Thanks to all of you who responded about using Taking Sides in the classroom. As I mentioned, I'm using structured discussions in my Abnormal Psychology class. Of the eight discussions, I selected five issues that are particularly relevent to the curriculum and then allowed the class to select the remaining three issues. The panel for each issue will have six students (three on the pro side and three on the con side) and each student has to serve on two panels throughout the semester.
Once the issues were selected, I decided to have students rank order their level of interest in serving on particular panels and state their position on the issue (pro or con) at this point in time. I then assigned students to serve on particular panels and I assigned them to defend a particular position. Most of my students were assigned to two of their top three choices. I arranged it so that students will serve on one panel where they are defending the position with which they agree and another panel where they are defending the position with which they disagree. I'm going to use the debate process suggested by the Taking Sides curriculum (stater, prover, and attacker for each position). After reading the posts on this list, I think I'll allow students to bring in additional scholarly material to defend their position. Thanks again for all of your suggestions on this topic! Rod ______________________________________________ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone: 903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel > -----Original Message----- > From: David Campbell [mailto:[EMAIL PROTECTED]] > Sent: Thursday, January 09, 2003 9:47 PM > To: Teaching in the Psychological Sciences > Subject: Re: Taking Sides > > > I have used Taking Sides in my Critical Thinking in > Psychology class. My main gripe was that the books does too > good a job of presenting the arguments pro and con. I prefer > to let the students develop or locate the arguments "from > scratch" using the usual resources. Also, I prefer to let > the students work with me to develop a set of issues for > debate rather than be limited to those in the Takin Sides > book. So I no longer use it. > > Incidently, on the topic of letting students present > information in class, I have been using a technique with > success in the Critical Thinking and Consumer Psychology > classes. Each student must select an issue, topic, or > research article to present (that deals with the topic of the > course). On most class days, we lead off with several > student presentations. I tell them to prepare for a 5-7 > minute presentation followed by some class discussion but > they often go longer. Often this part of the class is much > more lively and interesting than my lecture/review of the > assigned reading. > At the next class meeting, they are to turn in a short > 3-5 page paper on their presentation. This is usually worth > 15% or so of the course grade--enough to get their attention > but not enough to cause serious stress. > The advantage is that everyone gets some presentation > experience and we get into a variety of discussion issues. > If a particular student is a poor presenter, the presentation > is mercifully brief and we move on to the next one. But most > do quite well--even the Freshmen. > > --Dave > > ---------------------------------------------------------------------- > David E. Campbell, Ph.D. [EMAIL PROTECTED] > Department of Psychology Phone: 707-826-3721 > Humboldt State University FAX: 707-826-4993 > Arcata, CA 95521 www.humboldt.edu/~campbell/psyc.htm > > > On Thu, 9 Jan 2003, Hetzel, Rod wrote: > > > > > Hi folks. Do any of you have any experience using the Taking Sides > > series with your classes? I'm using it for Abnormal > Psychology this > > semester. Students seem pretty excited about it, but I was > curious if > > there are any potential pitfalls or problems that you have found in > > using the debate format. Thanks in advance! Rod > > > > ______________________________________________ > > Roderick D. Hetzel, Ph.D. > > Department of Psychology > > LeTourneau University > > Post Office Box 7001 > > 2100 South Mobberly Avenue > > Longview, Texas 75607-7001 > > > > Office: Education Center 218 > > Phone: 903-233-3893 > > Fax: 903-233-3851 > > Email: [EMAIL PROTECTED] > > Homepage: http://www.letu.edu/people/rodhetzel > > > > --- > > You are currently subscribed to tips as: [EMAIL PROTECTED] > > To unsubscribe send a blank email to > > [EMAIL PROTECTED] > > > > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to > [EMAIL PROTECTED] > --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
