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Aggression

with Jon Mueller, fl. 2003 (2013, originally published 2013),
Source: crow.jonfmueller.com

Instructional and informational material pertaining to the concept of "Aggression".

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Attitudes and Behavior

with Jon Mueller, fl. 2003 (2013, originally published 2013),
Source: crow.jonfmueller.com

Instructional and informational material pertaining to the concepts of "Attitudes and Behavior".

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Classroom Activity 1: Facial Affect Experiments

written by British Broadcasting Corporation (2013, originally published 2013),
Source: www.bbc.co.uk

Take the online test of spotting the fake smiles at: http://www.bbc.co.uk/science/humanbody/mind/surveys/smiles/index.shtml

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Classroom Activity 1: Prejudice Experiments

written by American Psychological Association (2013, originally published 2013),
Source: www.apa.org

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"Privilege Exercise (Arnie Kahn, adapted from Peggy McIntosh) Have students stand in a straight line (quite close together) and request that they hold hands with the person on either side of them for as long as possible and refrain from speaking during the exercise. Then ask: If you were ever called names because of your race, class, ethnicity, gender, or sexual orientation, take one step back. If your parents were professional, doctors, law... "Privilege Exercise (Arnie Kahn, adapted from Peggy McIntosh) Have students stand in a straight line (quite close together) and request that they hold hands with the person on either side of them for as long as possible and refrain from speaking during the exercise. Then ask: If you were ever called names because of your race, class, ethnicity, gender, or sexual orientation, take one step back. If your parents were professional, doctors, lawyers, etc., take one step forward. If you were raised in an area where there was prostitution, drug activity, etc., take one step back. If you ever tried to change your appearance, mannerisms, or behavior to avoid being judged or ridiculed, take one step back. If there were more than 50 books in your house when you grew up, take one step forward. If you ever had to skip a meal or were hungry because there was not enough money to buy food when you were growing up, take one step back. If your parents brought you to art galleries or plays, take one step forward. If one of your parents was unemployed or lad off, not by choice, take one step back. If you attended a private school or private summer camp, take one step forward. If your family ever had to move because they could not afford the rent, take one step back. If you were ever discouraged from academic pursuits or jobs because of race, class, ethnicity, gender or sexual orientation, take one step back. If you were ever encouraged to attend a college by your parents, take one step forward. If prior to age 18, you took a vacation out of the country, take one step forward. If one of your parents did not complete high school, take one step back. If your family owned your own house, take one step forward. If you were ever offered a good job because of your association or connection with a friend or family member, take one step forward. If you ever inherited money or property, take a step forward. If you ever had to rely primarily on public transportation, take one step back. If you were generally able to avoid places that were dangerous, take one step forward. If your parents told you that you could be anything you wanted to be, take one step forward." Show more Show less

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Classroom Activity 1: Teaching Ethics

with Judith Warchal, fl. 2011 and Ana Ruiz, fl. 2011 (2013, originally published 2013),
Source: teachpsych.org

Classroom activities to help teach the role of ethics in psychology.

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Classroom Activity 3: Prejudice Experiments

with Amy Taylor (2013, originally published 2013),
Source: www.socialpsychology.org

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In this classroom activity, the instructor divides students into small groups and gives each group some pages with dialogue between a female and male. There are two versions of this dialogue, although the instructor does not disclose this information at first. One version contains the dialogue as it was originally published, and the other reverses the gender of the speakers. After handing out dialogue excerpts to each group, I give students 10 mi... In this classroom activity, the instructor divides students into small groups and gives each group some pages with dialogue between a female and male. There are two versions of this dialogue, although the instructor does not disclose this information at first. One version contains the dialogue as it was originally published, and the other reverses the gender of the speakers. After handing out dialogue excerpts to each group, I give students 10 minutes or so to read the dialogue and discuss their impressions of the two characters. Most groups choose to read the dialogue out loud, assigning the speaking roles to different group members. Once the groups have finished this part of the activity, I ask all students to write down their impressions of the dialogue characters (this written record prevents students from changing their impressions in response to their peers during later class discussions) Next, I ask each group to tell me something about the characters. This discussion typically reveals very different impressions depending on which of the two dialogues students read. For instance, a group with the original version might view the man in the dialogue "calm and rational" and the woman as "emotional yet strong," but a group with the reversed dialogue might view the man as "whiney, clingy, and manipulative" and the woman as "cold and uninterested in him." Once a few students have offered their impressions, I reveal that there are two versions of the dialogue. At this point, I invite students to take another 10 minutes with their group and discuss whether their impressions of the characters would be different if the genders were reversed from what the group read earlier. In the last phase of the activity, I hold a class discussion in which students talk about any gender biases they encountered or displayed, where these biases come from, whether the biases are harmful, and how best to reduce biases if indeed they are harmful. Show more Show less

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Conflict and Peacemaking

with Jon Mueller, fl. 2003 (2013, originally published 2013),
Source: crow.jonfmueller.com

Instructional and informational material pertaining to the concepts of "Conflict and Peacemaking".

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Conformity

with Jon Mueller, fl. 2003 (2013, originally published 2013),
Source: crow.jonfmueller.com

Instructional and informational material pertaining to the concept of "Conformity".

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Grey Matters

directed by Ramona Persaud, fl. 2004; with Michael I. Posner; produced by Ramona Persaud, fl. 2004, Change the Lens Productions (Oneida, NY: Change the Lens Productions, 2016), 45 mins

Grey Matters: Teaching The Way The Brain Learns is a documentary about three teachers - Justin Holbrook, Jeremy Mettler, and Vicky Krug - who delve into understanding how the brain learns. This understanding changes their teaching approach ultimately resulting in engaging their students and positively influencing...

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Group Influence

with Jon Mueller, fl. 2003 (2013, originally published 2013),
Source: crow.jonfmueller.com

Instructional and informational material pertaining to the concept of "Group Influence".

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