# data[].attributes.body
Scooped from Jessica Valdeter
Enhance visual-spatial skills and challenge cognitive functions with HAPPYneuron.com! This engaging program offers 40+ specialist-designed games to train your brain. Perfect for psychology students!

# data[].attributes.attachment_link.description
Brain Games: discover more than 40 exercises to train your cognitive functions. Exercises, tests, riddles... For children and adults.

# data[].attributes.body
Scooped from Ruth Buckley's Padlet.
This site offers games for students to comprehend the work of Nobel Laureates. It offers educational games and animated interactives that are based on the achievements recognized by the Nobel Prize. The purpose of these games is to provide an enjoyable and engaging learning experience that teaches and inspires individuals. By participating in these activities, users can acquire knowledge and appreciation for the groundbreaking work of Nobel Laureates.

# data[].attributes.attachment_link.readable_text
About the educational games

The educational games are based on Nobel Prize awarded achievements and were produced between 2001 and 2012. Most games have not been updated since production (including potential scientific facts changes) and are provided here on an 'as is' basis by popular demand.

Some of the games run in modern browsers without the need of any plugin (either as a new version or using Ruffle), but many of the games still require Adobe Flash Player. Flash is an old technology that has reached end of life. These games will no longer work without a dedicated setup. If you are depending on these games in your profession, please advice your local IT support. We do not have the resources to provide support.

We are working on supporting more games without Flash.

# data[].attributes.attachment_link.description
Nobelprize.org, The Official Web Site of the Nobel Prize

# data[].attributes.body
The Balance Model emphasizes the importance of a balanced approach to behavior management, incorporating strategies for teaching expectations, positive acknowledgment of appropriate behavior, and appropriate corrective measures for addressing misbehavior. By implementing these three components effectively, teachers can create a supportive and structured classroom environment that promotes positive behavior and enhances student learning.

# data[].attributes.attachment_link.readable_text
Introduction
The Better Behaviour Better Learning (BBBL) initiatives were first introduced in 2006 by the Department of Education, Training and Employment to assist Queensland state schools to provide safe, supportive and well-ordered learning environments which promote high standards of achievement and responsible behaviour in all students. In 2007 these initiative were extended upon to include the Essential Skills for Classroom Management.
This framework was designed to assist in reinforcing the expectations, principles and standards endorsed in the Code of School Behaviour Policy by outlining the minimum standards required for effective classroom management.This framework provides students with clear expectations, direction (redirection) and acknowledgement

For over a ten years the '10 micro-skills' derived by Christine Richmond (Senior Guidance Officer, Behaviour Management) in text the Behaviour Management Skill Training Handbook (Queensland Department of Education, 1996) have been used in Queensland schools to help teachers develop effective behaviour management strategies. These skills have been validated by the practice of thousands of teacher across Queensland and have found to increase the amount time spent teaching and learning, opposed to dealing for difficult behaviours.

In 2006, the Behaviour Management Skill Training Handbook (Queensland Department of Education, 1996) was revised and extended by Paul Leitch (Logan-Albert Beaudesert Behaviour Advisory Team), with 10 Essential Skills defined and explained as essential for good classroom management. Hence, these skills are now referred to as the '10 Essential Skills for Classroom Management' opposed to the '10 Micro-skill for Behaviour Management'.

The Balance Model
Richmond (2002) explains that The Balance Model is made up of three sets of information:
1. The strategies teachers use to teach their expectations to students.
2. How teachers acknowledge students when they are behaving appropriately.
3. How teachers correct students when they behave inappropriately.

Richmond (2002) further states that "When a teacher is said to be 'in balance' in the classroom, they have:

clearly articulated their expectations to students

established an evenness (balance) in their use of verbal and non-verbal language to acknowledge appropriate behaviour and correct inappropriate behaviour.

This is represented by 'The Balance Model of Behaviour Management'.

1. Establishing expectations- Making rules.This skill is all about making rules. As the teacher you are required to convey and demonstrate the boundaries or rule. Strategies to assist in developing and implementing expectation include:

Have a maximum of three to four short and simple rules.

Include the students in the development of the classroom rules. The students are more likely to respect and abide by the rules if they feel they have contributed to the development of them.

Display the rules/expectations where they are highly visible and can be viewed from all areas of the classroom

Be an optimist and focus on the positives. Promote the expected behaviours NOT the unexpected behaviours.

Discuss rules and associated consequences for breaking the rules openly with all members of the class

Most importantly model the behaviour you expect from your students.

2. Giving instructions- Telling students what to do.
This skill involves being able to give clear concise instructions to tell the students what to do and when. The most important aspect of this skill is being able to tell if all your students are focused before giving them the instruction. Here is a list of strategies to assist in gaining student attention:

Use a combination of verbal and non-verbal cues to gain student attention.

Be concise and keep instructions to a bare minimum.

Follow the instruction with a short pause and scan the classroom.

Separate the instruction from the 'content' talk

Use 'thanks' not 'please' as this then gives them the option not to comply.

Use 'now' if the student/s are unlikely to comply

Give instructions in a firm and calm voice

3. Waiting and scanning- Stopping to assess what is happening.
The waiting and scanning skill involves stopping to wait and look at your students for 5-10 seconds after you have given an instruction in order to assess what is happening. It is vital that you do not view this skill as 'wasting time' as if you do not wait and scan the students will be more likely to ignore your instruction. The wait and scan process takes place after giving an instruction. You need to wait quietly for 5-10 seconds while maintaining eye contact in order to gain or keep the students attention. After you have their attention, continue with your next instruction or prompt them to follow your instructions. The wait and scan strategy promotes periods of quiet focus and can assist lead into independent focused work. It is also a great time for you to reflect, calm down or think ahead. You can also extend on this strategy to include a verbal descriptive encourager (skill 6) in order to redirect behaviour when necessary.

4. Cueing with parallel acknowledgement- Praising a particular student to prompt others.
This skill encompasses acknowledging or praising a students' on task behaviour in the hope that other students who may be off task will mirror that student's behaviour. Here are some key strategies to assist the effectiveness of the skill:

Choose a student too praise in close proximity of the student whose behaviour you want to correct.

Acknowledge the student using a descriptive statement of encouragement (Skill 6) in a loud enough voice for others to hear

Follow up with a low key acknowledgement to the student who has corrected their behaviour.

5. Body language encouraging- Smiling, nodding, gesturing and moving near.
This skill involves using your proximity, body language, gestures and facial expressions to remain on task. This is because moving around the room and interacting with students increases the teacher's level of monitoring as well as reduced inappropriate or unexpected behaviour. Here are some ideas of how you can use your body to encourage on task behaviour:

After setting a task, immediately move around the room non-verbally signally to students who are off task that they should be working. Make sure you walk near all students in the class so that students do not feel they are being singled out.

Touch the work of students' who are on task.

After completing one rotation of the room pause maintaining minimal teacher talk and walk slowly but directly towards the off task student. Then stand next to the student in a hope that your close proximity will redirect the student. Avoid standing too close to the student as this may make them feel intimidated and this could prompt hostility or an adverse reaction.

Smile and make eye contact with students to acknowledge appropriate behaviour. This will assist in making students feel noticed, valued and welcomed.

Make discreet movements such as nodding for finger signals when appropriate to acknowledge on task behaviour and redirect off task behaviour.

6. Descriptive encouraging- Praise describing behaviour.
Praising good behaviour is the essence of this skill. This skill "encourages student to become more aware of their competence by describing exactly what you see or hear". When using this skill it is important to pay particular attention to the timing of its use as well as the tone of voice used. Here are some tips to use or think about for when implementing this skill in your teaching practice:

Describe EXACTLY what you see and/or hear from the student that you want to see more frequently from other students

It is important to use a respectful measured tone of voice rather than an exaggerated voice otherwise it can come across as sarcastic.

Use descriptive praises sooner rather than later, as time passes so does its effectiveness.

This can be done privately or publicly. It's important to know your students, some student might not appreciate having the attention drawn to them and this could result in an adverse reaction or hostility.

Use this skill frequently. Students respond better to positive reinforcement than negative reinforcement.

AVOID generic or conditional praise. An example of a generic praise is "Good job!" it does not describe the student's behaviour while an example of c onditional praise is "Well done, why didn't you do this before?" this too does not describe what the student has been successful at doing.

7. Selective attending- Not obviously reacting to certain behaviours.
Selective attending involves giving minimal attention to SAFE off task or inappropriate behaviour.
1. Only use this skill when the off task student is not distracting or disrupting other students.
2. Always keep this student in your vision in a hope that they student will become on task and you will be have to use a descriptive encourager (Skill 6).
3. Attend to the off task student if:

They display on task behaviour (as above).

Seriously disrupt others.

The inappropriate behaviour as remained over an extended period of time.

8. Redirecting to the learning- Prompting on-task behaviour.
This skill involves either verbally or non-verbally redirecting a student displaying off task or inappropriate behaviour in a respectful manner. It is important to redirect student to the learning not their behaviour. Here are some ways you could redirect students to the learning:
1. A verbal redirection could be:

Asking a question about the set task.

Give specific instruction about the behaviour you would like the student to demonstrate.

Give a choice (see skill 9).

2. A non-verbal redirection could involve implement Skill 5 Body Language Encouraging such as using your proximity to the student to redirect to the learning.

9. Giving a choice- Describing the student's options and likely consequences of their behaviour.
This skill involves respectfully confronting the off task student and outlining the student's choices and likely consequences associated with their choice. It is vital that you carefully consider the choices you give the student as it need to have the aim of redirecting the student back to their learning. You also need to give the student the appropriate amount of time to consider their choices and respond. Try to seek choices that may have a positive option for example peer tutoring in class. When giving the student the choice it is important that the student does not feel threatened or that they are being punished. One strategy you can implement to avoid this is, after you have explained to the student the choices and associate consequences pause briefly before turning your attention slightly away in order to prevent a 'standoff' situation. Lastly always use and maintain a firm, calm and restrained voice.

10. Following through- Doing what you said you would.
Follow through means doing what you said. When all the other skills have failed or not been effective, it is important to behave with confidence and follow through with the consequence. "The certainty of the consequence is more important than the severity" (Education Queensland, 2006). Here are some tips to execute confidence when following through:
1. Use appropriate body language and a calm voice
2. Consult with administration
3. Don't let the embarrassment about what others might think ruin your confidence
4. Consider removing the class and not the individual student if safety is a concern.
5. In a crisis event send for help.

More Information
Click here for more information on the 10 Essential Skills l from The Essential Skills for Classroom Management Framework (DETE, 2007).

Professional Standard 4 'Create and maintain supportive and safe learning environments' of the Australian Professional Standards for Teacher states that a graduate teacher must:

Identify strategies to support inclusive student participation and engagement in classroom activities

Demonstrate the capacity to organise classroom activities and provide clear directions

Describe strategies that support students' wellbeing and safety working within school and/or system, curriculum and legislative requirements

Click here for more information of the Australian Professional Standards for Teachers

# data[].attributes.attachment_link.description
Introduction The Better Behaviour Better Learning (BBBL) initiatives were first introduced in 2006 by the Department of Education, Training and Employment to assist Queensland state schools to provide safe, supportive and well-ordered learning environments which promote high standards of achievement and responsible behaviour in all students.

# data[].attributes.body
Queensland's pedagogy framework promotes student-centered learning, critical thinking, and problem-solving skills. It emphasizes holistic education, inclusive learning environments, and formative assessment. The framework encourages diverse instructional strategies, digital technology integration, and the development of essential competencies for lifelong learning.

# data[].attributes.body
Pinterest is a visual discovery and bookmarking platform where users can discover and save images and links to various resources and websites.
The link shared leads to a Pinterest board related to business education resources which includes a collections of images, links, visual representations of resources, such as infographics, articles, worksheets, lesson plans, and more, that are relevant towards the business curriculum.

# data[].attributes.body
The website "www.apa.org/ed/precollege/topss/lessons" offers a collection of lessons and resources for teaching psychology to K-12 students. Created by experts in the field, these age-appropriate materials aim to engage students and promote an understanding of psychological principles. The website supports educators in integrating psychology education into their curriculum and fostering an early interest in the subject.

