This book on Brain Matters, has given me a variety of instructional strategies I can use throughout my current teaching. For brain compatible instruction, I will be using real-life examples for my students to work with and provide them with hands on activities to enhance their learning. I will also be activating prior knowledge with my students and providing multiple ways for my students to revisit information they have learned. There are many ways I can make my classroom more brain compatible through allowing more down time, having reflection, service learning. One strategy I am going to add is applying more real-life examples to my students. Also providing more hands-on activities in which they are all involved. The more modalities involved in learning the more likely the information is to be understood, retained, and used in the world outside of school. An example I could do in my class is when we talk about Nutrition. I could have my students use food labels and write down what they eat on a daily basis and calculate if they are eating too much per day or not enough on a regular diet. This way the students are doing a hands on activity and solving the problem of how much serving sizes they are getting in a day and if they are gaining or losing weight. I also do a unit on decision making. I will give my students scenario that they might deal with as an adolescent and the students will respond to the scenario by writing down all the possible solutions and then coming up with a decision. After the class does practice scenarios, I will have the students make up their own scenario, which could be actually something that happened to them so they can relate it more to themselves and have others help them with a positive and healthy decision in class. To make some of the units I teach more realistic to them, we will go on field trips. During the nutrition unit, we go to a “Feed My Starving Children” trip where the students help make packaged food for children in need. This is a great opportunity for students to learn about serving sizes and nutrition. This field trip is also a hands on activity where the students are actually learning and doing the work themselves. The students can understand how the foods they are packaging are healthy and can last a long time for children to eat it. I will have the students watch videos that can help them link real life situations to their own. I also have guests speakers come in to class so my students can ask them questions about what that person has gone through and connect with someone that has really faced the problem or disease we are learning about in class. Lastly, I have the students choose a topic in health that relates to them personally, whether it be a disease in the family, death, illness, drugs, alcohol use etc. And the students do a presentation on it and present it to the class. That way the student is being active in their learning because they are learning about the information and presenting it in their own way. The book talks about building on prior knowledge so that the brain seeks meaningful patterns. Every new experience causes the brain to search through its existing networks to find a connection. It’s important that I figure out what my students already know or have experienced in order to tie in new learning to what we are learning about. The K-W-L strategy is something I use for getting to know my students prior knowledge of a subject. For the “know step”- I initiate a discussion with the students about what they already know about tobacco, smoking, cancer, nutrition, and other health topics we might learn in class. I ask the students to provide information about where and how they learned the information. Then I help them organize the brainstormed ideas into general categories. For the "want to learn" Step: I discuss with the students what they want to learn from the health topic we are going to learn. I will then ask them to write down the specific
Perspectives in Psychology
The early years of psychology were marked by the domination of a succession of different schools of thought. If you have ever taken a psychology course in school, you probably remember learning about these different schools which included structuralism, functionalism, psychoanalysis, behaviorism, and humanism. As psychology has grown, so has the number and variety of topics that psychologists investigate. Since the early 1960s, the field of psychology has flourished at…
The Department of Psychology is well known for
its research and has an outstanding teaching
reputation; it was awarded the maximum 24
points in the Quality Assurance Agency (QAA)
subject review for teaching quality.
As a Psychology student you will be based in
the heart of London. You will be able to take
advantage of our excellent facilities, including
laboratories, observation facilities, computer-based
teaching laboratories, research cubicles and a
workshop and resource centre.
Cognitive Psychology Definition Paper
University of Phoenix
PSY/360 Cognitive Psychology
In psychology today as students we are taught many different theories and disciplines, but one of the new and recently accepted disciplines is Cognitive Psychology. Unlike other disciplines and theories, cognitive psychology is more based on experimentation and being able to use the scientific method. Cognitive psychology’s main focus is to explain to the psychologist or research student how an individual’s…
Chapter 1-The Science of Psychology
Section 1-Defining Psychology and Exploring Its Roots
Psychology-scientific study of behavior and mental processes.
3 terms in definition-science, behavior, mental processes
Science-systematic methods to observe human behavior and draw conclusions
Goals of psychological science-describe, predict, and explain behavior
Psychologists are wanting to control or change the behavior of the patient.
Example: Reduce violence or promote happiness.
University of Phoenix Material
Introduction to Psychology Worksheet
Complete each part with 100- to 200-word responses. Your responses must total 500 to 800-words for the entire worksheet.
Part I: Origins of Psychology
Within psychology, several perspectives are used to describe, predict, and explain human behavior. Describe three major psychological perspectives and name at least one leading theorist for each.
The three major psychological perspectives I picked are psychodynamic, humanistic…
can have better communication with the parents and the students but I can also control my class and students easier now. I really enjoy doing different assignment because we all came from different background where people will have different insight. We can all learn something from each other response as well as respecting…
Cognition: A science
The psychological definitions
Breakdown of social psychology
Relations to other corresponding theories
The theory of social cognition
Cultural social cognition
Social cognitive neuroscience
A personality in jeopardy
Social cognition is the encoding, storage, retrieval, and processing, of information in the brain. It is a process that is generalized within a species, and relates to members…
Damien Memorial School
26 August 2013
One of the most interesting careers I find in the subfields of Psychology is a Cognitive Psychologist. What is a Cognitive Psychologist? Cognitive psychologists are ones who try and understand why someone is acting in a particular way. Also where they study the thought processes in an effort to add psychology’s reservoir of knowledge. The thought processes studied by this psychologist…
(TCO 1) Which of the following is a mental process?
Student Answer: INCORRECT thinking
CORRECT a and b
Instructor Explanation: See Chapter 1, p. 4
Points Received: 0 of 2
2. Question :
(TCO 2) Because Timothy was laughed at by his second grade peers, he was reluctant to speak out in class. This is a demonstration of which goal of psychology?
Student Answer: INCORRECT describing behavior
Department of Social Sciences and Human Services
Course: General Psychology T TH: 4:00-5:15 PM
PSY 100, Section 165 Semester: Spring 2012
Credits: 3 Prerequisites: None
Instructor: Dan DePaulo PhD
Location: N 792
Phone: 212-220-8000 x 5335
Office: N 651X
Office Hours: Monday/Wednesday: 2:00-3:30 PM
Course Description: A survey course covering both…