I will be meeting individually with students starting on Monday, a process I always look forward to. Use this link to sign up for a time to meet with me over the next two weeks. NOTE: You'll need to be signed into your Google Account with your chipfalls.org identity in order to edit the document.
We'll be talking about how the class is going, how I can help you better, and whether you're looking to make changes to your study practices in the future.
Thursday, September 25, 2014
Wednesday, September 24, 2014
Monday, September 22, 2014
Eyewitness Testimony: How Reliable is it?
Hello, AP Psychology Students!
Since I'm out of the building (once again) for some meetings this (Tuesday) morning, I've got your activities posted here. If you need to see me about anything today, don't worry: I'll be back by 12:30 PM and will be with my afternoon classes.
For today's activities, you'll be completing this worksheet and viewing the two video clips below. Your teacher (either myself or the sub) will lead you in a discussion about what you learned.
Clip #1
Clip #2
Since I'm out of the building (once again) for some meetings this (Tuesday) morning, I've got your activities posted here. If you need to see me about anything today, don't worry: I'll be back by 12:30 PM and will be with my afternoon classes.
For today's activities, you'll be completing this worksheet and viewing the two video clips below. Your teacher (either myself or the sub) will lead you in a discussion about what you learned.
Clip #1
Clip #2
Friday, September 19, 2014
How to Get the Most Out of Studying
Greetings, AP Psychology students!
I'm sorry I couldn't be with you today. I'm attending meetings in Washington, D.C. as part of my affiliation with Teachers of Psychology in Secondary Schools (TOPSS) and the APA. But that doesn't mean your learning will be put on hold!
The unit of study we are beginning today concerns Cognition (i.e., thinking) and Memory. Happily, researchers have learned A LOT about what helps people understand and remember what they have learned, and this information should be immediately useful to students hoping to improve and refine their study strategies (and, by extension, their course grades).
Regardless of how you think yesterday's test went--whether you think it was a face-plant or you feel you knocked it out of the park--today's assignment will give you some helpful ideas about how to study more efficiently and more effectively, AND it will introduce you to some basic memory terminology that we will encounter this unit.
You'll have time in class to view this video series by Dr. Stephen Chew of Samford University, and you should complete this worksheet as you go. The worksheet is due Monday (Sept. 22), so anything that you don't finish in class should be completed over the weekend. Note: since there is sound with this video, please use a pair of headphones when viewing so that you don't disturb others.
Enjoy! Happy Learning!
Mrs. Welle
I'm sorry I couldn't be with you today. I'm attending meetings in Washington, D.C. as part of my affiliation with Teachers of Psychology in Secondary Schools (TOPSS) and the APA. But that doesn't mean your learning will be put on hold!
The unit of study we are beginning today concerns Cognition (i.e., thinking) and Memory. Happily, researchers have learned A LOT about what helps people understand and remember what they have learned, and this information should be immediately useful to students hoping to improve and refine their study strategies (and, by extension, their course grades).
Regardless of how you think yesterday's test went--whether you think it was a face-plant or you feel you knocked it out of the park--today's assignment will give you some helpful ideas about how to study more efficiently and more effectively, AND it will introduce you to some basic memory terminology that we will encounter this unit.
You'll have time in class to view this video series by Dr. Stephen Chew of Samford University, and you should complete this worksheet as you go. The worksheet is due Monday (Sept. 22), so anything that you don't finish in class should be completed over the weekend. Note: since there is sound with this video, please use a pair of headphones when viewing so that you don't disturb others.
Enjoy! Happy Learning!
Mrs. Welle
Tuesday, September 16, 2014
Study Resources for your History, Approaches, and Research Methods Test
On Thursday we'll reach an important milestone in our AP Psych journey together: our first unit test! I know you've been working hard to prepare, and to help you with that process, I'm posting some resources here that students typically find useful.
As your textbook suggests, not all study strategies are created equal. Thus, I'd highly recommend using the testing effect to your advantage by focusing on self-quizzing via Quizlet or practice MC items. Additionally, you were provided with a lengthy, printed study guide with practice problems last week. That's also a great place to start.