# data[].attributes.attachment_link.readable_text
APA is offering complimentary unit lesson plans to high school psychology teachers to support teachers adapting to school changes due to the coronavirus pandemic. Lesson plans are three- to seven-day units that include a procedural timeline, a content outline, suggested resources and activities and references.

These materials were produced by Teachers of Psychology in Secondary Schools (TOPSS), which represents the needs of psychology teachers at the high school level.

Looking for an activity you need tomorrow?

Problem-Based Unit Plans

A problem-focused unit is one that takes a common problem facing society and uses it as a way to teach psychological content.

Teaching Modules

The unit lesson plans above cover main content areas within the introductory psychology course. These lesson plans cover topics that may accompany the main content areas of a course. "Psychoanalysis and Psychodynamic Psychology" and "Psychology of Sexual Orientation" were both created in a modular format, to be used throughout the course.

Feedback Encouraged

The APA Committee of Teachers of Psychology in Secondary Schools is working to update and revise all TOPSS unit lesson plans on an on-going basis to ensure that all content is up-to-date. We invite all TOPSS members and other interested individuals to submit feedback and suggestions on all TOPSS units. Feedback can be emailed or mailed to:

Office of Precollege and Undergraduate Education
APA Education Directorate
750 First Street, NE
Washington, DC 20002

Please specify which unit you are referring to when you submit feedback.

Teaching Resources

TOPSS offers a collection of APA resources for teachers of introductory psychology, including curriculum and classroom tools.

# data[].attributes.attachment_link.title
Free Unit Lesson Plans For High School Teachers of Psychology

# data[].attributes.attachment_link.description
APA is offering complimentary unit lesson plans to high school psychology teachers to support teachers adapting to school changes due to the coronavirus pandemic. Lesson plans are three- to seven-day units that include a procedural timeline, a content outline, suggested resources and activities and references.

# data[].attributes.body
Twinkl is an online educational platform that offers a wide range of teaching resources and materials for educators. They provide resources for various subjects and age groups, including lesson plans, worksheets, interactive activities, displays, and more. Their resources are designed to support teachers in creating engaging and effective learning experiences in the classroom.

# data[].attributes.attachment_link.title
What are Classroom Resources? | Twinkl Teaching Wiki

# data[].attributes.attachment_link.description
This teaching wiki explores the amazing world of teaching resources - something we know more than a little about! Read on to find out why we love them so much, and why we think you will too.

# data[].attributes.body
The website "bth.humanrights.gov.au" is a valuable resource for educators, providing a wide range of teaching materials on human rights. It offers ready-made resources like lesson plans and worksheets that help engage students in discussions and activities, fostering empathy and a sense of social justice. By using these materials, educators can empower students to become informed advocates for human rights, contributing to a more inclusive society.

# data[].attributes.attachment_link.description
In this section, you will find resources to support teachers. This includes Australian curriculum linked learning sequences, professional learning resources and additional resources that you may like to consider using in your classroom. You can also view the curriculum mapping for each resource and find out how to share your comments and suggestions with us.

# data[].attributes.body
The website Teach Starter offers a collection of science resources tailored for Australian educators, providing curriculum-aligned teaching materials, lesson plans, worksheets, and interactive tools to support the teaching and learning of science in the classroom.

# data[].attributes.attachment_link.description
An extensive collection of teaching resources to use during Science lessons. Resources are available which cover the biological sciences, chemical sciences,...

# data[].attributes.body
The website Australian Curriculum provides comprehensive resources for the teaching and learning of Economics and Business within the Australian education system. It offers a range of knowledge and understanding, skills, and capabilities related to economics and business, along with elaborations, priorities, and cross-curricular connections, to support educators in delivering effective and engaging lessons in these areas. Obviously ACARA is the almost like a bible when it comes to teaching any subject but a lot of people still forget to search through to find valuable resources.

# data[].attributes.attachment_link.readable_text
Rationale As mass global flows of people, resources, finances and information produce social, economic, political and environmental complexities and challenges, Australia needs enterprising individuals who can make informed decisions and actively participate in society and the economy as individuals and more broadly as global citizens.

Aims
The Australian Curriculum: Economics and Business aims to aims to ensure students develop:

enterprising behaviours and capabilities that can be transferable into life, work and business opportunities and will contribute to the development and prosperity of individuals and society

Structure The Australian Curriculum: Economics and Business is organised in two related strands: economics and business knowledge and understanding, and economics and business inquiry and skills.

# data[].attributes.attachment_link.description
Rationale As mass global flows of people, resources, finances and information produce social, economic, political and environmental complexities and challenges, Australia needs enterprising individuals who can make informed decisions and actively participate in society and the economy as individuals and more broadly as global citizens.

# data[].attributes.body
Teacher Magazine plays the role of a valuable resource for educators, focusing on the development of digital pedagogy skills and knowledge. It provides articles and insights that assist teachers in enhancing their understanding and implementation of digital tools and strategies in the classroom, ultimately supporting their professional growth and improving teaching practices in the digital age.

# data[].attributes.attachment_link.readable_text
'We were not leveraging the digital tools we had ... as effectively as we wanted.' ©Fizkes/Shutterstock

You and your students may have access to lots of technology in your classroom, but are you making the most of it? The Digital Pedagogies Lighthouse Project at St Joseph's Catholic Primary School in Queensland has seen staff work with a specialist Education Officer to make the shift from using tech tools for productivity and presentations to embedding them in authentic mathematics learning. Here, Vanessa Crouch (Toowoomba Catholic Schools Education Officer: eLearning), and teachers Renee Richardson and Melissa Ferguson, share what's happened so far and where to next.
For three years our teachers have been working to increase their knowledge and skills in digital pedagogy.

With a one-to-one program rolling up from Prep, our school recognised that we were not leveraging the digital tools we had in our classrooms for learning as effectively as we wanted. The authentic use of technology was mostly limited to publishing, presentation or drill and practice.

Enter the Digital Pedagogies Lighthouse Project. This is a project based on the London Challenge (Kidson & Norris, 2014; Woods & Brighouse, 2014), instructional coaching (Knight, 2010 & 2016; Knight & van Nieuwerburgh, 2012) and action research (Bradbury-Huang, 2015; McAteer, 2014; Nasongkhla & Sujiva, 2015). It has been supported by the Diocese of Toowoomba Catholic Schools Office and an Education Officer who specialises in digital pedagogy and digital learning.

We chose the Technological, Pedagogical and Content Knowledge (TPACK) framework (Baran et al., 2019; Voithofer et al., 2019) as the theoretical framework used to begin developing our professional knowledge. It underpins a variety of educational technology research today (Koehler et al., 2013; Mishra & Koehler, 2009; Shin et al., 2009). The aim of this framework is to build the three knowledges equally so that teachers are able to make decisions about how to best develop learning experiences that incorporate technology in authentic ways.

Where did we start?

We began with teacher professional learning, which took about a year. Using the research related to TPACK (see above) and digital pedagogy (Tabesh, 2018), teachers began increasing their knowledge and skills with a small suite of digital tools - such as BookCreator and the Math Learning Center apps - as well as consolidating their content knowledge in mathematics. We felt mathematics was an area of the curriculum that needed some refreshing at our school and decided to focus on the development of our digital pedagogy skills in this area. We also began a process of instructional coaching.

Our Education Officer provided in-class modelling of how to use digital tools in our classroom, and this was followed up with teacher time to practise using the tools and discuss effectiveness and impact. This modelling allowed us, as teachers, to become more proficient users of the tools and it built our confidence to experiment more with them. As a staff, we shared our progress in our Professional Learning Communities, which gave others the opportunity to see what we were trialling in our classrooms. This professional sharing allowed us to ask questions, see connections and build our understanding of how we might use these tools in our own contexts.

During the project we collected data from teachers, parents and students. The teachers and parents completed surveys that delved into how they used technology, as well as their confidence and proficiency. For the students, we asked them to draw a picture of what learning looked like in their classrooms. Over the three years of the project, we saw a marked shift from a focus on digital tools for productivity or drill and practice to collaborative and communication tools that helped students share learning.

As we planned learning, we chose digital tools that would give students opportunities to demonstrate their learning and explore mathematical topics. Our choices depended on the required learning - for example, we might use video and photos with BookCreator, Keynote/Powerpoint to gather evidence of learning, or the Math Learning Center apps to demonstrate learning. This process was aided by using the Triple E Framework (Kolb, 2017) to help us determine the value of using different technology tools in our context.

What have we seen change?

Our teachers have reflected on their changes in practice regularly and, as a result, our school has developed a stronger culture of professional learning. Where teachers were once scared to ask and unsure of how to use an app or embed technology authentically, we now collaborate and share with great enthusiasm. The development of this collective efficacy, combined with a clear understanding of what digital pedagogy is, has enabled us to create authentic and valuable learning experiences for our students.

In addition, teachers know where to look or who to talk to when interested in embedding new technologies in their pedagogy. We appreciate that all staff have strengths and weaknesses in regards to technology use, however, there is always someone who can give guidance on how to improve or introduce a new tool which could be useful for the area of curriculum being focused on. As we encourage our students to have a growth mindset, have a go and learn from their mistakes, we know it is imperative that we, as teachers, must model these values ourselves.

Figure 1. Our key steps to build digital pedagogy

Our teachers are now critical users of technology. Once we would have obliviously used drill and practice apps or a website that vaguely related to a topic and believed that to be 'embedding technology'. Now we have developed a critical lens to judge the value or ineffectiveness of certain technologies, we are able to make better decisions for learning. We see the value in using technology as an authentic tool for teaching, learning or assessment, rather than it replacing a paper-based resource. There is no educational value in using every app, website or piece of hardware available. We have learnt to choose a small number of resources, teach students to use them well and use them across subjects.

Our students have become more confident creators of digital content, transferring their knowledge learnt from the digital tools used in mathematics to other key learning areas. They show an ability to effectively choose a tool to assist them to demonstrate their knowledge and understanding. Student language and ideas around what technologies they use in their learning has changed. At the beginning of the project, students related technology to only being 'fun', they now relate technology to the tools and skills they can use to enhance and share their learning.

Our use of digital tools to differentiate has also been invaluable. For example, using tools such as BookCreator and Keynote has supported students in achieving individual success, whilst also taking away some of the academic pressures (ability to read and write). We've used the audio and video recording in these tools to enable students to share their learning in a variety of ways, rather than just as a written piece of work.

The way assessment is completed has also been transformed. Students are now confidently able to display knowledge in a variety of modes, including video, voice-over and graphic annotations. Therefore, the way teachers assess and give feedback has changed. No longer do we take home a collection of paperwork or pile of students' books for every subject during assessment time. Assessment for a subject or topic can be sent to the teacher's iPad or laptop for marking and feedback. Additionally, online student collaboration has been explored in the upper primary grades. Peer feedback is given through comments on the digital document and collaboration on tasks has been simplified. The possibilities have been endless.

Our teachers now have greater clarity of the curriculum, deeper purposes for using technology and are critical reflectors on their practice. Our students are now more capable technical problem-solvers and proficient users of digital tools.

Where to next?

The progress we've made over the last three years is just the beginning. Next steps for our school include:
References

Expanding our digital pedagogies learning into all curriculum areas;

Adding a few more digital tools to our repertoire;

Moving towards the teachers being the modellers of practice;

Refining our planning processes to ensure that digital tools are effectively utilised;

Sharing our learning with other schools and teachers;

Reflecting on the data from our project to ensure that we can sustain the momentum in what we are doing to enhance student learning.

Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology, 50(1), 357-370. https://doi.org/10.1111/bjet.12565

Bradbury-Huang, H. (2015). The SAGE handbook of action research. SAGE.

Kidson, M., & Norris, E. (2014). Implementing the London Challenge. Joseph Rowntree Foundation.

Knight, J. (2010). Unmistakable impact: A partnership approach to dramatically improving instruction. SAGE.

