Professional Documents
Culture Documents
Jeff Nevid
St. John‟s University
To contact:
jeffnevid@gmail.com
© 2014
Jeffrey S. Nevid
All Rights Reserved
“A Mind Must Work to Grow”
Charles W. Eliot,
President
Harvard University
1869-1909
Complaints About Education
Are Nothing New
----Phyllis Diller
Though the brain has not changed. . .
The ways that students use their brains have
changed
Adapting the Classroom to
Today’s Students
Talk Less, Interact More. . .
Use demonstrations
Use videos and clips from popular movies as lecture
starters, etc.
Invite discussion about issues that matter (Why do
people use and abuse drugs? What are the
drawbacks of using punishment in disciplining
children?)
Encourage collaborative learning exercises, such as
building class wikis
Wikis provide a platform for students to build knowledge
structures inclusively
Moving Toward Evidence-Based Pedagogy :
Grounding Pedagogy in
Psychological Science
10
Project Design Key Finding(s)
Mastery Quizzing Analyzed student performance Students showed significant
(pre-post quizzes in class tied to on course exams, improvement in knowledge of
specific concepts discussed disaggregated by signaled mastery quiz content as
during class) concepts (concepts tested in assessed by pre-post lecture
mastery quizzes), related comparisons.
Source: concepts (other concepts
Nevid & Mahon, 2009, discussed on mastery quiz Mastery quizzing cues students
Teaching of Psychology days), and non-signaled to attend to important concepts
concepts (control concepts discussed in class, and provides
discussed on other days). incentives for coming to class,
coming on time, and paying
attention.
11
Using Psychology to Teach Psychology
Helping students become more effective learners involves
Do you?
Answer: The U.S. Treasury
(But you already knew that, right?
VISION: How to Use
Concept Boxes:
90
85
Percentage Correct
80
75
Signaled Text
70
Nonsignaled Text
65
60
55
50
Total Signaled Content Nonsignaled Content
Note. Differences significant (p < .05) for signaled conten t and total score only.
Getting Our Signals Straight:
Applying Concept Signaling in the Classroom
Make it interesting
Bring in personal
examples, stories, anecdotes, teasers, to pique
interest
Hyperlink information:
How is this concept put into practice?
Can you give me an example?
Why does it matter?
“Let Me Tell You a Story”
Stories are remembered long after
facts are forgotten. remembered
long after facts are forgotten
Source: Nevid, J. S. (2007). Psychology: Concepts and applications. (2nd ed.). Boston: Houghton Mifflin.
Writing to Learn:
Journaling Encourages Deeper Processing
Examples: How does ____ relate to your experiences? Can you give
an example of ____from your life experiences or those of people you
know? What does ____ mean to you? What did you learn that you
didn‟t know before?
Another concept that was easily relatable to me
in this chapter was conditioning. In my
house, there are always lavender candles
burning in my living room because those are my
mother's favorite and she likes visitors to smell a
nice aroma when they first walk in. So every time
when I smell this lavender scent even when I am
not at home, I think of my Mom and I feel like I
am at home and I also feel really bubbly on the
inside because I love to be home.
My mom is a secretary and I asked her
to name the letters of the keyboard for
me and she was surprised that she
couldn't. Memory works in so many
funny ways, like how you see money
every single day and cannot identify the
correct drawing of a penny.
Prompts for Writing Assignments: Reflective vs.
Generic Writing
Source: Nevid, J.S., Pastva, A., & McClelland, N. (2012). Writing-to-learn assignments in
introductory psychology: Is there a learning benefit? Teaching of Psychology, 39, 272-275.
General Conclusions
1. Our findings provide support for the learning benefits
of brief writing assignments in introductory
psychology
2. Students performed significantly better on course
examination questions testing knowledge of
concepts linked to writing assignments than those
measuring knowledge of unrelated content.
3. Journaling effects were robust for type of writing
assignment (generic and reflective writing) and
assigned versus student-selected topics
3rd E: Elaborating Meaning
--Tips for Students
For every concept you read about in this text or
learn in class, connect it to a real-life example or
life experience.
Your textbook authors and instructors use many
examples of concepts, but you can take this a
step further by connecting these concepts to your
own life experiences.
