Wednesday, April 22, 2015

AP Test Review resources from Joe Swope

Posting yet another AP review resource - hope your test reviews are going well, and that your kids are fired up for the exam! Go AP Psych!

Joe Swope (psychology teacher/researcher extraordinaire, fantasy author, and friend of high school psychology) sent this link to the "Try It!" part of his site - here's Joe's description of the rousource:

" ... an unlimited number of practice tests.  I configured it for only 20 questions at a time with unlimited time.  Answers are readily available at the end or even during.  There are a few click on the right part of the brain, neuron, chart questions and even a few animated questions.  Each time a student refreshes they get a different set of 20 in a different order and even the ABCDE's are randomized.  My kids say they like it, but then again I also make them say that or else."

"Try It" psychology review resources from Joe


posted by Rob McEntarffer

Tuesday, April 14, 2015

More AP Review resources

(written by the fabulous Kristin Whitlock, posted by Rob McEntarffer because he has more time to do it right now :) 

I have a few links that I thought the AP teachers beginning their reviews might find useful.

Khan Academy
These lectures were designed for students who are preparing to take the MCAT test.  But they could be very useful for your students in review.  Here's the link:
https://www.khanacademy.org/test-prep/mcat/behavior

Learnerator Guide for AP Psychology
I haven't looked at this one in much depth, but it provides online quizzes in the different content areas.  If anyone has tried this out, speak up!
http://www.learnerator.com/ap-psychology

Teaching High School Psychology Blog
There is a post with a number of links for review.  Chuck Schallhorn has some lectures posted for review.  There are also a number of teacher websites that have review information.
http://teachinghighschoolpsychology.blogspot.com/2012/04/ap-psych-exam-review-links.html


posted by Kristin Whitlock, via Rob McEntarffer

Friday, April 10, 2015

Brain Games Episode Guides-One Document

Brain Games is our new favorite series in my classroom. My TAs watched all the episodes and did their best to identify the seasons, episode titles, and concepts mentioned. I am certain there are errors or omissions, but neither student has had AP Psych.

I finally had the chance to put the seasons together into one document. Click here for the Word document.

Season One
1.1 Pay Attention
1.2 Watch This!
1.3 Remember This!

Season Two
2.1 Focus Pocus
2.2 It's About Time
2.3 Motion Commotion
2.4 Don't Be Afraid
2.5 Power of Persuasion
2.6 What You Don't Know
2.7 Battle of the Sexes
2.8 Seeing is Believing
2.9 You Decide
2.10 Use It or Lose It
2.11 Illusion Confusion
2.12 Liar Liar!

Season Three
3.1 Battle of the Ages
3.2 In Living Color
3.3 Laws of Attraction
3.4 Trust Me
3.5 Stress Test
3.6 What's Going on?
3.7 In Living Color
3.8 Mind Your Body
3.9 Follow the Leader
Bonus: Brain Games DIY

Season 4
4.1 Compassion
4.2 Addiction
4.3 Language
4.4 Risk
4.5 Battle of the Sexes 2
4.6 Superstitions
4.7 Food
4.8 Anger
4.9 Patterns
4.10 Intuition
Bonus: Digital Extras

If you want to purchase the DVDs, you can find them here:











You can buy Season 5 on video on demand now with Amazon Video or order the DVDs later when they are released.

posted by Chuck Schallhorn

Thursday, April 9, 2015

The Brain Song

I was just assigning one of my brain projects and ran across this example of an original song and video for someone's class.  I really liked it and wanted to share.

Original, creative work can be both a great way to learn as well as a way to review.

https://www.youtube.com/watch?v=vYwOtTMUz0c



posted by Chuck Schallhorn

Wednesday, April 8, 2015

Time for the return of appsychreview

Thanks to Aaron Collins for the inspiration for the image above. 

It's back! For the fourth consecutive year, Twitter will be abuzz with students looking for someone to assist them as they are reviewing for the AP Psych exam on May 4, 2015 - and "we" will be there to help them out. By "we" I mean myself, plus a whole bunch of other veteran AP Psych teachers, who are willing to offer advice, mnemonics, and just good explanations for confusing questions that vex students. By adding the hashtag #appsychreview to their tweets, students alert teachers they need help, and teachers reply with short answers and/or links to images, sites, or videos that help.