Knight, J. (2016). Better conversations: Coaching ourselves and each other to be more credible, caring, and connected. Corwin.
https://doi.org/10.1080/175218...
Knight, J., & van Nieuwerburgh, C. (2012). Instructional coaching: A focus on practice. Coaching: An International Journal of Theory, Research and Practice, 5(2), 100-112.

Koehler, M., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205...

Kolb, L. (2017). Learning first, technology second: The educator's guide to designing authentic lessons. International Society for Technology in Education.

McAteer, M. (2014). Action Research in Education. SAGE.

Mishra, P., & Koehler, M. (2009). Too cool for school? No way! Using the TPACK framework: You can have your hot tools and teach with them, too. Learning & Leading with Technology, 36(7), 14-18.

Nasongkhla, J., & Sujiva, S. (2015). Teacher Competency Development: Teaching with Tablet Technology through Classroom Innovative Action Research (CIAR) Coaching Process. Procedia - Social and Behavioral Sciences, 174, 992-999. https://doi.org/10.1016/j.sbspro.2015.01.723

Shin, T. S., Koehler, M. J., Mishra, P., Schmidt, D., Baran, E., & Thompson, A. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. Proceedings of Society for Information Technology & Teacher Education International Conference, 4152-4159.

Tabesh, Y. (2018). Digital Pedagogy in Mathematical Learning. In G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt, & B. Xu (Eds.), Invited Lectures from the 13th International Congress on Mathematical Education (pp. 669-678). Springer International Publishing.

Voithofer, R., Nelson, M. J., Han, G., & Caines, A. (2019). Factors that influence TPACK adoption by teacher educators in the US. Educational Technology Research and Development, 67(6), 1427-1453. https://doi.org/10.1007/s11423-019-09652-9

Woods, D., & Brighouse, T. (Eds.). (2014). The Story of the London Challenge. London Leadership Strategy.

# data[].attributes.attachment_link.title
Developing digital pedagogy skills and knowledge

# data[].attributes.attachment_link.description
You and your students may have access to lots of technology in your classroom, but are you making the most of it? The Digital Pedagogies Lighthouse Project at St Joseph's Catholic Primary School in Queensland has seen staff work with a specialist Education Officer to make the shift from using tech tools for productivity and presentations to embedding them in authentic mathematics learning.

# data[].attributes.body
Society for the Teaching of Psychology (STP) offers a wealth of resources and support for psychology educators. It provides access to teaching resources, pedagogical strategies, professional development opportunities, and scholarly articles, all aimed at enhancing the teaching and learning of psychology. The website serves as a hub for psychology educators to exchange ideas, stay updated on the latest developments in the field, and access a wide range of resources to support effective teaching practices in psychology.

# data[].attributes.attachment_link.readable_text
The Society for the Teaching of Psychology (STP) curates and distributes teaching and advising materials to all teachers of psychology (e.g., 4-year instructors, 2-year instructors, and high-school teachers). The resources available below are documents that can pertain to any aspect of teaching. (NOTE: Syllabi have their own listings under Project Syllabus.)

Instructors have generously shared classroom activities, annotated bibliographies, film guides, lab manuals, advising aids, textbook compendiums, and much more. Notations indicate those that developed from Instructional Resource Awards.
Guidelines for Authors and Reviewers of Prospective Resources
All of These Resources are Peer-Reviewed

Did you know that all of the resources on this site are peer-reviewed before they are accepted for distribution? In this way, STP attempts to encourage teaching as scholarship and to provide an endorsement of such work to heighten its value at the local level. Our peer-review process requires all submissions to describe how the resource is based on evidence-based practices.

Please note: Because we require all resources on this page to undergo our peer-review process, we do not include links to any resources available from other websites that have not first undergone our peer-review process.

Do you have an idea for a teaching or advising resource that we could distribute? If you are interested in discussing an idea for a possible project, please contact Jennifer Grewe, STP's Editor of Best Practices in Teaching and Learning, at best-practices@teachpsych.org.

Request for Volunteers

Would you like to volunteer to review new teaching resource submissions? Reviewing resources is a great way to contribute to STP with a modest time commitment. If you would like to join the reviewer pool, please send the following information to Danae Hudson, STP's Director of Teaching Resources, at teaching-resources@teachpsych.org .
1) Complete contact information, especially e-mail address, phone number, and institution(s) where you teach
2) A list of courses you teach
3) Other areas that you feel competent to review (e.g., Advising, Careers, Ethics, Film, Practica/Internships, Technology)

Sections

Authors: Daniel M. Elchert
Affiliations: The University of Iowa
Description: This 24-page paper provides resources to psychology instructors at the high school, college, and doctoral levels to educate students about licensure. Components discussed include the history of licensure in health service psychology, a rationale for educating students about licensure, reputable resources that instructors can use to foster student knowledge of professional practice, and best practices for licensure education at different levels of training (e.g., high school, undergraduate, graduate).

Authors: Sarah E. Trost, Brian L. Burke, and Joshua Schoenfeld
Affiliations: Cardinal Stritch University, Fort Lewis College, and St. Joseph's College
Description: This 25-page article discusses several changes found in DSM-5, including modification to the definition of a mental disorder, the elimination of multiaxial diagnosis, proposed changes to Personality Disorders, and diagnostic alterations involving childhood disorders, posttraumatic stress disorder, and major depressive disorder. The authors provide practical suggestions for teaching these changes to undergraduates.

Why Does Johnny Tantrum? (2014)

Author: Ennio Cipani
Affiliation: National University
Description: The PowerPoint file provides an introductory narrated presentation (under 8 min.) on a functional behavioral perspective on human behavior, especially explaining why challenging problem behaviors occur. Dr. Cipani contrasts this approach to understanding human behavior with a more traditional approach. The Word document suggests how to use the narration to stimulate class discussion.

STP Best Practices
Author: Christopher J. Budnick & Larissa K. Barber
Affiliation: Southern Connecticut State University & Northern Illinois University
Description: This 47-page online training program provides a flexible, low labor, and low cost approach to implementing undergraduate student job search skills and motivation training into psychology courses. Designed to be easily modifiable, this module can be presented via online survey software (e.g., Qualtrics, SurveyMonkey) and housed/deployed using learning management systems. Although this resource should be useful for any instructor wishing to embed job search training in their courses, it will likely especially benefit internship advisors, psychology instructors teaching career-focused courses, and industrial-organizational psychology instructors discussing application and selection processes.

Note: 2016 Instructional Resource Award

Interpersonal Helping Skills Instruction in Undergraduate Psychology Internship Courses (2017)

Author: Melissa J. Himelein
Affiliation: University of North Carolina, Asheville
Description: This 3-part resource advocates a curriculum focused on the instruction of interpersonal helping skills, defined as communication strategies that demonstrate a listener's attention, interest, understanding, self-awareness, and ability to help. The resource provides instructors with the tools needed to integrate a helping skills curriculum into practicum-centered courses. Part 1 summarizes research establishing the theoretical and empirical basis of a helping skills curriculum. Part 2 provides a set of handouts, which can be distributed to students, summarizing each of 10 specific helping skills. Part 3 offers an instructor's guide for faculty teaching internship courses containing background information, pedagogical strategies, and resource suggestions pertinent to the teaching of each skill.

Note: 2016 Instructional Resource Award

Author: Meera Rastogi
Affiliation: University of Cincinnati
Description: This 19-page resource provides advisors and students with specific information about admission requirements to art therapy graduate programs and identifies specific psychology and fine arts courses required for admission. It also provides basic information about art therapists' average salary, job outlook, places of employment, licensure, and additional issues that students should be aware of prior to entering a graduate program in art therapy.

An Online Career-Exploration Resource for Psychology Majors (2018)

For Faculty: A Formal Introduction to the Resource
For Students: An Online Career-Exploration Resource for Psychology Majors
For Departments: An Online Career-Exploration Resource for Psychology Majors (Poster) - 2016.pptx
For High School Teachers: An Online Vocational-Exploration Resource for High School Psychology Students

Author: Drew C. Appleby
Affiliation: Indiana University Purdue University Indianapolis

Description: This resource is composed of the following four parts.

The first (for faculty) is a formal introduction containing ways to use the resource to promote student success and lists of printed and online sources to aid faculty in their career-advising activities.

The second (for students) consists of more than 2,400 hotlinks psychology majors can use to explore 300 careers they can prepare to enter that have been organized into 15 broad occupational categories to facilitate searching. Persons employed in 57 of these careers are psychologists who must hold the appropriate graduate degree. The remaining 243 psychology-related careers (i.e., those that require the demonstration of psychological knowledge and skills, but which do not carry the title of psychologist) are divided almost equally into two categories: those that can be entered with a bachelor's degree and those that require a graduate degree.

The third is a poster departments can print and post. Faculty, advisors, and administrators can use this resource in classes, advising sessions, and departmental websites to help psychology majors begin the process of accomplishing Goal 5: Professional Development of APA's Guidelines for the Undergraduate Psychology Major: Version 2.0 by acquiring an understanding of the "settings in which people with backgrounds in psychology typically work," thus helping them to "develop meaningful professional directions."

The fourth is a poster that high school teachers can use to help their students begin the process of accomplishing the Vocational Applications component of APA's National Standards for High School Psychology Curricula by identifying "careers in psychological science and practice," "careers related to psychology," and "degree requirements for psychologists and psychology-related careers."

Three New Ways to Bring Students' Attention to the Kisses of Death in the Graduate School Application Process (2015)

Authors: Drew C. Appleby (Indiana University-Purdue University Indianapolis) and Karen M. Appleby (Idaho State University)
Description: This resource offers three student-friendly versions of the information in Appleby, D. C., & Appleby, K. M. (2006). Kisses of death in the graduate school application process. Teaching of Psychology, 33, 19-24. doi: 10.1207/s15328023top3301_5. The first is a PowerPoint that can be presented in classes or made available electronically on department websites. The second is a handout that can be distributed during class meetings or advising sessions. The third is a PowerPoint slide that can be used to create a poster for display in a location often frequented by students. Thus, faculty can share the original article's advice more effectively than by requiring students to read it.

Author: Kit Nast
Affiliation: Bishop State Community College
Description: This 5-page resource describes how videos on the website www.drkit.org may be used to help students as they determine which careers and college degrees to pursue. The site is especially useful for high school, college, and graduate students in all majors, but especially in psychology. Teachers, professors, and parents may also find these resources to be useful as they assist their students or children.

Note: 2014 Instructional Resource Award

Authors: Larissa K. Barber and Sarah F. Bailey
Affiliation: Northern Illinois University

Description: This 41-page document assists faculty who supervise psychology undergraduate internships, either as a course instructor or site sponsor, by (a) reviewing background on the importance of internships and their role in the experiential learning model, (b) discussing instructor considerations for setting up an internship course in terms of design and evaluation, and (c) providing an example course model based on a "student employability framework," including associated educational activities and a student self-assessment of employability behaviors to guide student career development.
Note: 2014 OTRP Instructional Resource Award

Author: Daniel M. Elchert
Affiliation: University of Iowa
Description: This 29 page paper describes the potential causes of, consequences of, and solutions to the imbalance between the number of graduate students seeking clinical and counseling internships and the availability of accredited internship sites. Its aim is to help educate undergraduates before they commit to a graduate program. It can serve as an advising tool and as a basis for discussions in Introductory Psychology and Abnormal/Clinical/Counseling courses.

Author: D. W. Rajecki
Affiliation: Indiana University-Purdue University Indianapolis
Description: I identify Internet resources that can enable users to easily obtain authoritative, detailed, and up-to-date information about the specifics of particular occupations, and conditions in the contemporary U.S. job market.

Author: J. Daniel A. Brynolf and Stephen C. McConnell
Affiliation: Wright State University
Description: This Doctor of Psychology (Psy.D.) Program Guide is a quick reference for both prospective Psy.D. students and their professors or academic advisors. All Psy.D. programs are listed by location, administration, specialization, subspecializations available, American Psychological Association accreditation status, program length, and dissertation/research project requirement. There are currently 117 Psy.D. programs listed, which is a 22% increase compared to 2004.