Keep a journal, using one side of the page to list
and define concepts and the other to provide
examples
The 4th “E”
Evaluating Progress
Take-Away Message:
Mastery quizzing cues students to attend to important
concepts discussed in class, and provides incentives
for coming to class, coming on time, and paying
attention
Identify. . .
Wundt is to ______ as James is to ______.
A) structuralism; Gestalt
B) structuralism; functionalism
C) behaviorism; Gestalt
D) behaviorism; functionalism
E) functionalism; psychoanalysis
Define or Describe. . .
Psychology is best described as a science that studies
A) The role of the mind in explaining behavior
B) How the mind controls our behavior
C) Observable behavior only
D) Mental processes only
E) Behavior and mental processes
Evaluate or Explain . . . .
Psychology is a scientific discipline in that it focuses on
A) the pursuit of truth, not simply opinion.
B) testing opinions and assumptions in the light of evidence.
C) systematically building theories to explain phenomena.
D) behavioral, as opposed to mental, processes.
E) accumulated wisdom of scholars.
Apply . . .
Animal trainer Bob Jeffers uses rewards to teach his animals to perform circus tricks. Jeffers's techniques
are based on principles from which school of psychology?
A) Behaviorism
B) Structuralism
C) Psychodynamic
D) Functionalism
E) Humanism
What We Found: Item difficulty and item discrimination by IDEA question types
Item Difficulty
Item Type M SD
Item Type M SD
Note: Difficulty is based on the proportion of students answering items correctly, which is averaged by question type. The item discrimination index
represents the difference between the proportion of students answering an item correctly in the top 27% of the class versus the bottom 27% of the
class, averaged by question type.
Nevid, J. S., & McClelland, N. (2013). Using action verbs as learning outcomes: Applying bloom‟s
taxonomy in measuring instructional objectives in introductory psychology. Journal of
Education and Training Studies, 1(2), 19-24.
4th E: Evaluating Progress
----Tips for Students
Keep track of your progress in the course—your performance on
exams, quizzes, homework, journal assignments, etc.
Nevid, J. S., & Carmony, T. M. (2002). Traditional versus modular format in presenting textual
material in introductory psychology. Teaching of Psychology, 29, 237 – 238.
Nevid, J. S. (2003, September). Helping students get the point: Concept signaling as a
pedagogical aid. Paper presented at the conference, Taking Off: Best Practices in Teaching
Introductory Psychology, Atlanta, GA.
Nevid, J. S., & Lampmann, J. L. (2003). Effects on content acquisition of signaling key concepts in
text material Teaching of Psychology, 30, 227-229
Nevid, J. S. (2004, January). Graphing psychology: The effective use of graphs and figures in
teaching introductory psychology. Invited address at the presented at the 26th Annual National
Institute on the Teaching of Psychology, St. Petersburg, FL.
Nevid, J. S. (2004, February). Evidence-based pedagogy: Using research to find new ways to
help students learn. Invited closing address presented at the 11th Midwest Institute for Students
and Teachers of Psychology (MISTOP), Glen Ellyn, IL.
Sample References (contd.)
Nevid, J. S., & Forlenza, N. (2005). Graphing psychology: An analysis of the most commonly
used graphs in introductory textbooks. Teaching of Psychology, 32, 253-256.
Nevid, J. S. (2006, February). In pursuit of the “perfect lecture.” APS Observer, Teaching
Tips, Vol. 19(2).
Nevid, J. S., & Blitzer, J. R. (2006, August). Educational benefits of mastery quizzes as
signaling devices. Poster presented at the annual meeting of the American Psychological
Association, New Orleans, LA.
Nevid, J. S., & Mahon, K. (2009). Mastery quizzing as a signaling device to cue attention to
lecture material. Teaching of Psychology, 36, 29-32.
Nevid, J. S. (2011). Teaching the millennials. APS Observer, Teaching Tips, 24(5), in press.
Nevid, J.S., Pastva, A., & McClelland, N. (2012). Writing-to-learn assignments in introductory
psychology: Is there a learning benefit? Teaching of Psychology, 39, 272-275.
Nevid, J. S., & McClelland, N. (2013). Using action verbs as learning outcomes: applying
bloom’s taxonomy in measuring instructional objectives in introductory psychology. Journal
of Education and Training Studies, 1(2), 19-24.
Thank you!
For a copy of this PPT or to share your ideas about
teaching psychology, please contact:
jeffnevid@gmail.com or
nevidj@stjohns.edu
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