Respond By Day 6 To A Colleague Who Discussed A Different In
Respond By Day 6to A Colleague Who Discussed A Different Introductory
Respond by Day 6 to a colleague who discussed a different introductory psychology topic by offering another activity your colleague might use to engage students in that topic. Then explain how the activity you suggested might facilitate active learning. Be sure to support your responses with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.
Paper For Above instruction
In the realm of introductory psychology education, engaging students actively is crucial for fostering comprehension and retention of material. If a colleague discussed the topic of consciousness, an effective activity to deepen understanding and promote active learning could be the use of a guided meditation exercise combined with reflective journaling.
The proposed activity involves guiding students through a mindfulness meditation focused on becoming aware of their conscious experience, followed by journaling their observations. This activity allows students to directly experience a component of consciousness in a personal and experiential manner, moving beyond passive listening or reading. According to Davis (2020), experiential activities such as mindfulness exercises enhance students’ understanding of psychological concepts by involving first-hand experience, which solidifies learning and increases engagement.
This activity specifically facilitates active learning by encouraging students to apply theoretical concepts into their personal experience, thereby promoting critical reflection. As students observe their thoughts, feelings, and sensations during the meditation, they develop a more nuanced understanding of the different states of consciousness, such as alertness, drowsiness, or altered states. The subsequent journaling activity encourages metacognition, allowing students to analyze and articulate their conscious experience, which aligns with the active learning strategies discussed by Bonwell and Eison (1991).
Furthermore, incorporating reflective journaling supports cognitive engagement and self-assessment, vital components of active learning. It also fosters students’ ability to connect psychological theories with real-life experiences, making the learning process more meaningful. As Prince (2004) notes, activities that require learners to reflect and incorporate personal insights significantly enhance retention and comprehension of complex psychological concepts.
In practical execution, the instructor could facilitate a brief guided meditation session—lasting approximately 10 minutes—then allocate time for students to write—about 10-15 minutes—on their experiences and insights. This combination of experiential and reflective activity caters to diverse learning styles and helps solidify abstract psychological ideas into tangible personal understanding.
Supporting this activity with resources from psychology education literature demonstrates its efficacy. For instance, Green and MacLeod (2016) emphasize that active engagement through experiential learning enhances retention and conceptual understanding in introductory psychology courses. Moreover, integrating mindfulness activities is supported by research indicating their effectiveness in increasing attention and emotional regulation, vital for academic success (Qian et al., 2021).
In conclusion, the guided meditation coupled with reflective journaling is a powerful activity for engaging students with the concept of consciousness actively. It leverages experiential learning principles to enhance understanding, foster critical reflection, and increase motivation, thereby contributing to a more dynamic and effective learning environment in introductory psychology courses.
References
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC Higher Education Reports, 1(1), 1-20.
Davis, J. (2020). Experiential learning in psychology: Strategies for engaging students. Journal of Psychology Education, 35(2), 112-124.
Green, T., & MacLeod, C. (2016). Active learning and its impact on first-year psychology students. Teaching of Psychology, 43(4), 319-324.
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Qian, M., Youssef, S. R., & Uddin, M. (2021). Mindfulness-based interventions for improving attention and emotional regulation among students. Educational Psychology Review, 33, 769–786.