Here's an example of mine from last year:


The following is largely a repost from last year's post about #appsychreview - if you have questions, please post them in the comments or e-mail them to me (Steve).

INFO FOR STUDENTS
-----------
1) Use #appsychreview to get help with questions you are struggling with. Maybe you can't tell the difference between, say, retrograde and anterograde amnesia. Well, we can help with that. Or you need a way to remember Erikson's eight stages, and so we can send you to see the great Dr. Britt.

2) DO NOT use #appsychreview for basic questions.  Questions like "Who is Piaget?" or "What was Milgram's experiment about?" are ones that will either be ignored or at best you'll be re-directed to the Wikipedia pages for that subject.

3) Be considerate. If you have a dozen questions, don't post them all. Before posting, look for similar questions on #appsychreview - believe it or not, you're not the first asking about Piaget's stages.  Then post a question or two. Someone will probably answer your question within 24 hours - and if you don't see a reply to your tweet by then, feel free to send your tweet to me (@highschoolpsych).

4) This is not an on-demand guaranteed service. People who currently teach or formerly taught AP Psych will answer your question as best they can. If you need more intensive help, there are plenty of AP Psych review books to choose from.

INFO FOR TEACHERS
------------
1) PLEASE DO NOT encourage your students to use #appsychreview to ask questions to gain extra credit in your class. One day two years ago we had more than 100 tweets in 15 minutes because a well-meaning teacher told his students they would get extra credit for doing so. This is a volunteer service of real teachers who are giving their time to help out students, not a bunch of automated robots.

2) The biggest question I get is: how do I know I can trust that my students will get the correct answer? The short answer is you can't - there's no guarantee. But in the three years we've done this, I've never seen anyone give incorrect information. Sure, some folks give explanations in different ways than I would, but that's to be expected. What's more impressive is the dozens of tweets that I've read where *I* learned a brand new way to explain something, or about a new resource because another teacher pointed to it in her answer. If you see an answer you think is wrong, let me know.

3) If you're answering a question, it helps greatly to give a link to a site or to an image which helps to explain the concept. For example, the amazing @mariavita1 gave this great answer to a question about the phi phenomenon by giving a few words and then a link to a site that more fully explained it.

4) How do you answer a question? Just reply to the question and be sure to keep #appsychreview in the tweet. There's no application process and no minimum number to answer - just jump in when you can and help!

--posted by Steve

Monday, March 23, 2015

Big Summaries

This blog post from WIRED magazine got me thinking about the value of "big summaries"

"What I Learning Writing a Brain Blog for 17 Months"

 I like how Christian Jarret tries to take the "long view" of brain research in his blog post. Summaries like this that attempt to pull together a LOT of current research and make judgment calls about overall trends/principles can be very valuable. It's easy to use the web to find "cool new current brain research," but it's a LOT harder to find wisdom about what all the research might "mean" in the long run.

A couple of related "wonderings":
  • I wonder if students could do this about some topics. Could a student at the end of an intro psych experience tackle a "Big Summary" question, like "Given what you know from the developmental, biological, personality, and other chapters, what is wrong with the phrase "nature vs. nurture" and how would you restate it?"
  • I wonder if an experience like this might help students review for the AP exam. Some FRQs require a level of synthesis across chapters, and going through a "big summary" experience might help student's practice this kind of thinking.


posted by Rob McEntarffer

Thursday, March 19, 2015

Guest Post: AP/IB Review ideas from Mike Corayer

Mike Corayer, an AP and IB Psychology at Shanghai High School, sent this review idea and hopes it's useful for you all! Thanks Mike! By the way, you can find more materials from Mike at http://www.psychexamreview.com/


Fill the Board

I write a general topic at the top of the whiteboard (such as Sensation and Perception) then I give 5 or 6 students markers and a few minutes to write or draw anything they remember from this topic. I encourage students to incorporate drawings as much as possible. Any drawings should also include some related terms, theories, or labels.

After the writing is finished, students return to their seats and I head to the board to briefly go over all the terms, names, and drawings. At this point, we can add any related terms that might be missing and I try to get students to come up with these by asking questions.
I encourage the students to work together while they're writing on the board. This isn't a test and the purpose is not to judge. If a student is stuck,  other students should provide suggestions. Sometimes one student will write a single term which triggers another student to think of a related term and the board starts getting filled up that way. Even a “misplaced” term (from another topic or chapter) isn't  wrong because it gives me a chance to review that term and make sure students know why it is or is not related to the main topic we're reviewing.

