I agreed with a number of points Cheryl Schwartz made in a recent post
about Davis, but one area that I thought useful for TIPS discussion concerns
when and how and what kind of class demos or "illustrative" group activities
might be used. That is, what kinds of "fun and games" activities are useful
and when? Do we use the demo or group activity to reinforce some concept?
How do we know we are successful? Perhaps, Louis just wants to convey a
closeness or intimacy. This may be appropriate in some circumstances.
Sometimes I want to give the class a break from lectures, or (in upper level
classes) give them an opportunity to think thru problems, puzzle solve, etc.
At other times, I develop a demo or display that is intended to be memorable
and help them understand the concept. If we present the demo or
illustration first does that help with later verbal explanations? To be
honest, most of my motivation is to keep myself and the class pumped,
interested, and involved, and then to use activities that I feel may either
reinforce/illustrate/apply the concept and thereby further their mastery of
the material. The Teaching of Psych journal is a valuable resource for
ideas...but what do we know about the effectiveness of different types of
exercises, demos, or illustrations. I think the pacing or timing of certain
demos in the semester can be important. Too many all at once may hinder
memory of what their purpose was. Some exercises can involve the class in
fun arousal, but not promote learning of the difficult concept behind the
exercise. Any other ideas on such? Gary Peterson
Gerald (Gary) L. Peterson, Ph.D.
Professor, Department of Psychology
Saginaw Valley State University
University Center, MI 48710
[EMAIL PROTECTED]
1-517-790-4491
