I think I've seen this in several teacher's manuals to accompany intro
texts. I'm using Myers right now, and he's got it in his manual, so here's
an edited version of his version. It orignally comes from Bernardo
Carducci.
1. Define hypothesis.
2. Present competing hypotheses: Student's hypothesis) Speaking up in
class will kill you, and Your hypothesis) Speaking up in class will not
kill you.
3. "Tell students that to demonstrate your confidence in your hypothesis
you are willing to bet their lives on it!"
4. Depending on class size either use everyone or do something to
demonstrate random sampling.
5. Pretest measure to insure everyone is alive. State that is is safe to
assume all are alive, and can think and feel because they followed the
directions to this point.
6. Ask students to describe what would be a fair test of your hypothesis.
ONe would be to ask students to speak directly to the calss by giving their
name, etc.
7. Post-test to insure that students are still alive.
Good luck. Now I must stop procrastinating and fill in my metaphors for
the parts of the nervous system that I'm asking my students to do tomorrow.
Anyone got anything for physical and/or cognitive child development that
doesn't involve observing children? Or suggestions for popular movies (ie.
that I could get at blockbuster) that show segments of kids who are
obviously at certain stages of development?
Thanks in advance,
Don
>Hi all Tipsters,
>
>I used an exercise called "Talking in Class Won't Kill You" a few years back
>in general psych. I recall getting out of an instructor's manual, but I
>can't find it now. Does anyone know where I can find a copy of this
>exercise? I need it for tomorrow (yes, I know--procrastination......)
>
>Thanks,
>Kris Lewis
>Saint Michael's College
>Colchester VT 05439
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Don Rudawsky
[EMAIL PROTECTED]
Department of Psychology
University of Cincinnati