One potential criticism of this technique is that students are just reviewing what they can already recall and therefore what they probably don't need to review! While this might be true for each individual student writing on the board, if there are several volunteers writing I generally find that we get a wide variety of terms and concepts. If we don't, this indicates that this is a topic I need to go over in more detail and students can clearly see the gaps in their knowledge in the white space left on the board.

Variations

Teamwork
One way to vary this is to simply create teams and cover multiple topics simultaneously. For instance, I might write “Consciousness” on one half of the board and “Personality” on the other. Then I give students different colored markers for each topic and they work in teams to fill their side of the board. They might even feel a little competition for which side can come up with more items.

Category Challenge
Write a general category (such as Memory) on the board, then one at a time, each team writes a related term on the board (no using notes!). If they write a term, they have to be able to explain what it means if I ask. The next team then writes another term related to the general category. This continues back and forth until one of the teams can no longer think of any terms related to the chapter (or if they write a related term but can't explain it).

Connect the Dots
This is a variation I use in my IB classes, where longer essay assessments often require students to make connections across multiple perspectives. In this case, things begin as normal, and I might write two general topics on the board and send groups of students up to start writing. After the board is full, we briefly review the terms, and I might add a few that were missing.

Next I give out different-colored markers to a few students. Their job is to circle something from one side of the board and then draw a line across the board and connect it to something on the other side. After a few connections are found (not everything will be connected to something) I ask the students to explain why they made that connection and what the relationship is between the two items.

I hope these ideas can help you to have more interactive and engaging review sessions, let me know if you have any questions and be sure to share any other ideas in the comments!


posted by Rob McEntarffer

Thursday, March 12, 2015

How do you review for the AP Psych exam?

The AP Psych exam is on May 4th (first day of testing - whew!) and we'd love to hear your best ideas about how to help students review before the exam. Here's a list of previous blog posts that might be useful:
  • The AP Central Website is a goldmine for information about previous exam questions (multiple choice and FRQs) as well as scoring guides, etc. Here's a post filled with links to AP Central: "AP Psychology Free Response Questions-Updated to 2014"
  • Many teachers use previously released exams for review, and one useful technique is to analyze the previous exams and make a "table of specifications" that shows items organized by chapter. Students can use these tables to figure out areas of strength/weakness, and modify their studying plans accordingly. "2014 AP exam Breakdown"
  • Many teachers are wondering about how changes to the DSM (current edition = DSM5) might impact the test. Pat Santoro posted an explanation on AP Central: "Brief Update about the DSM5 Changes"
  • The Twitter discussion "#psychat" continues to be a great resource for all kinds of useful teaching ideas, including review ideas: "#Psychat Archive for Review Ideas and Activities"
  • Chuck authored this "megapost" of AP review reources last year and it still looks up to date (and great!) "AP Review Resources"
We'd love to hear about how you help students review materials. On a personal note, I'd love to hear your wisdom about using flashcards (full disclosure: I'd like to help the Barron's company improve the AP Psych flashcard product!)


posted by Rob McEntarffer

Wednesday, March 11, 2015

The Greek System at Universities and Racism

After a discussion in class about the Oklahoma racist chant, one of my students mentioned seeing an article that included a picture of a sorority that posed with sombreros, moustaches, and signs that said, "I don't cut grass, I smoke it." I might add that that class is two-thirds Latino. That particular picture struck a nerve.  My students have heard the terms "beaner," "burrito-eater," and the like, but this one hit a little harder, especially when the photo appeared to be nearly exclusively white.

I did a quick search and discovered this article which cites a dozen examples, several that have pictures. I know kids are young and make mistakes. But these make me sick. This article could be great for a discussion on group decision-making, prejudice, stereotypes and so much more.
http://mic.com/articles/112240/12-incidents-that-prove-fraternity-and-sorority-racism-isn-t-just-an-oklahoma-problem


posted by Chuck Schallhorn

Monday, March 9, 2015

Guest Post: Eric Castro and Writing in Psychology

Hello THSP Readers,

I (Chuck) am very happy to share with you a piece of writing from one of our West Coast colleagues, Eric Castro of St. Ignatius College Preparatory in San Francisco.  I was reading the archives of #psychat (on http://twitter.com) when I ran across the files he linked to and the ideas he had for writing in the psychology classroom. He was kind enough to put together this information and links below.

