So You Want to Teach Less in Hopes of Teaching More

摘要: Teaching less material to students in an introductory psychology course may lead greater depth each topic and ideally, understanding (Wade, 1998). To explore this theory, 2 classes of were administered a pretest consisting basic concepts ideas that are generally learned course. One class was then taught 8 chapters the textbook, whereas second all 16 chapters. Although posttest at end semester assess amount knowledge retained failed significantly differentiate between two classes, 8-chapter expressed satisfaction with instructor. Course planning is difficult task for both novice experienced instructors alike. Determining pace seems be one most challenges. Some teachers feel obligated cover as much possible "to get from your academic buck," other find it almost impossible reach any on when they entire textbook. The proverbial pendulum have shifted rather than breadth courses. For example, Wade (1998) encouraged accentuate "fundamentals" lecture every finding has thus far uncovered. She believes "teaching teaching more." issue balancing versus had increasing coverage psychological literature (e.g., Brewer et al., 1993). difficulty determining "how much" teach centers around time availability issues. Most realize textbook into span 16-week semester; inevitably, some compromised. Rather briefly touching comprehensive list topics (breadth), current authors chose selectively fewer more detailed level (depth). This approach intended help address problem. When instructor freed "getting through" cover, can allocated discussions, demonstrations, videos. use multiple media not only helps learn different modalities, but also makes enjoyable setting teacher (Mathie Having classroom allotted "showing" "telling" them about allows active role students. Active learning 1.993) brings life and, therefore, aids retention knowledge, which arguably end-goal teaching. Teachers strategies aid retention: lessening anxiety levels (Naveh-Benjamin, Lavi, McKeachie, & Lin, 1997) context their practical applications world (Perkins, 1987). On hand, critics might quick ask what lost by covering How will hurt angle Freud's theory? do need know personality? What essential course? Such considerations pose major challenges who plan breadth; omit task, indeed. In perusing Davis Palladino, 1997), became evident fell either natural science or social categories. Because important science, even representation seemed necessary provide "a broad deep base" (Brewer 1993, p. 170). his colleagues (1993) suggested …