Author: Jeffrey L. Helms and Laura L. Mayhew
Affiliation: Kennesaw State University

Author: Diane L. Finley
Affiliation: Prince George's Community College
Description: This 10-page document introduces the field of sport psychology, provides guidelines for advising students and suggestions for appropriate courses.
Note: 2001 OTRP Instructional Resource Award

Author: Melissa J. Himelein
Affiliation: University of North Carolina at Asheville
Description: This 45-page document describes 15 helping professions both within and outside psychology.

Author: Lisa Gray-Shellberg, Patricia Keith-Spiegel, Pat Williams and David Cole
Description: Career advisement brochure for use with undergraduates

Author: Elizabeth V. Swenson (John Carroll University) and Patricia Keith-Spiegel (Ball State University)
Description: 3 pages

Author: Patricia Keith-Spiegel
Affiliation: Ball State University
Description: 3 pages

Affiliation: Jefferson Community College
Description: This 12-page resource provides background information on Lev Vygotsky's life and his concepts of Zone of Proximal Development (ZPD) and scaffolding, and describes a small-group research activity for students to test the ZPD idea.

Note: 2012 Instructional Resource Award

Why Does Johnny Tantrum? (2014)

Author: Ennio Cipani
Affiliation: National University
Description: The PowerPoint file provides an introductory narrated presentation (under 8 min.) on a functional behavioral perspective on human behavior, especially explaining why challenging problem behaviors occur. Dr. Cipani contrasts this approach to understanding human behavior with a more traditional approach. The Word document suggests how to use the narration to stimulate class discussion.

Author: Ennio Cipani
Affiliation: National University
Description: This textbook, originally published in 2004, provides empirical research addressing common questions (and myths) as well as instructive clinical case studies demonstrating how punishment contingencies change behavior. It can serve as supplementary reading for students in child development, learning, abnormal/clinical psychology, or general psychology courses, or be used for staff or parental training programs.

Author: Cindy L. Miller-Perrin (Pepperdine University) & Lindsay C.Malloy (University of California at Irvine)
Description: This publication suggests topics that could be incorporated into a curriculum on child maltreatment, along with a list of references about each topic. The introductory and advanced resources are organized in the following sections: (I) Overview, (II) Definitions, (III) Incidence and prevalence, (IV) Causes and correlates, (V) Consequences, (VI) Legal and social issues, (VII) Treatment issues, (VIII) Prevention, (IX) Controversies from multiple perspectives, and (X) Online resources.

Author: Donna Stuber-McEwen (Friends University), Jerry Rudmann (Irvine Valley College); Robin Hailstorks (Prince George's Community College), and Robbye Nesmith (Navarro College)
Description: 38 pages

Authors: Angela Mann & Angelo Psomas (University of North Florida)
Description: This 28-page resource contains three separate course activities to engage students in social justice advocacy for youth mental health. The resource includes a service-learning, mock grant proposal, and direct advocacy activities. The resource was designed to help empower students with strategies for creating systems change around the issue of access to mental health services.

Author: Nicole M. Rosa (Worcester State University), Kathleen Bogart (Oregon State University), Dana S. Dunn (Moravian College), & Kathryn Becker-Blease (Oregon State University)
Description: This 70 page resource is designed to facilitate the inclusion of disability discussion into all areas of introductory psychology and eliminate potential barriers to inclusion by providing faculty with ready to use modular lesson plans. The 30 modules include references to recent publications and online resources, class activities, lesson plans, and instructor materials for each area of psychology.
Note: 2018 Instructional Resource Award

Author: Mary Kite, Ball State University, Chair, Rosemary Blieszner, Virginia Polytechnic Institute and State University, James E. Freeman, University of Virginia, Ladonna Lewis, Glendale Community College, Jeffery Scott Mio, California State Polytechnic University Description: The APA Task Force on Diversity Education Resources was established by the 2006 APA President Gerry Koocher. The group's mission was to provide support for instructors who want to address diversity issues in their classrooms. The Task Force compiled annotated bibliographies of teaching resources, including books, book chapters, journal articles, films, websites, and other media. Topics (noted on the navigational bar on the left of this page) included cross-cutting issues, such as assessment, institutional support for diversity education and, power and privilege and specific categories such as Race/Ethnicity, Religion, Gender/Sex, Sexual Orientation, and Age. The resources were developed for teachers of psychology at the high school, undergraduate, graduate, and post-graduate level. The Division 2 Diversity Committee will continue the PTDE's work by making yearly updates to these resources.

Author: Ryan Rominger & Akhila Kolesar
Affiliation: Institute of Transpersonal Psychology
Description: This 59-page document lists bibliographic material and website resources that can help faculty integrate diversity materials into graduate and undergraduate psychology courses. The suggested chapters, articles, and websites can be inserted into class discussions, assignments, and readings. Undergraduate or graduate students can also use the resource to start their research on a particular multicultural or diversity topic. The resource is organized into 5 sections: (1) Multicultural, Cross-Cultural, and Cultural Psychology, (2) Ethnicity and Race, (3) Additional Diversity Topics, (4) Five must reads for those beginning, and (5) Websites.

Author: Linh Nguyen Littleford
Affiliation: Ball State University
Description: This 14-page document addresses some of the most commonly asked questions about diversity and teaching and discusses why it is vital that psychology instructors be effective with culturally diverse students. It concentrates on the three components of instructional proficiency needed to achieve multicultural competence: knowledge about culturally diverse students' styles of learning and socio-cultural experiences; awareness of affective, cognitive, and behavioral reactions to culturally diverse students; and culturally inclusive teaching skills. It offers specific, practical skills relevant to cultural knowledge and self-awareness, together with a list of selected resources.

Author: Linda M. Woolf & Michael R. Hulsizer
Affiliation: Webster University
Description: This 27-page document contains two annotated bibliographies of materials on genocide, torture, and human rights issues written from a psychosocial perspective. The first bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. The second bibliography is comprised of reference materials for background information and further study. In addition, there is an annotated list of relevant journals.

Author: Linda M. Woolf & Michael R. Hulsizer
Affiliation: Webster University
Description: This 30-page document contains an annotated bibliography of materials on war, ethnopolitical conflict, terrorism, and peace issues written from a psychosocial perspective. The bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. In addition, there is an annotated list of relevant journals.

Author: Linda M. Woolf & Michael R. Hulsizer
Affiliation: Webster University
Description: This 33-page document consists of resource materials for developing whole courses and lectures on mass violence and peace. For incorporating specific topics into existing courses, lecture suggestions and selected references are given. For developing and revising whole courses, sample syllabi are provided. In addition, lists of relevant videotapes, Internet sites/listservs, and professional organizations are included.

Author: Debra B. Hull
Affiliation: Wheeling Jesuit University
Note: 2001 OTRP Instructional Resource Award

Author: G. William Hill, IV
Affiliation: Kennesaw State University
Description: 9 Pages

Author: G. William Hill, IV
Affiliation: Kennesaw State University
Description: 21 pages

Author: Burrton Woodruff (for the Society's Task Force on Diversity)
Description: 6 pages

Author: Britain A. Scott (University of St. Thomas) & Susan M. Koger (Willamette University)

Plagiarism Prevention Tutorial: How to Avoid Common Forms of Plagiarism (2015, revised)

Author: Kosha Bramesfeld
Affiliation: Humber College
Description: The 77-slide tutorial discusses common errors that can lead to plagiarism, including (a) failure to properly cite sources, (b) overreliance on the words or organizational structure of someone else's work, and (c) overuse of other people's work, at the expense of one's own contributions. Students learn how to correct these errors as they progress through five sections of the tutorial: (1) What is plagiarism? (2) Citing sources using APA style, (3) Paraphrasing information, (4) Making it your own, and (5) Preparing a list of references. The resource includes an introduction describing the tutorial and a pool of true-false and multiple choice quiz questions. The answer key for the quiz can be found by accessing the resource after logging into the members-only site or by e-mailing the author.

Tutoriel sur la prévention du plagiat : comment éviter les formes communes de plagiat. [French translation] (2015)

Auteure: Kosha Bramesfeld
Affiliation: Humber College
Description : Le tutoriel de 79 diapositives traite des erreurs fréquentes pouvant mener au plagiat, incluant (a) ne pas citer ses sources correctement; (b) copier les mots ou la structure du travail d'autres auteurs; (c) surutiliser le travail d'autres auteurs, aux dépens de sa propre contribution. Les étudiants apprennent comment corriger ces erreurs au fur et à mesure de leur progression à travers les cinq sections du tutoriel : (1) Qu'est-ce que le plagiat; (2) Citer ses sources selon les normes de l'APA; (3) Reformuler; (4) S'assurer que votre travail vous appartient; (5) Mettre en forme une liste de références. Les ressources disponibles comprennent une description du tutoriel et une banque de questions de type vrai ou faux et de questions à choix de réponses multiples. Le corrigé du questionnaire est accessible sur la section du site réservée aux membres ou en contactant l'auteure par courrier électronique.

La traduction par: Marie-Claude Richard & Sophie Dubé (Université Laval) Note : La ressource suivante a été traduite du texte original en anglais vers le français avec la permission de la Division 2 de l'Association américaine de psychologie. La Division 2 ne garantit pas l'exactitude de la traduction qui n'est pas un produit officiel de la Division 2 de l'Association américaine de psychologie. Pour tout renseignement concernant cette ressource ou toute autre publication de la Division 2 de l'Association américaine de psychologie, veuillez envoyer un courriel à stp@teachpsych.org.

Author(s): Ryan C. Martin, Regan A. R. Gurung, and Janie H. Wilson
Affiliations: University of Wisconsin, Green Bay, and Georgia Southern University
Description: This resource addresses common questions researchers might have about seeking approval from Institutional Review Boards (IRBs) to conduct research on teaching and learning (often called the Scholarship of Teaching and Learning; SoTL).

Author: Ana Ruiz and Judith Warchal
Affiliation: Alvernia University
Description: This 23-page guide presents 17 activities related to ethics for each chapter in a typical Introduction to Psychology text as it integrates the APA Learning Goals and Outcomes for ethics into that course. For each chapter, the activity lists the student learning outcome, instructions for conducting the activity, materials needed, approximate time required, and a method of assessment. Many of the activities can be easily adapted to other psychology courses.
Note: 2011 OTRP Instructional Resource Award

Author: Larissa K. Barber (Northern Illinois University) and Patricia G. Bagsby (Saint Louis University)
Description: This 33 page document describes participant ethics and an educational approach to participant rights and responsibilities that addresses the reciprocal nature of the researcher-participant relationship. It also provides four instructor resources: (a) websites that discuss participants rights and responsibilities, (b) a student learning module, (c) supplemental module resources (a Knowledge Retention Quiz, Answers to the quiz, a questionnaire to assess students' beliefs about research ethics, and suggested discussion questions), and (d) references for additional resources and readings.
Note: 2011 OTRP Instructional Resource Award

Author: Larissa K. Barber (Northern Illinois University) and Patricia G. Bagsby (Saint Louis University)
Description: This 33 page document describes participant ethics and an educational approach to participant rights and responsibilities that addresses the reciprocal nature of the researcher-participant relationship. It also provides four instructor resources: (a) websites that discuss participants rights and responsibilities, (b) a student learning module, (c) supplemental module resources (a Knowledge Retention Quiz, Answers to the quiz, a questionnaire to assess students' beliefs about research ethics, and suggested discussion questions), and (d) references for additional resources and readings.
Note: 2011 OTRP Instructional Resource Award

Author: Marika Lamoreaux, Kim Darnell, Elizabeth Sheehan, and Chantal Tusher
Affiliation: Georgia State University
Description: This resource contains materials to help educate students about plagiarism and help faculty understand how to handle it if it occurs. Included are an overview for faculty "Educating Students," a slide show for a lecture "Plagiarism," a worksheet for students "Recognizing Plagiarism," a plagiarism contract students sign "Plagiarism Contract," suggested answers faculty can offer to respond to common student excuses "Answers to Common Excuses," and a flowchart showing how one university handles plagiarism reports "Academic Dishonesty Flowchart."

