By Elizabeth Brestan Knight
A part of the Blackwell sequence on Teaching mental Science, this sensible, hands-on consultant stocks rules, suggestions, and techniques for successfully instructing lifespan developmental psychology to undergraduates.
- Provides a special wealth of concrete feedback and a transparent roadmap for effectively educating developmental psychology
- Links chapters to significant components of a lifespan improvement direction, together with examine tools, educating youngster improvement, and instructing Adolescent improvement
- Offers sensible, hands-on information for amateur lecturers and skilled teachers alike
- Includes pattern syllabi and lecture outlines, analyzing quizzes, severe considering assignments, and references for important videotapes and internet sites
Chapter 1 constructing the direction (pages 1–36):
Chapter 2 Contexts of improvement: examine tools (pages 37–63):
Chapter three Prenatal improvement; hard work and supply (pages 65–85):
Chapter four child improvement (pages 87–115):
Chapter five Early adolescence improvement (pages 117–137):
Chapter 6 heart formative years improvement (pages 139–153):
Chapter 7 Adolescent improvement (pages 155–166):
Chapter eight younger grownup improvement (pages 167–180):
Chapter nine heart grownup and Older grownup improvement (pages 181–204):
Chapter 10 loss of life and death (pages 205–221):
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Additional resources for A Guide to Teaching Developmental Psychology
Indeed, it is important to consider the context within which an individual lives and how these “circles of influence” may serve to support or challenge the individual’s functioning. Tools of the trade: research methods As we have mentioned previously, it is helpful to “teach to your strength” when you are preparing a psychology course. We incorporate our knowledge of treatment outcome research for children with behavior problems when we cover the section on research methods.
We tend to teach to the lowest common denominator of psychological knowledge—especially when we cover statistics and research design. Those students who have learned the material in class before often benefit from hearing the information again. Teaching Today’s Developmental Psychology Students Psychology courses are more popular that ever (Brewer, 2006) and developmental psychology probably appeals to many students because it involves an examination of their own lives. Although not all students are in the business of learning how to “analyze” their friends and families, most students do choose courses based on whether (a) they fill a graduation requirement and (b) they are interesting.
5. , “Ms. X reported that the death of her husband has been a very difficult event . ”) b. Report what your participants’ answers to your questions were, the scores they received on any tasks you administered, etc. c. Keep opinions and conclusions out of the results section; simply report what you found/what happened. Your conclusions and opinions are for the next section . . Conclusions: This section should pull the project together. It will include a brief summary of the main results and what conclusions you draw from your findings in relation to what you know about the topic from the text and any other sources (if you choose to use other sources).
A Guide to Teaching Developmental Psychology by Elizabeth Brestan Knight