Friday, March 9, 2012

An animated introduction to social science


I just spotted this video from Soomo Publishing on Ken Halla's excellent blog for world history teachers. I thought it was a pretty nice overview of the social sciences and could be used when we find our students struggling to understand how psychology and sociology (for example) are different. If you cannot see the video embedded above, check out this link at YouTube.

And if you teach US history, civics and/or US government and don't know about Soomo Publishing's most famous video with nearly 3 million YouTube views, well, it's too late to apologize.

--posted by Steve

Thursday, March 8, 2012

The surprising and continuing saga of Little Albert

I was fascinated and surprised a couple years ago when at team of psychological historians"solved" the long-standing mystery of the identity of Little Albert. I loved the story of their research, their exhaustive and careful examination of all the evidence they could find, and their explanation of the reasoning behind their conclusion about his identity.

Well, now I'm even more impressed: They didn't stop there! Some members of the original team kept digging into some details in the original story as told by Watson (including the detail that Little Albert was a "healthy, normal boy" when the researchers found he died a few years later of hydrocephalus.) The research team recently published their conclusion: Little Albert was likely suffering from neurological issues since birth, and that Watson purposefully misrepresented his condition when we wrote about the case.

A good example of researchers not quitting and eventually uncovering an ugly truth that casts further doubt on Watson's legacy.

photo credit: http://www2.macleans.ca/2012/02/22/bad-behaviour/

posted by Rob McEntarffer

Sunday, March 4, 2012

Teaching Blogs-Some Favorites

Many of us are the only teachers of psychology in our schools.  That was one reason we created the Teaching High School Psychology Blog.  However, I suspect that most of us also teach other subjects in addition to Psychology.  I wanted to more directly point you to the other teaching blogs that are out there.

US History Teaching Blog
http://ushistoryeducatorblog.blogspot.com/

World History Teaching Blog
http://worldhistoryeducatorsblog.blogspot.com/

US Government Teaching Blog
http://usgovteducatorsblog.blogspot.com/

Teaching High School Sociology Blog
http://teachinghighschoolsociology.blogspot.com/

Free Technology for Teachers
http://www.freetech4teachers.com/


Teaching High School Psychology Blog (our very own)
http://teachinghighschoolpsychology.blogspot.com/

While I am biased toward these sites since they are written by high school teachers, I wonder if there are others our there.  What other blogs are you currently reading or utilizing?


Posted by Chuck Schallhorn

Thursday, March 1, 2012

Downloading Video Files From Internet Sources; CatchVideo

We have posted in the past sites that help you save video files from YouTube.com and other video sites.  The site below does the same thing, but allows you to choose the format you'd like to save it in, whether you are a Mac or a PC user.  Very cool tool for you to back up all those videos you love but seem to disappear when you try to show them in class.

You can also convert to .mp3 files

http://catchvideo.net/

A video I may want to download:
Copy the URL and go to CatchVideo.Net

Let the Java Program run on your computer.

Choose your preferred format and download to the folder of your choice on your computer.

As with all computer data, be sure to back it up--frequently!

posted by Chuck Schallhorn

Tuesday, February 28, 2012

Survey and essay contest deadlines are fast approaching

 
Order now - supplies are limited!
If the lines are busy, just keep calling! 
Call now - our telethon ends today and we need each of you to help us today!

Now that we've given you the proper sense of urgency (thanks to social psych) - a reminder from Emily Leary of APA/TOPSS:

If you have not done so already, we invite you to take 20 minutes and participate in the National Survey of High School Psychology Teachers the American Psychological Association is conducting, available online at http://www.surveygizmo.com/s3/684207/National-Survey-of-High-School-Psychology-Teachers.  The survey will close March 1, 2012. 

Comment from Steve: TOPSS needs to know how many psych teachers there are, what their backgrounds are and what they need to best understand how to serve high school psychology. PLEASE take the survey AND share with other psych teachers you know!

BUT WAIT - THERE'S MORE:

APA TOPSS Scholars Essay Competition for High School Psychology Students
In the 2012 essay competition, students are asked to describe specific psychological concepts as they relate to the various ways a person might react to a natural disaster.  There will be four winners, each of whom will receive a $250 award. Submissions must be made by March 5, 2012.  For details, see http://www.apa.org/ed/precollege/topss/essay-competition.aspx.

