Marcia McKinley-Pace wrote:
> I'm preparing for next semester and am trying to figure out how I want
> to present brain parts and functions. In the past, I have lectured
> (briefly) about this and then asked the class to play neuroscientist and
> identify damaged brain parts from Sacks' work. The class usually seems
> to be bored by lecture, but does perk up for the activity. Does anyone
> have any ideas for how to present this? (Or other quick demonstrations,
> activities, movies, etc.?) I'm playing with the idea of presenting
> vignettes as we cover a brain part, but I also like the re-cap of doing
> an activity.
Marcia,
Many of my students find the section on the brain to be among the most
interesting in intro psych. I think the major reason for this is that, as I
discuss each part of the brain, I present case studies of people who have
damage to that part and other concrete examples. In addition, I use brief
clips from the Brain series and the Mind series to illustrate the functions
of several parts. (If I am not mistaken, both of these series has
recently--the last couple years--come out in a 2nd edition: there is a
slight updating of each segment in most cases, but major revisions in other
segments.)
It seems to me that the more concrete you can make your discussion of the
brain (especially by presenting interesting vignettes), the more interested
your students should be in this section.
Jeff
--
Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213
9000 E. Chaparral Rd. FAX Number: (480) 423-6298
Psychology Department [EMAIL PROTECTED]
Scottsdale Community College
Scottsdale, AZ 85256-2626
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"Science must begin with myths and with the criticism of myths"
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"Nothing is more dangerous than active ignorance"
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