated from East China Normal University (a teacher college), where he got his Bachelor's and Master's degree in
special education. He likes jogging (while listening to music) and watching movies. This is his first time being a TA at CTY.
After he finishes the first session, he plans to drive to Canada from Connecticut to attend the APA (American
Psychological Association) conference.
6. Schedule
DAY
1 Introduction
2 Psychology & the Brain
3 Sensation & Perception
4 Personality
5 Social Psychology 1
6 Social Psychology 2
7 Class research activity
8 Learning
9 Memory and Creativity
10 Consciousness
11 Developmental psychology
12 Abnormal psychology 1
13 Abnormal psychology 2
14 Abnormal psychology 3, review, post-test, project presentations
15 Abnormal psychology 4, movie
Day 1 Introduction
- Morning
o Icebreakers
o Class rules, honor code
o Pretest
o Psychology: goals and careers (lecture)
- Afternoon
o Psychology charades (activity)
o Different approaches (reading + presentation)
- Evening
o Positive psychology: introduction (lecture + reading)
Day 2 Psychobiology
- Morning
o Structure and organization of the brain (lecture)
o Functions of the lobes (reading + presenting + Playdoh activity)
- Afternoon
o Positive psychology (activity)
- Evening
o Research: designs, settings, experiments (lecture)
o Day 3 Sensation reading
Day 3 Sensation and Perception
- Morning
o Sensation (worksheet + experiments)
- Afternoon
o Perception (lecture + videos)
- Evening
o Day 4 Personality reading
o Research: experiments (activity)
Day 4 Personality
- Morning
o Personality theories (read + present in groups)
o Research: reliability and validity (lecture + activity)
- Afternoon
7. o Personality tests (lecture + activity)
- Evening
o Personality quiz
o Research: How journals work, how to write a research paper (lecture)
Day 5 Social Psychology 1
- Morning
o Social cultural awareness (activity)
o Aggression and sexual aggression (lecture + discussion, video Bobo doll experiment)
o Attributions (lecture + activity)
o Prosocial behavior & altruism (reading + discussion)
- Afternoon
o Stereotypes, prejudice, discrimination (video white/black doll + video A Class divided)
- Evening
o Research: Read article + complete worksheet
o Positive psychology: write letter of gratefulness
Day 6 Social Psychology 2
- Morning
o Conformity and compliance (reading + discussion)
o Obedience (reading + video Milgram experiment)
o Group behavior, bystander effect (reading + activity + video)
- Afternoon
o Research: Design methods of class research activity (in groups)
o Research: Writing introduction of research paper
- Evening
o Research: Decide on method of class research activity
o Research: Practice class research activity
Day 7 RESEARCH: Class Activity
- Morning
o Run class research activity
- Afternoon
o Day 8 Learning: classical conditioning (lecture + reading + activity)
- Evening
o Research: write methods of research paper
Day 8 Learning
- Morning
o Classical conditioning (activity)
o Operant conditioning (reading + activity)
- Afternoon
o Operant conditioning (activity + review)
o Research: statistics (lecture)
- Evening
o Research: write results of research paper
Day 9 Memory and Creativity
- Morning
o Types of memory (lecture + video)
o Serial positioning effect (activity)
o Mind maps (activity)
o Eye witness testimony (activity)
o Mnemonics and study habits (reading + discussion)
- Afternoon
o Measuring creativity (activity)
o Functional fixedness (activity)
o Creativity puzzles and riddles (activity)
- Evening
o Day 10 Consciousness: stages of sleep (reading + quiz)
8. Day 10 Consciousness
- Morning
o Function of sleep, lack of sleep (discussion)
o Sleep disorders (lecture)
o Research: write discussion of research paper
- Afternoon
o Psychoactive drugs (lecture + discussion)
- Evening
o Day 11 Development: cognitive & emotional development (reading)
o Research: finish research paper
Day 11 Development
- Morning
o Motor development (activity)
o Sensory development (lecture + videos)
o Cognitive development (video + activity)
o Social development (reading + video)
- Afternoon
o Moral development (lecture + video)
o Emotional development (lecture + videos)
- Evening
o Parenting styles (reading + discussion)
o Research: independent project
Day 12 Abnormal Psychology 1
- Morning
o Definitions of abnormal and mental disorders (discussion)
- Afternoon
o Neurodevelopmental disorders: ADHD, Autism (lecture + videos)
- Evening
o Research: Independent project
Day 13 Abnormal Psychology 2
- Morning
o Mood disorders: depression, bipolar disorder (lecture + videos)
o Anxiety disorders: OCD, PTSD, panic disorder, phobias (lecture + reading + videos)
- Afternoon
o Schizophrenia (lecture + videos)
o Personality disorders (lecture + activity)
- Evening
o Review course material (prepare)
Day 14 Abnormal Psychology 3, review, post test, projects
- Morning
o SPE’s
o Review course material (presentations)
o Post test
- Afternoon
o Research: finish independent project
o Research: present independent project
Day 15 Abnormal Psychology 4, movie
- Morning
o Movie “Temple Grandin”