Author: Patricia Keith-Spiegel, Keith Aronson, and Michelle Bowman
Affiliation: Ball State University
Description: 7 pages

Author: Patricia Keith-Spiegel (Ball State University), Howard Lee (California State University-Northridge), Robin Zinn-Monroe (California State University-Northridge), and Gary Brian Spiegel (University of Minnesota Law School)
Description: 6 pages

Author: Patricia Keith-Spiegel and Kimberly Carr
Description: 6 pages

Authors: Jeffrey R. Stowell (Eastern Illinois University) and R. Eric Landrum (Boise State University)
Description: This resource is composed of 73 short YouTube videos of college teachers displaying qualities associated with elements of master teaching. Information about each clip is contained in a table that lists the clip length, course discipline, course level, and specific teacher behaviors demonstrated. Viewers can use YouTube's built-in functions to submit comments and provide like/dislike ratings. The videos could be incorporated into teaching seminars, graduate student training, faculty development efforts, and research studies on the impact of viewing elements of master teaching behaviors.
Note: 2013 OTRP Instructional Resource Award

Author: Baron Perlman & Lee I. McCann
Affiliation: University of Wisconsin-Oshkosh

Author: Sylvie Taylor
Affiliation: Antioch University Los Angeles
Description: This 156 page resource is an annotated listing of documentary films with content relevant to teaching psychology. The films cover contemporary issues, themes, and perspectives; running times are compatible with typical course schedules; and the films are available in DVD format. An introductory section describes how to navigate the resource.
Note: 2009 OTRP Instructional Resource Award

Author: Danny Wedding (University of Missouri-Columbia School of Medicine), Mary Ann Boyd (Southern Illinois University Edwardsville), and Ryan Niemiec (Saint Louis University School of Medicine)
Description: The following list of films includes brief descriptions of hundreds of films that can be used to illustrate various aspects of psychopathology for courses in Abnormal Psychology. The films are classified according to major category (e.g., anxiety disorders, mood disorders, substance use disorders). Each film is rated on a 5-point scale using psi symbols; any film with a rating of 4 or 5 is likely to be enjoyed by students and psychologically relevant. Quotations from films are interspersed throughout the list. The experience of viewing these films will be enhanced if students watch them in small groups. The list is taken from the book Movies and Mental Illness (Wedding, Boyd & Niemiec, 2010).

Author: Ryan Niemiec (Saint Louis University School of Medicine) and Danny Wedding (University of Missouri-Columbia School of Medicine)
Description: This 17-page resource lists a large number of films that are relevant to classes in positive psychology and related subjects. The films are classified according to the positive psychology typology developed by Peterson and Seligman (2004). Only films that rated 3 or higher on a 5-point scale are included.

Author: Elizabeth Nelson
Affiliation: Christian Brothers University
Description: This 106-page resource offers instructors tools for using films to enhance their instruction
Note: 2002 OTRP Instructional Resource Award Recipient

Author: Gabie E. Smith and Maureen Vandermaas-Peeler
Affiliation: Elon University
Description: This 26-page paper addresses developing psychology courses as part of study abroad opportunities. It provides information about best practices, example assignments, and course-related materials for the preparation phase, participation phase, and reflection phase of study abroad.
Note: 2007 OTRP Instructional Resource Award

Author: Linda M. Woolf & Michael R. Hulsizer
Affiliation: Webster University
Description: This 27-page document contains two annotated bibliographies of materials on genocide, torture, and human rights issues written from a psychosocial perspective. The first bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. The second bibliography is comprised of reference materials for background information and further study. In addition, there is an annotated list of relevant journals.

Author: Linda M. Woolf & Michael R. Hulsizer
Affiliation: Webster University
Description: This 30-page document contains an annotated bibliography of materials on war, ethnopolitical conflict, terrorism, and peace issues written from a psychosocial perspective. The bibliography includes major journal articles, book chapters, books, and Internet resources on these issues organized by topic. In addition, there is an annotated list of relevant journals.

Author: Linda M. Woolf & Michael R. Hulsizer
Affiliation: Webster University
Description: This 33-page document consists of resource materials for developing whole courses and lectures on mass violence and peace. For incorporating specific topics into existing courses, lecture suggestions and selected references are given. For developing and revising whole courses, sample syllabi are provided. In addition, lists of relevant videotapes, Internet sites/listservs, and professional organizations are included.

Author: Linda M. Woolf, Michael R. Hulsizer, and Tracey McCarthy
Affiliation: Webster University
Description: This 26-page document is a compendium of major textbooks in introductory psychology, social psychology, and life-span developmental psychology that have been evaluated for international content. The compendium includes comparative tables (amount of international coverage per textbook and per chapter, total number of chapters, number and gender of authors, etc.) as well as narrative reviews of each of the textbooks in these three content areas.
Note: 2000 OTRP Instructional Research Award

Author: Linda M. Woolf, Michael R. Hulsizer, and Tracey McCarthy
Affiliation: Webster University
Description: This 29-page document consists of resources for incorporating international content into selected existing courses as well as for developing whole courses in international psychology. The materials include an annotated bibliography of materials relevant to introductory, social, and life-span developmental psychology from an international perspective and a list of relevant international psychology organizations. In addition, sample syllabi, annotated bibliographies, and video suggestions are provided for developing whole courses in international psychology.
Note: 2000 OTRP Instructional Research Award

Introductory Psychology Scientific Reasoning Modules (for small classes) (2019)

Authors: Courtney Stevens, Melissa R. Witkow, & Brenna Smelt
Affiliation: Willamette University
Description: This resource includes a set of eight, 30- to 45-minute scientific reasoning modules keyed to major units in Intro Psych (e.g., Developmental; Social; Personality). Each stand-alone module involves analysis of data from a published study related to a real-world issue (e.g., treatments for depression, teen drivers) and engages students in different aspects of scientific reasoning skills (e.g., interpreting data in tables and graphs, reasoning about research design and appropriate conclusions.)
Note: This work was funded by the National Science Foundation DUE # 1505060.

Authors: Raechel N. Soicher (Accessibility modifications to original materials and creation of tactile graphs) and Kathryn Becker-Blease (Creation and evaluation of original instructional materials)
Affiliation: Oregon State University
Description: This resource includes a series of eight, accessible modules to teach scientific reasoning skills in Introductory Psychology. All materials were created to be accessible to students with visual impairments. The accessibility of these modules was developed according to principles of universal design and include files for tactile graphs that can be printed on a thermoform printer.
Note: 2017 Instructional Research Award

Game-Based Experiential Learning in Introductory Psychology (2016)

Author(s): Jaclyn Spivey
Affiliation: York College
Description: This resource introduces a game-based approach to out-of-class activities for Introductory Psychology students. The 16-page instructor's guide provides background and implementation advice; the 4-page students' guide lists 9 individual and 6 small-group activities. Because of the asynchronous nature of the activities and required social media documentation, these activities can be used in traditional as well as online settings.
Note: 2015 Instructional Resource Award

Writing to Learn, Reciting to Remember: Applying Learning and Memory Principles to Flashcards (2015)

Author(s): Mark L. Mitchell and Janina M. Jolley
Affiliation: Clarion University
Description: This resource is a tutorial (using PowerPoint®) for students to help them understand, retain, and apply both effective concept learning strategies and effective memory strategies, primarily by creating and then studying from flashcards. Following the presentation of material, students can take a quiz and print out their results to turn in to their instructor. In addition, a 5-page document summarizes for instructors what students will be learning.

Statistical Literacy in the Introductory Psychology Course (2014)

Author(s): STP Statistical Literacy Taskforce 2012

Description: The Taskforce created two sets of statistical literacy standards: one for Introductory Psychology at both the high school and college levels and one for undergraduates majoring in basic and applied psychological science. In addition they created a 40-page annotated list of resources that provides examples of the kinds of resources that might be useful for instructors who want to implement the learning goals. Those resources are organized around the topics of general statistical literacy issues, general teaching resources, specific activities and assignments, technology, assessment, websites with more general resources, and ethics/research methods.

Scientific Literacy in a Psychology Curriculum Module (2013)

View the resources with answers included (login required)
Authors: Jamie J. Peterson and Arturo Sesma, Jr.
Affiliation: St. Catherine University
Description: The authors describe 9 scientific literacy activities to teach Introductory Psychology students how to read original research reports, critically and thoroughly evaluate secondary research reports, and analyze the utility of each. A 25-page document describes the activities without answers for instructors, a 34-page booklet provides students with the materials they need, and 148 slides contain material without answers that instructors can use in class. Versions with answers to students' assignments are available to members after logging into STP's website or can be obtained from the first author. Users are requested not to make the answers publicly available.
Note: 2012 Instructional Resource Award

Flashcards-Plus: A Strategy to Help Students Prepare for Three Types of Multiple-Choice Questions Commonly Found on Introductory Psychology Tests (2013)

Author: Drew C. Appleby
Affiliation: Indiana University-Purdue University Indianapolis (Retired)
Description: The purpose of this resource is to provide students with a research-based study strategy (creating flashcards) designed to help them understand, prepare for, and take multiple-choice tests more successfully. The 32 slides that accompany the introductory article familiarize students with three types of cognitive processes their instructors will commonly ask them to use in their classes and then invite them to model the behavior of their instructors by creating flashcards. Their flashcards should contain verbatim definitions for retention questions, accurate paraphrases for comprehension questions, and realistic examples for application questions.

Author: Ana Ruiz and Judith Warchal
Affiliation: Alvernia University
Description: This 23-page guide presents 17 activities related to ethics for each chapter in a typical Introduction to Psychology text as it integrates the APA Learning Goals and Outcomes for ethics into that course. For each chapter, the activity lists the student learning outcome, instructions for conducting the activity, materials needed, approximate time required, and a method of assessment. Many of the activities can be easily adapted to other psychology courses.
Note: 2011 OTRP Instructional Resource Award

Author: Jennifer A. McCabe
Affiliation: Goucher College
Description: This 32 page document contains a literature review concerning the use of mnemonics in psychology education, including results from a recent student survey. It features a summary set of recommendations, or best practices, regarding the integration of mnemonics into instruction and concludes with a collection of mnemonics relevant to Introductory Psychology course content, organized by topic, although instructors of other courses might find it useful as well.
Note: 2010 OTRP Instructional Resource Award

Author: Cynthia S. Koenig
Affiliation: St. Mary's College of Maryland
Description: Introductory psychology instructors have a wide variety of textbook choices. Typically more than 15 revised or new texts appear annually. Becoming and remaining familiar with the array of introductory texts is a formidable task. To assist you in the introductory textbook review and selection process, we offer at this link a compendium of all full-length and briefer introductory psychology texts published from 2003 through 2006. This is the eighth update of this valuable resource. The downloadable files are zipped folders containing all of the files described in the "Readme" file that is also contained in the compressed folder.

Author: Derrick L. Proctor and Alisa M. E. Williams
Affiliation: Andrews University

Author: Bonnie Sherman, James Dickson, Dana Gross, Elizabeth Hutchins, Konrad Talbot, Howard Thorsheim
Affiliation: St. Olaf College

Author: Jennifer A. McCabe
Affiliation: Goucher College
Description: This 38-page document contains an introduction to the resource, background information on 8 learning and memory strategies, a summary of research on undergraduate student metacognition with regard to these strategies, and from one to four classroom demonstrations per strategy. These demonstrations allow students to experience the effectiveness of the strategies. References are included at the end of the document.
Note: 2013 OTRP Instructional Resource Award

Author: Marcie Desrochers
Affiliation: The College at Brockport - SUNY
Description: This interactive application provides supplemental instruction on negative reinforcement and other basic learning principles that students enrolled in an introductory course in psychology can complete as homework or on their own. It consists of 17 pages of definitions, examples, and images, movies, and 20 quiz questions that help students measure their understanding of the concepts. At the end of the application, students can print a certificate to indicate their completion of the exercise.
Note: 2009 OTRP Instructional Resource Award

Authors: Kameko Halfmann & Jake C. Kurczek
Affiliations: University of Wisconsin - Platteville & Loras College
Description: This 54-page resource provides instructors with an introduction to, and rationale for, using social media in the classroom. Seven assignments/activities are presented with explicit instructions for students and instructors. Assignments include a wide variety of social media and digital activities including: Twitter, Electronic Portfolios, Reddit, and Hypothes.is. APA learning outcomes are identified for each assignment and students are provided the opportunity to write and receive instructor feedback.
Note: 2017 Instructional Resource Award

Author: Susan B. Goldstein
Affiliation: University of Redlands
Description: This 130-page resource contains 30 modules helpful for instructors teaching about media psychology. Each module contains a brief overview of a topic; references; media links; and a class activity, including handouts suitable for class distribution. Examples of topics: advertising, children's and educational media, sports, music, politics, cyberbullying.

