Students Teaching Students: An Experiential Learning Opportunity for Large Introductory Psychology Classes in Collaboration with Local Elementary Schools

Autor/inn/en	Muir, Gary M.; van der Linden, Gretchen J.
Titel	Students Teaching Students: An Experiential Learning Opportunity for Large Introductory Psychology Classes in Collaboration with Local Elementary Schools
Quelle	In: Teaching of Psychology, 36 (2009) 3, S.169-173 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Undergraduate Students; Experiential Learning; Psychology; Introductory Courses; Elementary School Students; College School Cooperation; Teaching Methods; Instructional Effectiveness; Minnesota + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Psychologie; Einführungskurs; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	Students in large, lecture-based introductory psychology classes often do not have the benefit of experiential learning (EL) opportunities due to logistical constraints. To overcome this obstacle, we developed an EL project in which introductory psychology students in small groups present some aspect of the course material to local elementary school classes. The project challenges undergraduate students to demonstrate a deep level of understanding of the presentation material. Such depth of understanding enables them to flexibly communicate material in an age-appropriate manner to kindergarten through 5th-grade students. Feedback results from undergraduate students, elementary school students, and teachers demonstrated that this project supported learning outcomes in undergraduates in a positive and enjoyable way for both student groups. (Contains 2 tables, 1 footnote and 4 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10