So thank you very much Eric!  We are very pleased and happy to have you on THSP as a guest poster.  For the rest of you who have great ideas to share, please reach out to one of us.  We want to include more voices in our psychological conversation.

========================================================
I feel a little disingenuous writing about “writing in Psychology” because I don’t think I do a particularly good job at it. That is not to say my students are not good writers; in fact, I think they’re excellent[1] — I just can’t claim any of the credit! Our English department and the others in the Social Science department teach my students how to write well. I don’t know how, I’m just grateful that they do.

If you’re still reading this, Chuck asked me to share one particular writing assignment that we do in the Development Unit; we call it The Toy Project. Based on those two pieces of information – Development unit and “Toy project” – you already guessed that it’s based on Piaget’s Stages of Cognitive Development. As you suspect, students go to a toy store near them, choose a toy that corresponds to a stage of cognitive development, and they write about it[2].

If you’re still reading this, there are a few additional details that we work into the project[3]. Here is how the project is currently assigned. Note:
  • Students work in groups of their own choosing, from across any section/ any instructor
  • Students can ‘Google Doc’ their paper (thereby collaboratively writing it), but do not have to
  • Students have to take pictures of themselves in the toy store for full credit[4]
  • The finished product is uploaded to Canvas, in our case, where I grade it — and Canvas automatically forwards the paper to turnitin.com for “checking”…
  • There are three distinct parts to the paper. Part 1 connects one toy with each of Piaget’s Stages; part 2 harkens back to the Research Methods unit; and Part 3 connects to our discussion of gender schema theory vis-a-vis elements in the design of toys and toy stores.
One of the things that I like so much about this paper is that it can be done with any amount of technology. I had students take physical photos back in the aughts; they paperclipped Polaroids or 3x5 photos to their printed paper. That evolved into inserting digital images into their word processed paper before printing it. For a few years, every student had their own blog for Psychology (using Blogger), and they posted their assignment and embedded their images there. For a few years, I had them share a Google Doc with me, like this one. And now they use whatever they want to word process the paper, export it to a PDF, and upload it to our LMS.

As an aside, we do two other “projects” like this. One is the Scary Movie Project, which coincides with Sensation & Perception, and the other is a Social Norms Project. When I share any of these three, I’m invariably asked, “What’s your rubric for assessment?” This may stray from what Chuck was looking for… but I don’t have a rubric for these. First, the assignments are constructed in such a way that they guide students through each step or part of the assignment. Second, as I read the resulting paper, I am correcting for conceptual understanding, correct usage of Psychology vocabulary, and correct application of the concepts. I am not grading for grammar, syntax, spelling, or anything else like that. Again, this goes back to the I-don’t-teach-students–how-to-write… I’m lucky that they come prepared for this work. Third, I grade these papers on a very simple scale: A, B, C, D, or F. For these three papers, it is – frankly – rare for students to not receive full credit. Now, part of that is because these are sort of enrichment activities. They’re kinda just for fun. I certainly don’t tell them that! But it’s part of my hidden curriculum; I want them to have enjoyable experiences while studying Psychology.
On a final note, for each chapter besides the three mentioned above students complete a traditional free-response question, modeled on the FRQs from the AP Psychology exam, and those are graded according to strict College Board-esque rubrics.
I hope that gives some insight into one way of doing “writing in Psychology.” If you have any questions at all, give me a tweet!

  1. At the bottom of page 1 and page 3 of my 2014 AP Psychology Instructional Planning Report, you can see how my students did on the Free Response Question portion of the exam. I hadn’t been scanning the Instructional Planning Report, but you can see how my students did for 2011–2012 and 2012–2013.
  2. I’ve been assigning this project/paper for 15-years… and I can’t remember where I got the initial idea. Toys + Piaget’s Stages seems like such an obvious assignment idea, I’m pretty darned sure I didn’t come up with it first. If I got it from you 15-years ago… THANKS!!
  3. I say “we” because there are two Psychology instructors at St Ignatius College Prep, Yosup Joo and me. At our school, Psych is an elective for juniors or seniors.
  4. The pictures must be inserted into the document (whether a Google Doc or otherwise word processed) as evidence that they know how to do this before going to college.