Week 6 Lesson Plan
The reading worksheet file can be found here.
The participation form can be found here.
To navigate to individual lesson plans:
Monday, June 17th - Creativity & Problem-Solving (#23/28 of class):
Learning Objectives:Resources: Slides
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Make sure you all feel comfortable with the final drafts due soon
- How did you perceive this podcast relative to the others? Here was a psychologist covering a fellow psychologist
- LO2: Describe the basic fundamental principles of creativity & problem-solving
- Demos on creativity & problem-solving
- Discuss Goldstein chapter 12 research
Article:
- None this week - you can think about getting ahead on your assignments for the week!
- Kaufman, S. B. (2018). Creativity from Constraints with Patricia Stokes. Retrieved from: https://scottbarrykaufman.com/podcast/creativity-constraints-patricia-stokes/
- Expect feedback from me on your Duke Research Blog draft
- Outline of your scientist audience summary sheet; just as you did different articles for your multiple paragraphs of SciComm & scientist summary, the science summary piece needs to be on a new article - see guideline on SciSummary generally
- Reading worksheet - if you want to continue using, you can
►Return to the top of the page
Tuesday, June 18th - Learning & Motivation (#24/28 of class):
Learning Objectives:Resources: Slides, Worksheet 1, Class Generated SciComm ideas: False Memory Video, Collective Memory Podcast
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Half of class will be spent on brainstorming ideas for other types of science communication (i.e., follow-up to decision-making research)
- LO2: Describe the basic fundamental principles of learning & motivation research
- Basic principles of learning & motivation (reward, feedback, curiosity); demo from Gruber et al. (2014)
- Discuss small bits of research from Purves & Goldstein books
- LO3: Summarize and critically analyze academic journal articles
- First experience with a preprint: How does this article compare to what you've read from other journals?
- Second time you see experience sampling as a method; is it appropriate here?
Articles:
I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Lydon-Staley et al. (2018) Accessibility (N=5), M = 4.4, SD = 0.55; Interesting M = 3.8, SD = 0.84; Marvin & Shohamy (2016) Accessibility (N=3), M = 4.67, SD = 0.58; Interesting M = 4.33, SD = 0.58
- OPTIONAL: given the other work this week, I'm making this article optional, but will go over it in class. Marvin, C. B., & Shohamy, D. (2016). Curiosity and reward: Valence predicts choice and information prediction errors enhance learning. Journal of Experimental Psychology: General, 145(3), 266–272. https://doi.org/10.1037/xge0000140. PDF here
- Lydon-Staley, D. M., Zurn, P., & Bassett, D. S. (2018). Inconsistent curiosity: Augmentation and blunting of curiosity in daily life and implications for well-being. PsyArXiv. https://doi.org/10.31234/osf.io/2vf94. PDF here (Note that this will look longer than it reads, because it is a "preprint" and not formatted by a journal)
- DiMenichi, B. C., & Tricomi, E. (2016). Are You Smarter Than a Teenager? Maybe Not When It Comes to Reinforcement Learning. Neuron, 92(1), 1–3. https://doi.org/10.1016/j.neuron.2016.09.043. PDF here
- Expect feedback from me on your Wikipedia profile outline
- Reading worksheet - if you want to continue using, you can
►Return to the top of the page
Wednesday, June 19th - Imagery (#25/28 of class):
Learning Objectives:Resources: Slides, Worksheet (Buying Attention (2), A Highly Superior Memory (1), Can Eyewitnesses Create Memories (2), 3 n/a (1 absence) were marked as the favorites. Least liked by the class: "The Creation of Emotions", "Radio Replay: Looking Back", & "Creativity with Constraints", which prominently featured interviews with psychologists, suggesting that perhaps some of storylines are lost or should be shortened when interviewing scientists). The minute paper for this day also asked about students' favorite Sci Comm pieces: Yong 2018 & 2019, Leung (2019), the comic, & Cummins (2019) were favorites.
- LO1: Continue to build a supportive classroom culture & discuss science communication
- Last time you'll experience a podcast: now, let's compare all of them; some from psychologists, some more general.
