tag:blogger.com,1999:blog-5485236030082659520.post2703594342396392094..comments2023-09-01T04:12:42.611-07:00Comments on Teaching High School Psychology: Rethinking the intro psych classChuck Schallhornhttp://www.blogger.com/profile/09702026786146260724noreply@blogger.comBlogger3125tag:blogger.com,1999:blog-5485236030082659520.post-36588232174821209282012-02-27T08:21:54.020-08:002012-02-27T08:21:54.020-08:00Hi Steve, thanks so much for the kind words. I agr...Hi Steve, thanks so much for the kind words. I agree that this is hard to adapt to different circumstances, and I haven't even gone as far as many do, with straight questions and answer and peer learning scenarios. Also, I think there would be less need to break up a 50 minute class than there is for my two hour one. <br />For anyone interested, I have put a link to the syllabus on the post, if people want to download and check out more specific details.Cedarhttps://www.blogger.com/profile/13935627443458025397noreply@blogger.comtag:blogger.com,1999:blog-5485236030082659520.post-47176228230730904022012-02-27T06:15:27.409-08:002012-02-27T06:15:27.409-08:00Thanks for linking to this, Steve! I just left thi...Thanks for linking to this, Steve! I just left this comment on Dr. Riener's blog:<br />"Howdy! Steve Jones posted about your blog on http://teachinghighschoolpsychology.blogspot.com/ and I'm grateful! I'm an assessment specialist (former high school psych teacher) and I spend a lot of time (too much?) thinking about the connections between assessment/grading systems and classroom context/goals/learning experiences. I got to teach a university class (adjunct) last year and I think I was trying to follow path similar to yours: the students and I built a pass/fail "rubric" together for the major assignments (we developed 4 levels, so it was a bit bigger than pass/fail, but same idea). I made an "overall" rubric for the class that explained in words what each grade A-F meants (e.g. an A was mastery level shown on all major assignments after revision, etc.) It was a struggle sometimes, but the students were able to write at the end of the class about what their grade MEANS in terms of what they learned. I'll definitely do it again (I put this experience in the context of "standards based grading", which is an interested literature). Thanks for the blog, and I'll definitely keep reading! "Anonymoushttps://www.blogger.com/profile/15156274994401292707noreply@blogger.comtag:blogger.com,1999:blog-5485236030082659520.post-1779307796245261022012-02-26T04:44:24.804-08:002012-02-26T04:44:24.804-08:00I too read the article this morning and found myse...I too read the article this morning and found myself saying "yes! This is what I need to do!" I'm in a bit of a different situation than any other high school teacher (at least I've been told), I teach large groups (class sizes are 58, 58, 46, all for AP, plus a small 36 for my JV kids). I too find that while a majority of kids "get it" with lecturing each day, it doesn't catch all of them, and really want to find a way to reel in those that are averaging D's on a test (however, maybe that's all they're capable of...many this is their first AP class ever). I'm not sure if this format could work everyday (a traditional model; 54 mins per class, 5 days a week, for a full year). I do like the idea immensely, but think it would be difficult to implement on a full time basis. I am going to give it a whirl some days (days that we intro a chapter, or have a "40 studies" reading assignment, after their quiz over it). In all, this method would work, if we met two or three days a week only.Bill Jamesnoreply@blogger.com