Teaching RM in Psychology Dr Matthew Coxon

1.To reflect on and discuss the challenges and issues we all have when teaching RM in Psychology; 2.To share tips, approaches and solutions to ensure the best learning experience for the students (and maybe resolve some of those issues!). 2 Aims of this workshop

Take a few minutes to reflect on your experiences so far of teaching research methods (or being taught research methods) On the post-it notes, write down three challenges or concerns that you have (or would have) when teaching research methods: 1.___________ 2.___________ 3.___________ Then stick them on the wall! 3 Three is the magic number

1.Have a look at the wall of challenge! 2.Take off the wall a post-it note that you think has one of the most difficult challenges 3.Be prepared to talk about why you chose that one 4 One is more fun

In our groups we will: 1.Discuss why our challenge occurs; 2. and if there is anything from our experience that we can do to help. 5 Discussion time

6 Five quick tips anyone can use 1)Watch your (body) language – students are looking to you for the enthusiasm; 2)Engage them in the process – have a ‘conversation’ with them about methods (even in lectures);

7 Five quick tips anyone can use 3)Encourage careful questioning/guidance in workshops – reinforce student confidence, help them learn; 4)Be prepared - identify alternative ways of explaining concepts in meaningful terms;

8 Five quick tips anyone can use 5.Be consistent and communicative – make sure all staff are aware of any particular choices you are making about the ‘rules’ you teach them and why.

Jackson, S. L., & Griggs, R. A. (2012). Teaching statistics and research methods: Tips from ToP. HEA collection of mini-projects related to both RM and Statistics: Association for Psychological Sciences collection of resources: Online resources from Andy Field: 9 Some useful resources (all free!)

 The challenges and issues with RM teaching are common and shared;  Everyone has different approaches to meeting these challenges, but make sure you keep the student at the centre of them. 10 In summary