Biology of the Mind and Consciousness

Here is the outline for how I will use 2-75 minute class periods to teach about the brain.  Sleep and consciousness has been saved for a different class period.

1. As I am checking reading notes (see previous post about this fiasco), I will have students complete the neuron worksheet (found at: https://askabiologist.asu.edu/sites/default/files/resources/coloring_pages/pdf/AAB_neuron_anatomy_activity.pdf)
2. Then we will review the worksheet and watch this video on the parts of a neuron:  http://www.youtube.com/watch?v=CMnDiepv5Os
1. With regard to the video, I want to ask them to tell me what three types of neurons there are (motor, sensory, interneuron), so they realize this information is important.
2. I really want to talk in more detail about the action potential, but the textbook hardly mentions it at all, so I don't think I will.
3. Next, I want the students to discuss neurotransmission.  I found an interesting worksheet series on an NIH site where students write about the process before learning the terminology and then revise their answers using the terminology.  I really like the idea, because students typically struggle with identifying the parts of a synapse and I think this could potentially help.  So first they will fill out this worksheet: http://science.education.nih.gov/supplements/nih2/addiction/guide/pdfs/master2.3.pdf
1. Then, we will watch this video: http://science.education.nih.gov/supplements/nih2/Addiction/activities/lesson2_neurotransmission.htm
2. Then, they will complete the following labeled version of the worksheet:  http://science.education.nih.gov/supplements/nih2/addiction/guide/pdfs/master2.5.pdf
4. We will also review common neurotransmitters and their actions (table from textbook).
5. Next, students will learn about the nervous system.  I have an outline that I will give them to help with this.  I will also show them this video: http://www.youtube.com/watch?v=J968Wco1u0s
6. Next, they will learn about the endocrine system.  I will show them this video (starting at :53):  http://www.youtube.com/watch?v=gjmS4_7kvDM and have them look at a diagram of the different glands and discuss what a hormone is and what the endocrine system does. 

We will start on parts of the brain next class.

Learning

To teach classical and operant conditioning to my students, I use a worksheet (ack! I don't remember who I got it from, but I know the root of the URL is oakton.edu) that uses the principles of shaping to have students work through principles of classical and operant conditioning.  I've modified it a bit and if you'd like a copy, I'm happy to share.  The worksheet has about 70 questions, so I assigned the worksheet as homework and then we review it (and I add in additional lecture-style information as we go) in class.  This typically takes an ENTIRE class period.

I also developed an 8-question quiz about memory to have students practice those questions for their upcoming exam.

While the students worked on the quiz, I collected the learning worksheet to give participation points.  I was blown away by the number of students who hadn't done the assignment.  So, in three of my five classes, I sent over 20 people home.  I told them I expected the assigned work to be done and they needed to take this time to go print it out and do it and contact me with questions.  Then, I spent the rest of the class time teaching those who had come to class prepared.

Today in class, I am going to give the students new information on schedules of reinforcement.  I am thinking of a jig-saw activity.  Then, I have a couple slides with the following topics/videos:

Shaping: http://www.youtube.com/watch?v=L0XuafyPwkg

Extinction or reinforcement?: http://www.youtube.com/watch?v=ds6FlIMIAjs

Classical or Operant conditioning?: http://www.youtube.com/watch?v=teLoNYvOf90 (:50 to 2:22)

Observational Learning: http://www.youtube.com/watch?v=xfG55uY2NSU

I would also like the students to complete the Metacognitive Awareness Inventory.  Next Tuesday is their first exam, so fingers crossed!

Memory

Today in class we begin the section on Memory.  I usually use this as an opportunity to have my students learn about how to better encode information (i.e., help with studying).  However, I realized last semester that saving this until midway through the semester is not effective.  So, we are trying it at the beginning.

At home, I asked my students to watch the very first video in a wonderful series by Dr. Stephen Chew at Sanford University.  The series is titled "How to get the most out of studying" and Dr. Chew goes through several key concepts involved in metacognition and also how to apply principles of deep processing to studying.

In-class, we will be doing the following (and the time I hope to allot to each one).

1. Finish up research methods "Bringing It All Together" hand-out. (15-20 minutes)
2. Reviewing the main ideas from the video (10 minutes)
3. Demo of how deep processing is the most important thing about studying (15-20 minutes)
4. Videos 2 (starting at 3:08), Video 3, and Video 4 (starting at 1:05) - total of 20 minutes
5. Have students review their study habits questionnaire they filled out at home and then make a concrete study plan - I am going to ask them to explain one new study habit they would like to adopt and why they think it will work. (10 minutes)
6. Collect study habit questionnaires.  