--posted by Steve (who loves to listen to public radio fundraisers)

Please Hear What I Am Not Saying

This is a poem that I first was exposed to back in 1981 in my first university psychology class at Rochester Institute of Technology.  My professor was Dr. David Wiesner.  I later found out the original author was Charles Finn.  I have used this poem in a variety of contexts, from supplementing the Personality Theories (use of personas/masks, "presentation of self," to exploring Rogerian ideas related to identity and self-concept) to use with groups/classes that had difficulty getting past the "fronting" that we tend to do.  My favorite is to do a dramatic reading of the poem, slowly and with pauses so I can look around the room and gauge reaction.

I shared this with my AP class today--they, along with previous student were quite taken with the fundamental truths to the words.  I have had some students deny "the reality" of poem, saying they were the exception to this, therefore it is not true.

"The thicker the skin, the deeper the wound."

Here is a link to a .pdf version of the poem.

Please Hear What I Am Not Saying
an adaptation by Dr. David Wiesner
original by Charles C. Finn


Don't be fooled by me.
Don't be fooled by this mask that I wear.
For I wear a thousand masks and none of them are really me.
Masks that I'm too afraid to take off, fearing that you'll get to know me.

Pretending is an art that is second nature to me.
I'm pretending that I am in command and that I need no one.
That I'm cool and that my surface is so smooth and I cannot be shaken by anything.
I act as if I am in control, but please don't for one moment be fooled by my surface, that's only my mask.

Beneath this mask lies no smugness, no complacence.
Beneath this mask dwells the real me in confusion, loneliness, and fear.

But I don't dare tell you that.
I don't dare tell you that this is my mask.

I'm frightened by all the possibilities of my weaknesses being exposed.

I think about it all the time. Will I look like a fool?
That's why I work frantically to create this mask to hide behind in my relationship with people.
This nonchalant, sophisticated facade helps me pretend and shields me from the glance that knows me.
But such a glance is precisely my only salvation.
It's my only salvation if, however, the glance is followed by  acceptance and love.
It's the only thing that can liberate me from myself, from my  own self-built prison...from the barriers that I have so  painstakingly created.
It is only that glance that will assure me of what I cannot assure in myself and, that is, that I am really worth something.

But I don't tell you this. I don't dare to. I'm afraid to.  I'm afraid that your glance will not be followed by acceptance and love.
I'm afraid that you'll think less of me...that you'll laugh and that your laugh would kill me.
I'm afraid that deep-down I am nothing. That I'm just no good and soon you're going to find out and you'll no longer love me...that you'll reject me.
So I play my game. My desperate, pretending game with the facades of assurance from without and that of a trembling little child from within.
And my life becomes a front.
And I idly chatter to you in suave tones about anything that really means nothing.
And yet I can never tell about the crying inside of me...of my greatest hurts...of my deepest fears...my concerns.
I can't tell you that because I am afraid.
So please listen carefully not to what I am saying, but to what I am not saying.
To what I'd like to be able to say. And for what my very own survival I need to say.

I dislike this hiding...honestly.
I dislike this phony, superficial game I'm playing.
I really would like to be genuine and spontaneous and me.
But you've got to help me.
You've got to hold out your hand.

You've got to hold out your hand even when it appears to you that it's the last thing I want from you, because I am going to share a secret with you about myself;
the moment I act like I need you the least is the moment I need you the most.

The moment I act like I need you the least is the moment I need you the most.

Don't be fooled by this mask. When you see anger in this mask, don't be fooled for one second...that's not anger, that's hurt.
The mask of anger is easier to show than the mask of hurt.
And if we make the error of looking at people's masks only to see anger on their face, we may end up in a confrontation only because we missed the point.

You have the power to wipe away this blank stare of the "breathing dead" beneath this mask.
It will not be easy for you.
Long felt hurts make my masks endure. The nearer you approach me the harder I may strike back.
Irrationally, I fight against the very thing that I cry out for - my identity.

You may wonder who I am. You shouldn't.
Don't be fooled by the face I wear.
I am someone you know very well.
I am every man and woman and child.
I am you.



Posted by Chuck Schallhorn

Monday, February 27, 2012

Motivated by T-Shirts! Maria Vita's cool assignment

High school teacher extraordinaire Maria Vita (@MariaVita1 on Twitter) from Penn Manor High School developed this great, creative way to encourage students to think deeply about motivation theories: Make t-shirts!

