He
countered that he thought college was supposed to make you think and
learn--not memorize all the parts of the brain, the glandular system,
neurons, etc., that each chapter contained in excess of 100 definitions and
they could not all possibly be equally important.
I cover the whole text but not everything in each chapter - I specifically tell students they are not responsible for certain textbook sections. With approximately one class period per chapter, it really is a race through and I expect it to be an overview. For example, I have my students learn just a few brain parts and functions, not all of them - that gives them the general idea of how brains are organized and specialized, etc. I usually cover the parts related to language. I also try to pick sections that have the most relevance to their lives (so I really hammer critical thinking) or sections on topics where the students are likely to have the most mis-information (like dreams). I'm about to do States of Consciousness and I'll probably leave out hypnosis. I do require them to cover certain textbook sections on their own, just not all of them.
This way I feel I still provide a broad overview of the field of psychology without requiring an unreasonable amount of memorization.
Erica Klein ---
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