On Day 2 of our memory section, I will review basic memory concepts with students and, at the end of class, ask them to explain one study habit they would like to replace: what is the old habit? What is the new habit? Why will this change help them be successful?

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Class went ok.  They are eating me up like a pack of wolves over the use of PsychPortal.  Remind me not try new things in the Spring semester anymore.  I need time to really review them and understand how they work.

Also, the internet quit working.  WHAT?!?!?! Yeah I had planned to show all those videos and only was able in 2/4 sections yesterday.  So I had to teach it from memory.  That'll teach me to be better prepared.

Tomorrow, I am going to start out by giving my students some practice problems like what they will see on the exam.  I can't believe they have an exam in 2 weeks already.  It's just a short, 8-question quiz, over Chapter 1.  We will see how they do.  I was reading over my last semester student evaluations yesterday and overall students felt they really struggled to understand what would be on the tests.  I'm hoping this will help.

After that review, which I'm sure will take more than the 10 minutes I'm expecting it to, I want to provide my students with an outline for the day's concepts and ask them to recall as much as they can.  Here's a screen shot of the outline:

After I give them some time to work on that, we will go over individual parts of it.

**** How It Went:  Wonderfully! We had just enough time to review the quiz and have me teach the memory outline.

Psych Science and Research Methods

I just realized that creating posts based on the day I taught it isn't necessarily helpful. Hahaha.

So for my fourth day of class, I'm planning to finish up psychology as a science and then have my students work on a worksheet I call "Bringing It All Together".  In this worksheet, students reiterate the steps of the scientific method, fill out a comparison chart for the research methodologies we discussed previously, read an article on texting, and then answer some questions about the article.  I'll post more when I know how much I got through on the last class period.

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So if the PsychPortal Learning Curve activities are any idication, my students are struggling with EVERYTHING.  I don't know if that means they're not reading the book or doing the work (I know quite a few haven't even signed up for PsychPortal yet, so God only knows what they're doing.  I think next week I might try a practice quiz so they can see I'm not joking around about doing work at home.

First, I want to talk to students about what constitutes Science.  I have a handout for them of these characteristics and also for the scientific method (specific to psychology, which includes ethical considerations).  I also want to teach them a little here about ethics.  I should try to limit this to 15 minutes.

For today, I asked students to complete, at home, the PsychSim5 tutorial called "What's Wrong with this Study"? which ocvers different types of research and asks them to identify weaknesses in real research.  I am going to ask them about the different types of research.  After all three are on the board, we will go through some additional information:

Descriptive: observe, measure, describe behavior
  To expand on this, we will discuss CASE STUDIES and NATURALISTIC OBSERVATION.

Correlational: evaluate relationships between variables
   To expand on this, we will discuss SURVEYS and ARCHIVAL RESEARCH.

Experimental: to see the effect of one variable on another
     To expand on this, we will talk about variables, hypotheses, and strengths/weaknesses.

Already I can see this is not going to go well.  Ideally, I want this to take 20 minutes.

Then, I want them to work on the Bringing It All Together worksheet, either solo or in pairs.  I think, realistically, this will take them half an hour or more to complete.  So...if I give them 40 minutes, that leaves only 35 for the things up there I want to do.  Oh this is hilarious.  Good luck, Soicher.

3rd Day of Class

3rd Day of Class

Today is a busy little day!

Firstly, I am going to have the students work with their perspectives concept map.  I'll divide the students into 7 groups, one for each perspective, and they will share/evaluate their maps.  Then, we will create one large class concept map by having groups decide on an example for their assigned perspective, and then writing their answers on the blackboard (yes, I said blackboard.  We still have those at my school).  We can discuss the different perspectives once the concept map is completed and I can fill in any gaps.  Then I'll take a picture of the (corrected, if need be) concept map and post it to Canvas as a resource for the students.

Next, we are going to discuss Scientific Literacy.  Last semester, I implemented an entire model designed by Jamie Peterson and Arturo Sesma (you can find it by clicking here) and looking under the Introductory Psychology tab.  Now, I met Jamie and Arturo at NITOP this year and they're amazing.  They developed this module to be used as part of a lab for intro psych.  A LAB!!! Oh, what I wouldnt give! Last semester, I implemented parts (and by parts I mean mostly the entire thing) throughout my course (which doesn't, as you guessed, have a separate lab).  I felt like it went really well.  There are a couple of things I'm switching up this semester.

