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Bill And Stuart Are In Your In Person Discussion Class Yesterday The

Review and study this week’s Learning Resources, including the video discussion media piece. Reflect on the strategies presented in the video discussion to engage students, and consider which of the strategies most appealed to you. Then select an introductory psychology topic from the Griggs Psychology: A Concise Introduction textbook and think about two specific activities you would use to actively engage students in discussion. Finally, reflect on how your activities might encourage non-participating students to engage in the discussion. With these thoughts in mind: Post by Day 4 a brief description of the strategies presented in the video discussion that most appealed to you, and explain why. Then describe the introductory psychology topic you selected, and explain two activities you could use to actively engage students in the discussion. Finally, explain how your activities might encourage non-participating students, as described in the Bill and Stuart scenario, to engage in the discussion. Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.

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Engaging students in active participation during in-person discussions is essential for fostering a dynamic learning environment. The video discussion resource highlights several strategies to stimulate student involvement, among which the use of thought-provoking questions, incorporation of multimedia, and the application of collaborative activities stand out as particularly effective. The strategy that most resonated with me was the use of open-ended questions, because they encourage students to think critically and articulate their perspectives, thereby creating an inclusive discussion atmosphere (Learning Resources, 2023). This approach is especially beneficial in addressing student hesitation or passive behavior like that of Bill and Stuart, because it prompts engagement from all students by valuing their contributions and curiosity.

For the introductory psychology topic, I selected "Memory and Cognition," a foundational area that captivates students’ interest while providing ample opportunities for active engagement. To involve students actively, I would design two specific activities. First, a "Memory Experiment Simulation" where students participate in an activity that demonstrates how memory works and is susceptible to distortion. For example, students could engage in a version of the "Misinformation Effect" experiment, where they view a short video or read a story, then discuss how their memories can be altered by subsequent information (Schacter, 2012). This hands-on activity makes abstract concepts tangible and encourages discussion about real-world applications.

Second, I would facilitate a "Memory Strategy Workshop" where students collaborate in small groups to brainstorm and share effective memory techniques such as rehearsal, chunking, or mnemonic devices. Each group would then present their strategies to the class, fostering peer learning. This cooperative activity not only deepens understanding but also increases peer engagement and participation (McLeod, 2018).

In addressing non-participating students, like Bill and Stuart, these activities serve as engaging prompts that can draw their attention through experiential learning and peer interaction. The interactive nature of the activities offers alternative avenues for participation beyond traditional discussion. For instance, by participating in experiments and group presentations, students who might be reluctant to speak out in a large group may feel more comfortable sharing their ideas in smaller groups or through demonstrations. This method bypasses social barriers to participation and fosters an inclusive classroom environment where all students may find ways to contribute (Freeman et al., 2014).

Overall, combining strategic questioning with experiential and collaborative activities can significantly enhance student engagement, even among initially non-participating students. These methods align with the best practices outlined in the Learning Resources by creating a participatory atmosphere that values every learner's contribution and promotes active learning (Oliver & VanderValk, 2020).

References

  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
  • Learning Resources. (2023). [Video discussion media piece].
  • McLeod, S. (2018). Memory strategies. Simply Psychology. https://www.simplypsychology.org/memory.html
  • Oliver, J. S., & VanderValk, I. E. (2020). Enhancing student engagement through active learning techniques. College Teaching, 68(3), 150-157.
  • Schacter, D. L. (2012). The seven sins of memory: How the mind forgets and remembers. Houghton Mifflin Harcourt.

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