Author: William S. Altman (Broome Community College), Jill Shultz (Independent science writer and editor), Kenneth S. Bordens (Indiana University-Purdue University Fort Wayne), & Rhea Farberman (American Psychological Association)
Description: This 13-page document outlines guidelines for developing effective relationships with various media, including newspapers, radio and television news or feature programs, and the internet. It also lists links to other media guides, to tips about electronic media, and to samples of psychological stories in the media.

Author: American Psychological Association Task Force for the Development of National High School Psychology Standards
Description: These standards were designed to enhance quality curricula, to express learning goals for students, and to promote change in the teaching of the high school introductory psychology course. This document represents a vision of what students should know and be able to do after completing the high school psychology course.
Note: The Standards document was not produced by OTRP or STP/Division 2. However, OTRP is posting this document here to foster the dissemination of these important standards. The Education Directorate of APA has placed the Standards online.

Author: Diane F. Halpern, et al.
Description: The following principles for undergraduate education in psychology are designed for creating: A world-class educational system that provides students with the workplace skills needed in this information age; A solid academic background that prepares them for advanced study in a wide range of fields; and The knowledge, skills, and abilities that will enhance their personal lives. A quality undergraduate education is designed to produce psychologically literate citizens who apply the principles of psychological science at work and at home. We urge all stakeholders in undergraduate education in psychology to incorporate these principles in establishing goals and objectives that fit their specific institutional needs and missions.
Note: This document was not produced by OTRP or STP/Division 2. However, OTRP is posting this document here to foster the dissemination of these important principles. The Education Directorate of APA has placed this document online.

Author: APA Board of Educational Affairs Task Force on Strengthening the Teaching and Learning of Undergraduate Psychological Science
Description: The National Standards for the Teaching of High School Psychology (National Standards; APA, 1999) and the APA Guidelines for the Undergraduate Psychology Major (Guidelines; APA, 2007) provided guidance in designing the beginning of the academic study of psychology and establishing behavioral expectations for outcomes upon completion of undergraduate study, but they left unaddressed the elements of development that transpire between that first course and receipt of the baccalaureate degree. Accordingly, the charge of the current task force was to consider the development of the psychology student from the first course to the bachelor's degree and to propose a set of intermediate outcomes or abilities that these students attain en route.
Note: This document was not produced by OTRP or STP/Division 2. However, OTRP is citing this link here to foster the dissemination of these important standards. The Education Directorate of APA has placed this document online.

Author: American Psychological Association Task Force on Psychology Major Competencies
Description: The Guidelines for the Undergraduate Psychology Major captures a set of optimal expectations for performance at the completion of the baccalaureate degree by students who major in psychology. The document outlines 10 goals and suggested learning outcomes that represent reasonable departmental expectations for the undergraduate psychology major across educational contexts.
Note: The Guidelines document was not produced by OTRP or STP/Division 2. However, OTRP is citing this link here to foster the dissemination of these important standards. The Education Directorate of APA has placed the Guidelines online.

Authors: Rachael A. Robinson-Keilig
Affiliation: Central Community College
Description: This 31-page resource defines and describes the Open Educational Resources (OER) movement, distinguishes between important terminology, and provides a concise summary of appropriate search tools and resources specifically for psychology faculty.
Note: Supported by a 2016 Instructional Resource Award

Authors: Natalie J. Ciarocco and David B. Strohmetz
Affiliation: Monmouth University
Description: This 14-page resource contains a 51-item inventory that assesses four domains of employable skills, including communication, analytical inquiry, collaboration, and professional development. The assessment can be used flexibly: to help departments identify opportunities for curricular or programmatic improvements, to build students' marketable skills, to evaluate specific skill-building classroom activities, and to help students promote their acquired skills to potential employers and internship sites.
Note: Supported by a 2016 Instructional Resource Award

Author: Michael Vigorito
Affiliation: Seton Hall University
Description: This is an electronic version of the eight domain matrices in an electronic workbook using Microsoft Excel® spreadsheet software. Faculty can evaluate a program using all of the Dunn et al. benchmarks by selecting one of the four qualities for each attribute in the eight key domains. The rich text document provides the rationale and step-by-step instructions for using the spreadsheets. The compressed zip file contains one rich text file and two Microsoft Excel files. After downloading the zip file, you can uncompress the files with any zip compression software.

Author: Jennifer L. Perry and Michelle Singer Foust (Baldwin Wallace University) and Joelle D. Elicker (University of Akron)
Description: This resource is a revision of the Academic Skills Inventory of Kruger and Zechmeister (2001), updated to include new criteria (e.g., personal development), to expand treatment of ethical standards, diversity, research techniques, etc., to incorporate the skills proposed in the APA Guidelines for the Undergraduate Psychology Major (2007) and the APA Guidelines for the Undergraduate Psychology Major Version 2.0 (2012), and to incorporate experiences that are not currently captured in either of these sources.
Note: 2011 OTRP Instructional Resource Award

Author: Guy A. Boysen
Affiliation: State University of New York at Fredonia and McKendree University
Description: The purpose of this 18-page resource is to assist psychology teachers in (a) understanding key terms related to objectives and their assessment, (b) writing behavior-based learning objectives, and (c) evaluating objectives once they are written. The resource includes a table that illustrates how various psychology outcomes can be addressed with objectives at various levels of Bloom's taxonomy.

Author: Mary J. Allen, Richard Noel, and Jess Deegan (California State University, Bakersfield), Diane Halpern and Cynthia Crawford (California State University, San Bernardino)

Author: Barbara B. Oswald
Affiliation: Miami University
Description: This 68 page resource contains 15 authentic assessments appropriate for an introduction to biopsychology or neuroscience course. The assessments include a variety of homework assignments, application activities, and discussions that ask students to apply knowledge in real-world contexts. Each assessment contains an associated grading rubric that matches learning outcomes to the APA guidelines for the undergraduate major in Psychology. The 15 activities cover 15 core topics that represent a typical undergraduate course curriculum.

Author: Steven A. Lloyd
Affiliation: North Georgia College & State University
Description: This resource is a guide designed to supplement a typical upper level Physiological Psychology or Behavioral Neuroscience course or to serve as a stand-alone, expandable laboratory experience. The guide includes 10 assignments and references that reinforce and expand upon students' learning and stimulate interesting class discussions. A front section gives advice for the novice instructor on how to design and conduct a neuroanatomy laboratory using biological tissue. An answer key is available from the author.
Note: 2007 OTRP Instructional Resource Award Winner

Author: Stephanie L. Simon-Dack
Affiliation: Ball State University
Description: This resource describes 11 simple, interactive activities for biopsychology courses to engage students and illuminate core neurophysiological concepts. Each activity requires little or no outlay of resources; most can be implemented in the classroom and take only 10-15 min of class time.
Note: 2011 OTRP Instructional Resource Award

Author: Alexis Grosofsky
Affiliation: Beloit College
Description: This 23-page resource contains a series of classroom and homework activities related to sensation and perception. These inexpensive and easy-to-implement activities give students hands-on experience with what are often, difficult concepts in psychology.

Author: Kenith V. Sobel
Affiliation: University of Central Arkansas
Description: This resource describes how to use the drawing and animation tools in Microsoft PowerPoint® to create three perception demonstrations: simultaneous contrast, the Kanizsa triangle, and structure from motion.

Author: David S. Kreiner
Affiliation: University of Central Missouri
Description: This resource describes 14 group activities for a Sensation & Perception course. Students decide what information is applicable to a problem and formulate their own solutions. Also included are a group- and a self-evaluation sheet.

Author: David S. Kreiner
Affiliation: University of Central Missouri
Description: Este recurso describe 14 actividades grupales para un curso sobre Sensación y Percepción. Los estudiantes deben elegir qué información se puede utilizar para resolver un problema y formulan sus propias soluciones. También se incluye un formato para evaluación en equipo y otro de autoevaluación.

Traductor: Alejandro Franco Note: Premio al Recurso Instruccional de la OTRP 2009. La siguiente fuente de información ha sido traducida del inglés al español con el permiso de la División 2 de la Asociación Americana de Psicología. La División 2 no garantiza la exactitud de la traducción y la traducción no es un producto oficial de la División 2 de la Asociación Americana de Psicología. Para cualquier pregunta relacionada esta fuente de información o cualquier otra publicación de la División 2 de la Asociación Americana de Psicología, por favor envíe un correo electrónico a stp@teachpsych.org.

"C'est La Vie: The Game of Social Life: A Role-Playing Game for Teaching about Privilege, Oppression, and Intersectionality" (2015)

Author: Kosha D. Bramesfeld
Institution: Ryerson University
Description: This resource is an empathy-based privilege and oppression awareness intervention that can be used to help students engage in difficult dialogues surrounding the issues of privilege, oppression, and intersectionality. The materials include (a) 64 character profiles and game sheets that describe the demographic characteristics and resources assigned to each player's character, (b) a strategy game that presents students with a variety of different decision scenarios that interact with their character's resources (described in a 33-slide presentation), and (c) an instructor's guide that covers the development of the game, its recommended uses, and a debriefing and discussion points that help students reflect on the outcomes of the game, its connections with real life inequality, and the role that privilege and oppression might play in the students' own lives.

Authors: Mary E. Kite, Stephen A. Gabourel, and 15 others
Affiliation: Ball State University
Description: This 69-page resource offers 12 classroom activities that can be used to help students identify their stereotypic beliefs and prejudices, the sources of those beliefs and attitudes, and the behaviors that stem from them. Two of the activities focus on the historical bases of prejudice and discrimination, particularly in the United States. Although these activities were designed for high school and college level students, they can be tailored to be suitable for younger students. The project described in this resource received Honorable Mention in the 2014 Social Psychology Network Action Teaching Award competition.

STP Best Practices
Authors: Joan T. Bihun and Mitchell M. Handelsman
Affiliation: University of Colorado Denver
Description: This 16-page Best Practices teaching resource outlines a class activity geared toward traditionally difficult concepts (i.e., bottleneck concepts) in research methods. As a Best Practices contribution, this resource begins by describing the empirically-supported teaching strategies utilized in the development and execution of the activity. In this activity, students are presented with a fictional news story and are asked to critically examine the content, assumptions, and conclusions made by the fictitious author. Students are asked to write a response to the article outlining the methodological problems with the research presented and offer suggestions for improvement. All materials needed for the activity are provided in the resource, including an instructor grading rubric and series of questions aimed at increasing metacognitive awareness.

Authors: Jana Hackathorn, Brien K. Ashdown, and Sean Rife
Affiliation: Murray State University, Hobart and William Smith Colleges, and Murray State University
Description: This resource consists of a 21-page word document that reviews literature on the use of humor in teaching, describes an instrument for assessing the use of classroom humor, and offers tips on using two additional resource features specific to teaching statistics: (a) 42 visual jokes and cartoons, organized by 12 statistical topics, and (b) 12 slide presentations.