1.  Jamie and Arturo created "student materials" which is basically a handbook for the students.  I did not use it last semester (not in its entirety), but I am creating one for my students this semester.  The reason, even though it will kill a TON of trees, is because I think I relied too much on my students to remember, look up, and complete these assignments on their own.  I want them to have it on hand (AND online) so that they know exactly what is expected of them.  And I want them to write down the due date (on their materials) so they are cognizant of the due dates.

2. In Florida, gen ed classes are assigned a General Education Learning Outcome (GELO) and the one for Intro Psych is Global-Social Cultural Responsibility.  This year at NITOP I saw a couple of AMAZING presentations on how to integrate culture and internationalization into the intro psych curriculum.  So - I swapped out the readings for the final two assignments to articles on international comparisons.  I'll be using

Kim, H. & Markus, H.R. (1999). Deviance or uniqueness? Harmony or conformity? A cultural analysis.       Journal of Personality and Social Psychology, 77, 785-800.

and

Markus, H.R., Uchida, Y., Omeregie, H., Townsend, S.S.M., & Kitayama, S. (2006). Going for

     the gold: Models of agency in Japanese and American contexts. Psychological Science, 17, 103-112.

3.  The last assignment in Peterson and Sesma's module is a compare/contrast between a media report and the original research article.  I LOVE this idea, but personally feel like my students really struggled with it last semester.  Moreoever, I wasn't sure they were getting out of it quite what I wanted.  In the interest of changing the assignment AND assessing the GELO, their final assignment is as follows:

For your final report, you will write an engaging essay for a popular audience.  In your last two assignments, you read about research relating to international differences in social behavior.  Your goal for this assignment is to present the information found in both of these papers in a media report style – writing for a popular audience.   

So today in class, we will be reviewing this "Handbook" for their semester of assignments and we will also get started on WHAT scientific literacy is/what it means.  Jamie and Arturo also developed a great powerpoint presentation that goes along with their materials.  I will be using parts of it for a hand-out and then we will cover the concepts and discuss them in relation to a media report.

If we have time, I also want to discuss psychology as a science.  Some of these materials also come from the Peterson and Sesma module.  I'm trying my best to avoid using PowerPoint in the classroom.  One, because it makes the class more interactive, two because it challenges me, and three because I don't know what the school was thinking but they put those projector screens in the MOST AWFUL places in some of my classrooms.  Ugh.  So, I would like to make hand-outs instead, which I will be borrowing from the module.
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The group discussion + blackboard concept map + review/editing of the concept map took between 45-60 minutes, much longer than I had hoped or expected.  Ugh.

Then, discussion the scientific literacy assignment took about 10 minutes. I also showed them the assignments online.

Lastly, I had them read "Tall, Dark, and Stable" and think about whether it was an example of science or not.  We didn't really have time to discuss it.  And I've got to figure out how best to use our time next class.  Ugh.

a

2nd Day of Class

2nd Day of Class:

What I Planned:

I asked the students to complete the following assignment at home:

Top 10 Reasons to Major in Psychology – Critical Thinking Questions

Read the article at: http://bit.ly/10ReasonsForPsych and then answer the questions below.  Bring your answers to class on Wednesday.

1. What was one idea you had about psychology that you now know is inaccurate?
2. List 1-2 places/professions that a person with a psychology degree typically works.
3. List the 10 skills that psych majors gain during pursuit of their degree.
1. What job do you think you want to have?
2. Which of these skills will be useful in that job(s)?
3. Which of these skills will help you right now in your everyday life?
4. Why are you taking this class? What do you hope to gain from it?

And we will go into a discussion about it in class.  Discussion is my main weakness.  I don't know how to prompt them to think deeper and more meaningfully about things.  My plan is to have them work in groups first to discuss the answers, then we will talk about the skills/jobs they want to have and why they are taking the class.

Then, I am asking them to read an article found here: http://www.dailyfinance.com/2013/12/07/college-graduates-suffer-from-a-lack-of-soft-skill/

Then I will ask them to relate it to the 10 skills in the article they read at home.  Then in groups, I will ask them to Create a course assignment that develops one or more of these "soft skills".  

