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I. A PRIMER ON TEACHING INTRODUCTORY PSYCHOLOGY The previous section addresses pragmatic topics, such as instructional techniques, methods of evaluating students, administrative issues, and preparing lectures, handouts, and syllabi. II. INDIVIDUAL CHAPTER MATERIALS This section provides specific instructional material for each chapter of Psychology and Life, 16th Edition. Within each chapter, material is further broken [...]

Why should you read and ultimately make use of this Instructor’s Manual? There are two simple reasons. First, this manual will make you a better, more passionate teacher. No matter how long you have been teaching, your students will learn more, will have more fun, and will leave your class inspired about psychology by your [...]

There are two extremes to be avoided in evaluating papers. One is over grading or providing excessive feedback and the other is putting a grade on the paper with no marks or comments to justify your evaluation. To avoid both extremes, it is best to devise an evaluation plan that is relatively easy to use [...]

Specify a specific purpose or audience for the paper. The instructor is the traditional audience for student papers, and since you know so much, students tend to expect that you will not need important information or explanation. An example of a specific purpose would be “to encourage a friend to see a behavior therapist about [...]

The assignments should be related to the objectives of the course. They should increase insight into psychological concepts, develop critical thinking skills, or stimulate personal growth. The form of the assignments can be: . A take-home paper in which students answer a specific question. . A psychological diary. In writing the diary, students describe everyday [...]

One extra credit option that is a learning experience for students and a service to the community is volunteer work in places such as sheltered workshops, child care centers, nursing homes, and shelters for the homeless. If you can arrange this type of activity, be sure to set a limit on the amount of credit [...]

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Should I provide an opportunity for students to get course credit for work that is not a class requirement? If you fail to state a firm policy on extra credit work in the syllabus, you will be visited by failing students during the closing weeks of the term. They would like to write papers, or [...]

Most students have difficulty understanding standard scores. (How can a score of zero be a C? Does a negative score mean that I know less than nothing does?) Standard scores also have the disadvantage of having a small range. One situation in which standard scores should be considered is when the test means for the [...]

In normative-based grading it is predetermined that you will, for example, give an A to the top 10 percent of students, a B to students in the next 20 percent, and so forth. This method has the advantage of not requiring you to commit yourself to absolute criteria, but it has the disadvantage of causing [...]