The video links I've posted below can also be helpful, especially if you're still confused about a particular concept (e.g., the difference between random assignment and random sampling). However, just passively viewing the Crash Course videos and calling it good is unlikely to get you the test results you want come Thursday. The best approaches to studying are active (involving actual practice retrieving information from memory and using it), not passive. That also means they feel "hard," but don't let that deter you! If studying feels "easy," you might not be gaining much from it.
During our (optional) study session on Wednesday (5-7 PM), I'll be directing some activities that involve very active study strategies, so it might be a good idea to drop in and get some tips if you are free. :)
As your textbook suggests, not all study strategies are created equal. Thus, I'd highly recommend using the testing effect to your advantage by focusing on self-quizzing via Quizlet or practice MC items. Additionally, you were provided with a lengthy, printed study guide with practice problems last week. That's also a great place to start.
The video links I've posted below can also be helpful, especially if you're still confused about a particular concept (e.g., the difference between random assignment and random sampling). However, just passively viewing the Crash Course videos and calling it good is unlikely to get you the test results you want come Thursday. The best approaches to studying are active (involving actual practice retrieving information from memory and using it), not passive. That also means they feel "hard," but don't let that deter you! If studying feels "easy," you might not be gaining much from it.
During our (optional) study session on Wednesday (5-7 PM), I'll be directing some activities that involve very active study strategies, so it might be a good idea to drop in and get some tips if you are free. :)
- Quizlet Flashcards for Unit I and Unit II. I've embedded the flashcard mode below, but visit the site to take advantage of other study modes (games, self-testing, etc.)
- Practice MC Tests: Schools of Thought in Psychology and Research Methods
- Crash Course Videos: Introduction to Psychology and Research Methods.
- Review Video: Correlations
- Review Video: Why Experiments Can Show Cause & Effect
- Review Video: Random Assignment v. Random Sampling
Friday, September 12, 2014
Descriptive Stats PsychSim
Congrats! If you are reading this, you probably just finished your first reading quiz!
To access the PsychSim Module on Descriptive Stats, you'll need to use this link and click on "Descriptive Statistics" in the menu screen that appears. Then, just use the next and back buttons to navigate through the module. The accompanying worksheet is due Monday.
To access the PsychSim Module on Descriptive Stats, you'll need to use this link and click on "Descriptive Statistics" in the menu screen that appears. Then, just use the next and back buttons to navigate through the module. The accompanying worksheet is due Monday.
Tuesday, September 9, 2014
Practice with Correlation Coeffecients
Need some practice matching Scatterplots to their Correlation Coefficients? Try this link: http://www.istics.net/Correlations/
By request, here is the Spurious Correlations website I shared in class, as well. :) Enjoy the ridiculous, but real, correlations!
By request, here is the Spurious Correlations website I shared in class, as well. :) Enjoy the ridiculous, but real, correlations!
Monday, September 8, 2014
So Many Psychologists!
For the benefit of those who were gone today (and those who didn't have a chance to finish the activity), I'm posting the links to the documents we used in class today to explore career subfields in psychology.
This worksheet was used to record 1.) the career subfield students identified for each psychologist profile, as well as 2.) whether that is considered a basic research subfield, an applied research subfield, or a helping profession. You may wish to review the descriptions found in Module 3 of your text if you are not sure where a particular psychologist fits.
The psychologist profiles students used to answer these questions are located here. Each of the 16 career areas described in your text are used only once, so attempt to identify which individual is the best fit for each area (some have done work in more than one subfield, which can make things confusing).
Tomorrow, when we return to class, we'll go over answers and have an opportunity to ask questions.
This worksheet was used to record 1.) the career subfield students identified for each psychologist profile, as well as 2.) whether that is considered a basic research subfield, an applied research subfield, or a helping profession. You may wish to review the descriptions found in Module 3 of your text if you are not sure where a particular psychologist fits.
The psychologist profiles students used to answer these questions are located here. Each of the 16 career areas described in your text are used only once, so attempt to identify which individual is the best fit for each area (some have done work in more than one subfield, which can make things confusing).
Tomorrow, when we return to class, we'll go over answers and have an opportunity to ask questions.
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