Maria challenged her students to summarize key points about a motivation theory of their choice and figure out how to represent them visually. Maria posted the original assignment and pictures of their t-shirts here. Multi-modal learning! Semantic encoding! Awesome fashion statements! Great stuff!

posted by Rob McEntarffer

Sunday, February 26, 2012

Ulric Neisser, RIP

Psychologist Ulric Neisser died earlier this month. He's probably best known as the man who coined the term "cognitive psychology" in his 1967 book and who did a great deal to increase the focus on the modern study of memory. But we shouldn't forget that he's also the man responsible for this video:
This work was the forerunner to the work of Daniel Simons and Chris Chabris and their Invisible Gorilla. In a Google Plus post, Daniel Simons said this about Neisser:
Sad news to report. Ulric "Dick" Neisser, considered by many to be the father of cognitive psychology, passed away on Friday. Neisser was a true innovator and critical thinker who didn't tolerate fuzzy thinking. He wrote the first textbook of cognitive psychology, and then less than a decade later, as a convert to Gibson's ecological approach to perception, challenged the core assumptions of the field he helped to start. His 1976 book, Cognition and Reality inspired me as much as any book I've read. It emphasized the need to study perception and memory as they work in the real world, and I still recommend it to my graduate students.

In my final year of graduate school, Neisser returned to Cornell from Emory, giving me the chance to spend a lot of time with my intellectual idol. It was Neisser's work from the 1970s on selective looking that inspired the "gorilla" study Chris Chabris and I conducted decades later, and it was Neisser's emphasis on ecological validity in perception and memory research that helped push me and Dan Levin to study change blindness under real world conditions. In both of those lines of research, we really were standing on the shoulders of a giant.

My own research and thinking were indelibly changed by Neisser and his work, and I will miss him as an intellectual inspiration, a colleague, and a friend.
--posted by Steve

Rethinking the intro psych class

One of my favorite psychology professors these days is Cedar Riener of Randolph-Macon College in Ashland, Virginia. I learned about him a few years ago when I contacted Daniel Willingham to write an article for the Psychology Teachers Network newsletter. Dr. Willingham had recently written the excellent book Why Don't Students Like School and was swamped with requests for his time, so he referred me to Dr. Riener. The article Dr. Riener wrote, "Learning Styles: Separating Fact and Fiction," was published in the winter 2010/2011 PTN and is a highly recommended read. (To access previous issues of the PTN, you must be a member of TOPSS or the APA; follow this link to the PDF of the newsletter, then enter your TOPSS/APA login information.)

I began reading Dr. Riener's blog soon after and am always impressed by the topics he chooses and his analysis. So it was no surprise this morning to see that there was a new fascinating post - but the more I read, I realized that this was something I should share with all of you as well. [FYI to those of you on Twitter: follow Dr. Riener at http://twitter.com/criener)

What Cedar Riener is doing is becoming a "reluctant revolutionary" by actively tinkering with the standard lecture-driven intro psych class by incorporating several different strategies, including:
  • increased student choices for learning (podcasts, TED Talks, scientific articles, popular science books)
  • pass/fail grading used with many small writing assignments (so the focus is on practice, not perfection)
  • an increase in questions and peer discussion, and a decrease in lecture time
  • integrating more activities and active learning
I know that many of these topics are ideas that I have been debating in my own head for several years, and implementing them when I can. Alas, because of the fixed (and immense!) AP Psych curriculum I feel less able to do this, particularly teaching the class in a one-semester course, and I imagine that IB Psych teachers feel the same constraint. What I have found interesting, though, is that when I have tried similar steps in my regular psychology or other social studies classes, I've had some significant push-back from students who aren't every comfortable with the changes. As Dr. Riener notes,
In the active learning sessions, it is often like pulling teeth, students are so scared of being wrong, but also sometimes scared to show that they haven’t done the reading. They take a few tentative steps and stop, look up as if to ask “you are going to tell me the answer now?”
What I probably like most about this post is this final section, where he admits the difficulties and minor setbacks that have occurred. Changing students - and more importantly, ourselves - is a huge risk beyond their comfort zones and ours, and forces us to reconsider what education really is, and what is and is not effective. It may cause us to rethink some of the sacred tenets of what we have always believed and look at what the research says - Daniel Willingham's book above, for example, is an great place to go for combining what psych research says with classroom implementation.

I hope that you all will go to Dr. Riener's blog and read his entire post, then comment either there or here with your perspective.

--posted by Steve

Friday, February 24, 2012

Choose Your Own Adventure - Your Brain!


The incredible Allison Shaver (@allisonshaver), psych teacher extraordinaire in MA, and Greg Kulowiec (@gregkulowiec) posted this incredible, creative, engaging use of Youtube. I fondly remember the Choose Your Own Adventure books, and I LOVE that current students are using that "old" format, along with the "new" power of YouTube to create this engaging way to explore the brain. Really great stuff! Congrats to Allison and her students!


posted by Rob McEntarffer