Lastly, I want the students to discuss the different perspectives on psychology.  Most of them do not have their textbooks yet, so I have to assume no prior knowledge.  I have a hand-out to give them (I found it here).  I'm going to have them review it in groups and then make a concept map with a behavior in the middle and the 7 perspectives around it.  For each perspective, I will ask them to generate the "focus" of the perspective, "questions asked" by that perspective, and "potential explanations" for the behavior in the middle.  I need to go make a list of behaviors for them to choose from (hahaha!).  This will be the hardest part for me.

Ok, after (not that) much deliberation, I'm using:

• anxiety
• empathy
• love
• selfishness
• cheating (either on a test or on a loved one, their choice)
• aggression
• laughing
• extroversion (being outgoing)

What actually happened:

I would say about 3/4 of each class actually showed up with the work completed.  To be honest, that's much higher than I would have expected.  And, a solid number of those without it were not in class on the first day or had just registered for the course.  During the discussion periods I gave them, I walked around and monitored conversation. Sometimes, I would join in, prompting them to think a bit more critically about their topics.  Then, we would come back together for about 10-15 minutes to have the groups share aloud to the class.  The timeline for the 2nd day of class looked something like this:

Group Discussion of HW answers: 10 minutes

Class discussion: 10 minutes

Group reading of the college graduate skills article + discussion: 15 minutes

Class discussion: 10 minutes

Creation of course assignment to develop soft skills: 20-25 minutes

Explanation of perspectives concept map: 5-10 minutes

It turned out we could not complete the concept map in class, so I assigned it for homework.  I left instructions and an example on their course website, so we will see who shows up with it on the 3rd day of class.

Spring 2014

Spring 2014  *Note: If you would like a copy of any of my resources, please e-mail me (raechel.soicher@sfcollege.edu) with your name and institution for a password.

You can see that my blogging endeavor did not go quite as planned last smeester.  However, I am trying to "flip" my classroom this semester and, since I'm shaking things up so much, I decided I need to keep track of it somehow.  ANd maybe do a little planning ahead. ::gasp::  So here goes.

Day 1 Outline:

1. Syllabus Quiz - I have been trying to think of a way to emphasize to my students that they are going to be held accountable for the work I assign them outside of class (it is "flipped" after all, and their participation makes or breaks each class session).  Last week, I e-mailed the syllabus and a hand-out explaining a flipped classroom to all the students.  Well, almost all.  Not all of them have an email address linked to the school.  I am going to give them the syllabus quiz before I introduce anything about the class at all, including myself.  I am not actually going to grade the quiz (shhhh!) but they won't know that.  Then, I'm going to have them switch with the person next to them to have their quiz "graded" and then we will go over the correct answers together.  The review of the quiz will allow me to highlight important aspects of the syllabus but also point out for them that they are required to read things on their own - not expect me to go over every single detail.
1. As part of the syllabus quiz review, we will discuss what a flipped classroom is.
2. Students will also receive the hand-out on how to register for PsychPortal and I'll answer any questions that have about it.
2. Find the Fake - A research activity from Caroline Rigsby
1. I will put students into 6 groups, ask them to introduce themselves, and have them exchange e-mail and/or phone numbers.  Then, in their groups, they will go around to each research example, discuss if they think its real or not, have one note-taker, then go back to work in their groups and decide which research is the fake.
2. This will hopefully lead to a discussion that will illuminate their prior knowledge, preconceptions, etc.
3. Requests for our next class meeting: sign-up for PsychPortal, start your Learning Curve games.  Bring syllabus to next class.

Day 1 Actual: 

1. The syllabus quiz on day 1 did, I think, what I had hoped it would do.  Students were stunned that I had asked them to read up on course info but they didn't seem so stressed that I worried I shouldn't do it again.  The quiz was also a great spring board for (1) introducing myself to the class (2) orienting them to a "flipped" classroom, plus handout, and (3) covering grades/course policies.  This took about 45 minutes.  
2. Find the fake.  I forgot to tell students to exchange phone numbers.  I'm hoping since the course requires so much group work, they will begin to feel comfortable and maybe take this step on their own.  They LOVED this activity.  It got them contemplating how they "know" things versus how we "feel" things and also about how we make decisions/appraise validity of things.  Putting them in groups, allowing them time to read the research (out loud, one handout per group - this helps make sure the timing is more similar across groups), and discuss takes about 15 minutes.  Then, I ask each group to report out, I pick up on important topics and explain them/write them on the board.  This also takes about 15 minutes.  While I wasn't planning it, it turned out I sent them home without telling them the answer.  I am hoping one or more of them will have tried looking up the correct answer and then bring that back to class.  I think that will give us a few minutes of good discussion.