Note: 2015 OTRP Instructional Resource Award

Author: Eve M. Sledjeskir
Affiliation: Rowan University
Description: This instructional resource consists of 12 in-class activities for statistics classes. Students simulate real world data collection and subsequent statistical analyses using a population that differs on five variables: color (white, red, blue, green), gender (male, female), level of happiness (1-7), age (18-65), and income ($, $$, $$$, $$$$). The activities cover sampling and probability, probability and frequency distributions, descriptive statistics (i.e., frequency distributions, central tendency, variability), and inferential statistics (i.e., z test, t tests, Analysis of Variance, correlation, linear regression, and chi-square).
Note: 2015 OTRP Instructional Resource Award

Author: Stacie M. Spencer
Affiliation: MCPHS University
Description: This 99-page resource describes a problem-based learning approach in which teams of student researchers provide evidence-based advice to fictional clients of a consulting firm (20 pages). Ready-to-use activity forms, assignment instructions, and team members' role descriptions (33 pages) connect the content of the course to the APA Guidelines for the Undergraduate Psychology Major, Version 2.0. Descriptions of 50 clients' requests with 1-3 references per client enable instructors to select clients appropriate to their own classes or develop alternative situations.
Note: 2014 OTRP Instructional Resource Award

Author: Meridith Pease Selden
Affiliation: Yuba College
Description: This 63-page resource is designed to increase students' ability to read graphs and to create a variety of types of graphs in Microsoft's Excel program. In-class activities and detailed instructions (including screen shots) are appropriate primarily for the graphing unit in a statistics or research methods class, but other instructors who want to help students read primary sources can select particular stand-alone activities from the set provided.
Note: 2010 OTRP Instructional Resource Award

Author(s): Ryan C. Martin, Regan A. R. Gurung, and Janie H. Wilson
Affiliations: University of Wisconsin, Green Bay, and Georgia Southern University
Description: This resource addresses common questions researchers might have about seeking approval from Institutional Review Boards (IRBs) to conduct research on teaching and learning (often called the Scholarship of Teaching and Learning; SoTL).

Statistical Literacy Taskforce Learning Goals and Resources (2014)

Author(s): STP Statistical Literacy Taskforce 2012

Description: The Taskforce created two sets of statistical literacy standards: one for Introductory Psychology at both the high school and college levels and one for undergraduates majoring in basic and applied psychological science. In addition they created a 40-page annotated list of resources that provides examples of the kinds of resources that might be useful for instructors who want to implement the learning goals. Those resources are organized around the topics of general statistical literacy issues, general teaching resources, specific activities and assignments, technology, assessment, websites with more general resources, and ethics/research methods.

Author: Alexis Grosofsky
Affiliation: Beloit College
Description: This resource contains nine new concept maps for topics typically covered in Research Methods and Statistics courses in Psychology plus it reprints two previously posted maps concerning computational material for statistics. These maps should help students organize the material in their courses and see the bigger picture of how the concepts interrelate. Pages in the resource are internally hyperlinked to facilitate students visualizing the interconnections.
Note: 2011 OTRP Instructional Resource Award

Author: Cindy J. Gibson, Rebecca Klatzkin, and Lauren M. Littlefield
Affiliation: Washington College
Description: Each of five research readings is accompanied by a data set so that students can simulate the psychological research process. Research readings include a brief literature review, description of an experimental method that applies to the topic at hand, critical reasoning and statistics questions, and responses to the questions posed. A specific data set and a code book with summary statistics are paired with each reading; duplicate data files (one in SPSS and one in Excel) are provided so that instructors have access to data in their preferred data analysis format.

Author: Michael J. Tagler
Affiliation: Ball State University
Description: This collection of 12 spreadsheet-based assignments in Microsoft Excel(r) cover each of the major descriptive and inferential statistics in a typical introductory statistics course. Each includes a novel data set for students to enter into a spreadsheet and analysis instructions. Excel-based spreadsheet answer keys with the results are also provided.
Note: 2009 OTRP Instructional Resource Award

Author: Marcie Desrochers and Sara Margolin
Affiliation: The College at Brockport - SUNY
Description: This interactive application provides supplemental instruction on factorial research designs that students enrolled in a Statistics or Research Methods course in psychology can complete as homework or on their own. It consists of 10 pages of definitions, examples, and images, and 11 quiz questions that help students measure their understanding of the design. At the end of the application, students can print a certificate to indicate their completion of the exercise.

Author: Jordan Buess and Rick Froman
Affiliation: John Brown University
Description: This resource uses a 14-page undergraduate research paper to illustrate many features of the 6th edition of APA style by presenting the paper as a sample for students to emulate. Extensive comments in the margin call attention to the feature being highlighted. The sample paper has more extensive explanations of APA style than the sample papers in the APA Publication Manual and by not overlapping pages, users can read the entire paper's content.

Why and How to Write APA-Style Citations in the Body and Reference Section of Your Papers (2010)

Author: Drew C. Appleby
Affiliation: Indiana University-Purdue University Indianapolis
Description: This resource is a 35-slide packet (in Microsoft PowerPoint®) that instructors can use to lecture about writing APA-style citations, following guidelines of the 6th edition of The Publication Manual of the American Psychological Association. In addition, a short file (PDF) for the instructor provides suggestions for how to use the slides in classes.

Author: Natalie J. Ciarocco, David B. Strohmetz, and Gary W. Lewandowski, Jr.
Affiliation: Monmouth University
Description: This resource provides research methods and statistics instructors with 11 annotated bibliographies of contemporary research that illustrate research design elements in the context of topics that students will find engaging. Instructors can assign these articles as a foundation for class discussion, activities, and critical thinking exercises. Each bibliographic entry includes in-class discussions starters that promote critical thinking as well as activities to develop new research questions and designs.
Note: 2009 OTRP Instructional Resource Award

Author: Karen Y. Holmes and Alecia Weaver
Affiliation: Norfolk State University
Description: This resource outlines 32 low-stakes writing assignments in three key areas: (a) writing to reduce statistics anxiety, (b) writing to improve conceptual knowledge, and (c) writing to enhance statistical thinking skills. Many of the writing assignments can stand alone, whereas others are specific to a particular statistics topic. Each assignment includes a summary of its purpose and the estimated class time needed to complete it.
Note: 2009 OTRP Instructional Resource Award

Author: Alexis Grosofsky
Affiliation: Beloit College
Description: A reference tool for students taking statistics or research methods, one page is a matrix that allows students to determine how scales of measurement determine what descriptive techniques are appropriate. The other page is a set of tree diagrams that allows students to determine how scales of measurement and, where applicable, relevant design features determine what inferential techniques are appropriate.

Author: Alexis Grosofsky
Affiliation: Beloit College
Description: Una herramienta de referencia para los estudiantes de cursos de Estadística o Métodos de Investigación; una de las páginas es una matriz que permite a los estudiantes determinar cómo las escalas de medición determinarán cuáles técnicas de la estadística descriptiva son apropiadas. La última página es un conjunto de tres diagramas (un árbol con tres ramas) que permite a los estudiantes determinar de qué manera las escalas de medición, y, cuando aplica, las características relevantes del diseño, determinan cuáles técnicas de la estadística inferencial son apropiadas.

Traductor: Alejandro Franco Note: Premio al Recurso Instruccional de la OTRP 2009. La siguiente fuente de información ha sido traducida del inglés al español con el permiso de la División 2 de la Asociación Americana de Psicología. La División 2 no garantiza la exactitud de la traducción y la traducción no es un producto oficial de la División 2 de la Asociación Americana de Psicología. Para cualquier pregunta relacionada esta fuente de información o cualquier otra publicación de la División 2 de la Asociación Americana de Psicología, por favor envíe un correo electrónico a stp@teachpsych.org.

Author: Gail M Gottfried (Developmental Science, Sierra Madre, CA) Kathy E. Johnson (Indiana University-Purdue University Indianapolis) Jordan R Vosmik (Drew University)
Description: This 31-page resource provides three assessment measures:
1. A Rubric for Evaluating a Psychology Research Report
2. Evaluating Students' Process Knowledge: Measuring Understanding of Inter-Rater Reliability
3. Reading a Journal Article: An Assessment Tool
Each includes an introduction that describes the development of the tool and a scoring rubric. The second and third measures also include reproduction-ready assignments for activities.
Note: 2007 OTRP Instructional Resource Award

Author: Marilyn Freimuth
Affiliation: The Fielding Graduate University
Description: This resource gives students the opportunity to act as editors by correcting errors in a mock discussion section. In checking the errors they have located against the corrected version of the discussion section, students learn how to use APA style, become familiar with the language of research, and obtain resource information for their future writing projects.

Author: Karen Y. Holmes and Antonio Jemes (Norfolk State University) and Renita Stukes (Hampton University)
Description: This resource outlines 9 stand-alone activities and demonstrations that can be used in relatively small introductory statistics and research methods courses. Each activity includes a description of its purpose, a summary of the critical procedural steps, the estimated time needed to complete the activity, and a list of materials needed. A few of the activities include a worksheet for students to complete alone or in groups.

Author: Miguel Roig
Affiliation: St. John's University
Description: Research collaborations between students and faculty are increasingly taking place in the natural and social sciences. Unfortunately, such collaborations can become dysfunctional or break down altogether leading to disputes about important matters, such as data ownership and authorship rights. To minimize the conflicts that such disputes can raise, I have created a Student-Faculty Research Agreement that can also be used for instructional purposes in research integrity and research ethics training.

Author: Pam J. Marek (Anderson College), Andrew N.Christopher (Albion College), & Cynthia S. Koenig (University of Florida)

Author: S. Kidd, C. L. Meyer, C. L., & B. M. Olesko
Affiliation: Wright State University
Description: This document reviews 20 databases that are relevant to psychology but that are used primarily by professionals in other disciplines. Each database is described, any corresponding paper index is indicated, searching tips are provided, and, when available, free Internet access sites are identified.
Note: 1999 OTRP Instructional Resource Award

Author: Norine L. Jalbert
Affiliation: Western Connecticut State University
Description: 6 pages

Authors: Suzanne Wood and Vanessa Chan
Affiliations: University of Toronto
Description: This 24-page resource contains a series of assignments to teach students the skills needed to interpret and critically evaluate original psychological research (APA Goal #2: Scientific Inquiry and Critical Thinking.) There are five separate activities varying in complexity according to Bloom's taxonomy. Each assignment includes an overview, guidelines, and a suggested rubric for grading. The individual assignments are hyperlinked in the table of contents to assist in navigation.
Note: 2019 Instructional Resource Award

Authors: Ashley Waggoner Denton and Thalia Vrantsidis
Affiliations: University of Toronto
Description: This 17-page resource describes the first workshop from a newly developed series of critical thinking workshops aimed at early undergraduate students. This initial workshop, Setting the Stage: An Introduction to Good Thinking, introduces students to the notion of actively open-minded thinking and emphasizes the idea that critical thinking involves habits, skills, and mindsets that can be developed and continually improved with practice. The purpose of this resource is to offer instructors a brief, effective, and freely available guide that will enable them to incorporate lessons on critical thinking into their existing courses or allow them to run their own critical thinking workshop. The resource includes a list of learning outcomes for the workshop, corresponding lessons and activities, as well as potential assessment strategies. Throughout the resource, the authors also offer insight into which strategies or activities have worked particular well for them, and offer suggestions for alternatives or variations that may work well for others.
Note: 2016 Instructional Resource Award

A Guide to Incorporating Social-Emotional Learning in the College Classroom: Busting Anxiety, Boosting Ability (2018)

Authors: Kristel M. Gallagher and Shevaun L. Stocker
Affiliation: Theil College and University of Wisconsin - Superior
Description: This 69-page comprehensive teaching manual describes a novel application of social-emotional learning in the college classroom. It describes an easy-to-implement and scientifically-driven intervention targeting the stress and anxiety experienced by students both within and outside of the classroom. The program includes 15 short, weekly activities that promote key mindfulness and anxiety-reduction practices. Included in the manual are all program materials (including a detailed narrative describing the implementation of the program), as well as an empirical assessment of the efficacy of the program, ideas for possible variations of the program, and a summary of key background research with accompanying references and recommended readings.
Note: Note: 2017 Instructional Resource Award

This Class is a Joke! Humor as a Pedagogical Tool in the Teaching of Psychology (2015)

Authors: Dan J. Segrist and Stephen D. A. Hupp
Affiliation: Southern Illinois University Edwardsville
Description: This 31-page annotated bibliography provides a representative and relatively comprehensive list of articles, book chapters, and books on the use of humor in teaching psychology, including using humor as a teaching tool, on exams, and in online teaching, and students' perceptions of instructor humor.
Note: 2012 OTRP Instructional Resource Award

Author: Laura Gail Lunsford
Affiliation: University of Arizona
Description: This resource introduces the use of blogging assignments for instructional purposes to promote student learning. The resource covers four areas: an introduction, pedagogical considerations, 10 lessons for novice instructors, and a sample syllabus assignment. A companion classroom presentation resource in PowerPoint(R) format can be used to introduce students to instructional blogging.
Note: 2010 OTRP Instructional Resource Award

Author: Gail M Gottfried (Developmental Science, Sierra Madre, CA) Kathy E. Johnson (Indiana University-Purdue University Indianapolis) Jordan R Vosmik (Drew University)
Description: This 31-page resource provides three assessment measures:
1. A Rubric for Evaluating a Psychology Research Report
2. Evaluating Students' Process Knowledge: Measuring Understanding of Inter-Rater Reliability
3. Reading a Journal Article: An Assessment Tool
Each includes an introduction that describes the development of the tool and a scoring rubric. The second and third measures also include reproduction-ready assignments for activities.
Note: 2007 OTRP Instructional Resource Award

Author: K. G. Kelly
Affiliation: Tennessee State University
Description: This 19-page guide discusses topics instructors should consider before adopting a clicker system for their classes.

