| Description |
1 online resource (215 p.) |
| Series |
Learning to Teach Subjects in the Secondary School Ser |
|
Learning to Teach Subjects in the Secondary School Ser
|
| Contents |
Cover -- Half Title -- Series Page -- Title Page -- Copyright Page -- Table of Contents -- List of Figures -- List of Tables -- List of Tasks -- Acknowledgements -- List of Contributors -- Foreword -- INTRODUCTION -- 1 BECOMING A PSYCHOLOGY TEACHER -- 1.1 Characteristics and Skills of a Psychology Teacher -- 1.2 Characteristics and Requirements of Psychology as a Subject -- 1.3 The Role of Psychology in Schools -- 1.4 Why Students Choose Psychology -- 1.5 Understanding the Psychology Curriculum -- 1.6 Where to Find Support -- 1.7 Summary and Key Points |
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2 USING PSYCHOLOGY TO TEACH PSYCHOLOGY -- 2.1 Threshold Concepts -- 2.2 Cognitive Load Theory -- 2.3 Spaced or Distributed Practice -- 2.4 Retrieval Practice -- 2.5 Elaboration -- 2.6 Dual Coding -- 2.7 Summary and Key Points -- 3 TEACHING AREAS OF PSYCHOLOGY -- 3.1 Cognitive Area -- 3.2 Social Area -- 3.3 Developmental Area -- 3.4 Individual Differences Area -- 3.5 Biological Area -- 3.6 Summary and Key Points -- 4 TEACHING RESEARCH METHODS -- 4.1 Experimental Methods -- 4.2 Non-Experimental Methods -- 4.3 Inferential Statistics -- 4.4 Summary and Key Points -- 5 ETHICS IN PSYCHOLOGY TEACHING |
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5.1 The Practice of Teaching Research Ethics in Psychology -- 5.2 BPS Guidelines -- 5.3 The Association For The Teaching of Psychology (ATP) Application of BPS Guidelines in Schools and Colleges -- 5.4 Suggested Teaching Activities -- 5.5 Summary and Key Points -- 6 TEACHING SKILLS OF EVALUATION AND ANALYSIS IN PSYCHOLOGY -- 6.1 What Makes a Critical Thinker? -- 6.2 What Is Critical Thinking? -- 6.3 Barriers to Critical Thinking -- 6.4 Skills Required for Critical Thinking -- 6.5 Creating a Framework for Critical Thinking and Evaluation -- 6.6 Assessment Objectives for Evaluations |
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6.7 Providing Students with Critical Thinking and Evaluation Tasks -- 6.8 Assessing Critical Thinking and Evaluation -- 6.9 Summary and Key Points -- 7 TEACHING SKILLS OF APPLICATION -- 7.1 Problem-based Learning: An Overview -- 7.2 Text-based Vignettes -- 7.3 Constructing a TBV -- 7.4 Using TBVs for PBL -- 7.5 Summary and Key Points -- 8 DEVELOPING PSYCHOLOGICALLY LITERATE STUDENTS -- 8.1 Why Is Psychological Literacy Important? -- 8.2 Students as Science Practitioners -- 8.3 Peer Mentoring and Peer-assessed Learning -- 8.4 Innovative Assessment -- 8.5 Developing Employability Skills |
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8.6 Work Volunteering -- 8.7 Summary and Key Points -- 9 LEARNING TO ASSESS PSYCHOLOGY AND GIVE STUDENTS MEANINGFUL FEEDBACK -- 9.1 Formative and Summative Assessment -- 9.2 Feedback -- 9.3 Student Responses to Feedback -- 9.4 Marking Better, Not More -- Encouraging Self-regulating Learners -- 9.5 Summary and Key Points -- 10 INCLUSION IN TEACHING PSYCHOLOGY -- 10.1 Inclusion for All -- Creating an Inclusive Environment -- 10.2 Supporting SEND -- 10.3 Making Psychology Accessible to All -- 10.4 Ethics -- 10.5 Summary and Key Points -- 11 USING TECHNOLOGY IN PSYCHOLOGY TEACHING |
| Notes |
Description based upon print version of record |
|
11.1 Delivering Education in Changing Contexts |
| Subject |
Psychology -- Study and teaching (Secondary) -- Great Britain
|
|
Psychology teachers -- Great Britain
|
| Form |
Electronic book
|
| Author |
McGinty, Jock
|
| ISBN |
9781000640335 |
|
1000640337 |
|