- LO2: Describe the basic fundamental principles of imagery research
- Lots of imagery related demos, including the mental rotation task
- Discussion of Chapter 10 from the Goldstein textbook
Articles:
- Chapter 10 from the 4th edition of Bruce Goldstein’s Cognitive Psychology textbook https://www.cengage.com/c/cognitive-psychology-connecting-mind-research-and-everyday-experience-4e-goldstein/9781285763880. PDF here
- OPTIONAL: Optional podcast to prep you for Education days. Britt, M. (2016). Ep 265: How To Make Study Groups Effective | The Psych Files. Retrieved from http://www.thepsychfiles.com/2016/10/ep-264-how-to-make-study-groups-effective/
- Expect feedback from me on your outline of your science summary assignment
- Final Duke Research blog post - guideline here
- Reading worksheet - if you want to continue using, you can
►Return to the top of the page
Thursday, June 20th - Education (#26/28 of class):
Learning Objectives:Resources: Slides, Testing Effect Demo & Key, Final Course Outline
- LO1: Continue to build a supportive classroom culture & discuss science communication
- How did the Dunlosky article compare to the podcast yesterday in conveying good ways to study?
- Generate headlines based on outline of all the material we've covered so far
- LO2: Describe the basic fundamental principles of education research
- Demo of testing effect a la Smith et al. paper; explore the meaning of the other education techniques
- Active learning, notecards, SoTL research, the small tips from Goldstein chapter 8
- LO3: Summarize and critically analyze academic journal articles
- Why would what you learn in gateway psychology impact how you do in other courses & life? Would you participate in one of these studies? How much do you remember of Intro Psych now?
Articles:
I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Smith et al. (2016) Accessibility (N=5), M = 4.4, SD = 0.89; Interesting M = 4.6, SD = 0.55; Hard et al. (2019) Accessibility (N=5), M = 4.6, SD = 0.55; Interesting M = 4.8, SD = 0.45
- Smith, A. M., Floerke, V. A., & Thomas, A. K. (2016). Retrieval practice protects memory against acute stress. Science, 354(6315), 1046–1048. https://doi.org/10.1126/science.aah5067. PDF here
- Hard, B. M., Lovett, J. M., & Brady, S. T. (2019). What do students remember about introductory psychology, years later? Scholarship of Teaching and Learning in Psychology, 5(1), 61–74. https://doi.org/10.1037/stl0000136. PDF here
- Dunlosky et al. (2013). What works, what doesn’t. Scientific American Mind, 24(4), 47 – 53. PDF here
- Final scientist summary article - see guideline on SciSummary generally
- Reading worksheet - if you want to continue filling these out, you can
►Return to the top of the page
Friday, June 21st - Education (#27/28 of class):
Learning Objectives:Resources: Slides, Quiz 6, Quiz 6 key
- LO1: Continue to build a supportive classroom culture & discuss science communication.
- Critique videos on "How to Study" from a renowned educational psychologist, learning about education work + thinking about SciComm principles
- LO2: Define, identify, and apply previous constructs that we have discussed in class
- Quiz on previous material since last quiz: multiple choice & short answers
- LO3: Describe the basic findings from education research on multitasking.
- Discuss the Oppenheimer & military papers & debate policy on banning laptops
- How does this research relate to previously discussed work on real-life multitasking? Is there a better way of thinking about multitasking in the classroom?
- Has anyone ever experienced the effects described here? How does this relate to concepts on shared attention?
Articles:
I asked how accessible & interesting students found each article on a scale of 1-5 (Not At All Accessible/Interesting vs. Very Accessible/Interesting). Ravizza et al. (2017) Accessibility (N=8), M = 4.75, SD = 0.46; Interesting M = 4.25, SD = 0.71; Sana et al. (2013) Accessibility (N=8), M = 4.86, SD = 0.35; Interesting M = 4.36, SD = 0.74
- Ravizza, S.M., Uitvlugt, M.G., and Fenn, K.M. (2017). Logged in and zoned out: How laptop internet use relates to classroom learning. Psychological Science, 28, 171-180. PDF here
- Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24–31. https://doi.org/10.1016/j.compedu.2012.10.003. PDF here
- Supiano, B. (2019, February 6). Should You Allow Laptops in Class? Here’s What the Latest Study Adds to That Debate. The Chronicle of Higher Education. Retrieved from https://www.chronicle.com/article/Should-You-Allow-Laptops-in/245625. PDF here
- Lombrozo, T. (2013, August 19). Stop Multitasking! It’s Distracting Me (And You). Retrieved from NPR.org website: https://www.npr.org/sections/13.7/2013/08/19/213439794/stop-multitasking-it-s-for-other-people-s-good. PDF here
- Final quiz of the term today - expect feedback from me on that later today
- Reading worksheet - if you want to continue using, you can
►Return to the top of the page
Monday, June 24th - Overview (#28/28 of class):
Students asked to cancel this day of class so that they could have the weekend. We pushed the course review & the like to Friday, the 21st.
Assignments Due:
- Final Wikipedia page see guideline for research component here & previous feedback on Wiki biography