Author: Andrew Johnson and Jean Mandernach
Affiliation: Park University
Description: This 46-page document consists of 24 outreach activities, grouped into 12 categories, the Traveling Psychology Fair enlivens the teaching and learning of introductory psychology concepts by engaging undergraduate psychology majors in the facilitation of interactive, learner-centered activities for high school psychology students. The downloadable file contains all the individual components described in the readme file, included in the zip file.
Note: 2003 OTRP Instructional Resource Award

Author: Tami Eggleston and Gabie Smith
Affiliation: McKendree College & Elon University
Description: This resource provides a detailed overview of 15 effective ice-breakers and 15 useful parting ways that can be used in many psychology classes, at a variety of levels and for most class sizes. Instructions summarize the activity, provide directions, estimate the time needed for the activity, and suggest the most effective class size, variations, and any materials needed.
Note: 2002 OTRP Instructional Resource Award.

Author: Tami Eggleston and Gabie Smith
Affiliation: McKendree College & Elon University
Description: Este recurso provee un resumen detallado de 15 estrategias útiles para "romper el hielo" y 15 estrategias de cierre que pueden ser utilizadas en muchos cursos de psicología, en diferentes niveles y para la mayoría de tamaños de la clase. Las instrucciones resumen la actividad, proveen las directrices, estiman el tiempo requerido, y sugieren la cantidad de estudiantes más apropiada, variaciones y materiales requeridos.

Traductor: Alejandro Franco Note: Premio al Recurso Instruccional de la OTRP 2002. La siguiente fuente de información ha sido traducida del inglés al español con el permiso de la División 2 de la Asociación Americana de Psicología. La División 2 no garantiza la exactitud de la traducción y la traducción no es un producto oficial de la División 2 de la Asociación Americana de Psicología. Para cualquier pregunta relacionada esta fuente de información o cualquier otra publicación de la División 2 de la Asociación Americana de Psicología, por favor envíe un correo electrónico a stp@teachpsych.org.

NOTE

Translated resources from the original English to another language are only with the permission of Division 2 of the American Psychological Association. Division 2 does not warrant the accuracy of the translation and the translation is not an official product of Division 2 of the American Psychological Association. For questions regarding any resource or other publication Division 2 of the American Psychological Association, please email stp@teachpsych.org.

# data[].attributes.attachment_link.description
The Society for the Teaching of Psychology (STP) curates and distributes teaching and advising materials to all teachers of psychology (e.g., 4-year instructors, 2-year instructors, and high-school teachers). The resources available below are documents that can pertain to any aspect of teaching. (NOTE: Syllabi have their own listings under Project Syllabus.)

# data[].attributes.body
The website Jacaranda offers a dedicated section for Economics and Business in the Australian Curriculum, providing resources and materials specifically designed to support teachers and students in their study of these subjects. It offers textbooks, digital resources, assessment tools, and other supplementary materials to enhance teaching and learning experiences in the field of economics and business within the Australian educational context.

# data[].attributes.attachment_link.title
Jacaranda Economics & Business Australian Curriculum Years 7-10

# data[].attributes.attachment_link.description
The Jacaranda Economics & Business Alive series for the Australian Curriculum Years 7 - 10. Preview our sample chapters today.

# data[].attributes.body
TeachThought is an educational company focused on pedagogy and instructional strategies. Their website offers a variety of resources, articles, and tools related to teaching and learning. The company's purpose is to provide educators with insights, ideas, and practical guidance on pedagogical approaches, helping them improve their teaching practices, engage students, and foster meaningful learning experiences. TeachThought aims to support educators in their professional growth and the continuous improvement of education through effective pedagogy.

# data[].attributes.attachment_link.readable_text
John Hattie's body of work suggests that surface learning is the foundation for deeper learning, transfer learning is crucial for success in the real world, and deeper learning is facilitated through inquiry teaching.

# data[].attributes.attachment_link.description
John Hattie's body of work suggests that surface learning is the foundation for deeper learning, transfer learning is crucial for success in the real world, and deeper learning is facilitated through inquiry teaching.

# data[].attributes.body
Teaching Current Directions is a publication by the Association for Psychological Science (APS) that focuses on providing educators with valuable insights and resources for teaching psychology. It features articles and research summaries on current trends, advancements, and best practices in psychological science education. The website serves as a platform for disseminating evidence-based teaching strategies, innovative approaches, and pedagogical research to support psychology instructors in enhancing their teaching effectiveness and promoting student engagement and learning in the field of psychology.

# data[].attributes.attachment_link.provider_name
Association for Psychological Science - APS

# data[].attributes.attachment_link.readable_text
Aimed at integrating cutting-edge psychological science into the classroom, Teaching Current Directions in Psychological Science offers advice and how-to guidance about teaching a particular area of research or topic in psychological science that has been the focus of an article in the APS journal Current Directions in Psychological Science. Current Directions is a peer-reviewed bimonthly journal featuring reviews by leading experts covering all of scientific psychology and its applications and allowing readers to stay apprised of important developments across subfields beyond their areas of expertise. Its articles are written to be accessible to nonexperts, making them ideally suited for use in the classroom.

Implicit Associations, Stigma, and Racial Attitudes

# data[].attributes.attachment_link.description
Aimed at integrating cutting-edge psychological science into the classroom, Teaching Current Directions in Psychological Science offers advice and how-to guidance about teaching a particular area of research or topic in psychological science that has been the focus of an article in the APS journal Current Directions in Psychological Science.

# data[].attributes.body
The resource titled "Working with Budgets Differentiated Worksheets" is a set of activity sheets designed to help students develop skills in budgeting. The resource is likely targeted towards teachers or parents who want to provide their students or children with practice and understanding of budgeting concepts.

The activity sheets are differentiated, meaning that they are tailored to different levels of difficulty or ability. This allows for customization based on the individual needs and skill levels of the students. The resource aims to provide a practical and interactive way for students to learn about budgeting, helping them develop important financial literacy skills that will be valuable in their personal and professional lives.

# data[].attributes.attachment_link.readable_text
What's included in these Budgeting Scenario Worksheets?

Use these handy Budgeting Scenario Worksheets to introduce pupils to the concept of budgeting. Each worksheet provides an example of a person's monthly budget with a selection of questions to help children consider whether or not the budget is balanced.

These Budgeting Scenario Worksheets invite learners to take a look at an example of a monthly budget and use the data displayed to calculate the missing totals. There are also questions based upon the budget, where learners will answer questions such as, "What is Shreya's biggest monthly expenditure?" There is also an extension activity that will get learners writing up budgets for someone based on their income and expenses.

The worksheets are differentiated, with three different levels of challenge, so you can give each learner an appropriate activity to challenge them.

Works great alongside this Budget Planning Template. Or, take a look at our Statistics Tables resources.

How can I teach about Budgeting?

Budgeting is a fantastic thing to teach learners from a young age. It is a great way to practise maths skills such as addition, subtraction, and interpreting data. Budgeting is also an extremely useful life skill to learn from a young age, in order to give learners the right tools and information to handle their money well in the future.

Help learners better understand money and budgeting with this fun Can I Afford It? Game. Perfect as either an individual or group activity.

These Debit and Credit Card A4 Display Posters teach learners the difference between debit and credit cards. Perfect for teaching real-world skills and preparing children for future money management.

What is a budget?

Budgeting is an important skill for children to learn from an early age. A budget is worked out based on income (how much you earn) and expenses (how much you spend). People set themselves budgets so they can know how much they need to spend each month, and how much they will have left over.

Budgets should separate income into 'needs', 'wants' and savings.

'Needs' include things like food, bills, and general living expenses needed to survive.

'Wants' are the things that you can buy with leftover money, such as fun activities and hobbies.

A good budget should set aside money for your savings, to work towards big goals or to use as a safety net should your income change.

The above video is from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

# data[].attributes.attachment_link.title
Working with Budgets Differentiated Worksheets

# data[].attributes.attachment_link.description
Use these handy Budgeting Scenario Worksheets to introduce pupils to the concept of budgeting. Each worksheet provides an example of a person's monthly budget with a selection of questions to help children consider whether or not the budget is balanced.

# data[].attributes.body
The website, hosted by the National Museum of Australia, serves as a digital classroom providing educational resources and interactive materials for students and teachers to learn about Australian history, culture, and heritage.

# data[].attributes.attachment_link.readable_text
Produced with the generous support of the Gandel Foundation, Australia's Defining Moments Digital Classroom is a dedicated Australian Curriculum Humanities and Social Sciences resource. It aims to enliven the teaching and learning of History, Geography and Civics and Citizenship through a wide range of student-centred resources.

Australia's Defining Moments Digital Classroom follows the success of the Museum's Defining Moments in Australian History website and outreach project.

Proudly supported by:

# data[].attributes.attachment_link.title
Australia's Defining Moments Digital Classroom

# data[].attributes.attachment_link.description
Produced with the generous support of the Gandel Foundation, Australia's Defining Moments Digital Classroom is a dedicated Australian Curriculum Humanities and Social Sciences resource. It aims to enliven the teaching and learning of History, Geography and Civics and Citizenship through a wide range of student-centred resources.

# data[].attributes.body
AllPlay Learn provides a collection of secondary teacher resources aimed at supporting inclusive education and promoting the participation of all students. The resources are designed to assist secondary school teachers in creating inclusive classrooms, addressing diverse learning needs, and fostering positive social interactions among students. The website offers a range of practical materials, strategies, and lesson plans that empower educators to create an inclusive learning environment where all students can thrive and reach their full potential.

# data[].attributes.attachment_link.readable_text
Stories

We provide a range of stories that help students manage some of the challenges or changes they may experience in secondary school. Each story comes with audio so that students who are blind and low vision, or find reading challenging, can still access these stories.

# data[].attributes.attachment_link.description
We provide a range of stories that help students manage some of the challenges or changes they may experience in secondary school. Each story comes with audio so that students who are blind and low vision, or find reading challenging, can still access these stories.

# data[].attributes.body
The Australian Institute for Teaching and School Leadership (AITSL) website offers an "ICT for Learning" illustration of practice. It presents a resource showcasing real-world examples and case studies of how ICT (Information and Communication Technology) can be effectively integrated into teaching and learning. The illustrations highlight the practical application of ICT tools and strategies, providing valuable insights and inspiration for educators seeking to enhance their instructional practices with technology.