Developing Psychology Lesson Plans: A Collaboration between High School and College Students Debra Mashek 1, Mike Callahan 2, & Shelley DeFord 1 1 Harvey Mudd College, 2 Claremont High School Introduction This poster describes a collaboration between college and high school psychology students to develop lesson plans for use in high school psychology courses. To prepare for the collaboration, the college students participated in three workshops, titled Developing Topics, Promoting Critical Thinking, and Developing Lesson Plans. Teaching teams comprised of three college students then identified a human experience worthy of their inquiry. The assignment required students to integrate at least two major psychological perspectives (e.g., biological, cognitive, learning, sociocultural) in such a way as to give rise to a more complete understanding of the chosen topic than either perspective could give alone. Each lesson plan included at least one engaging critical thinking exercise, as well as a six-item “quiz,” where each item corresponded with one level of Bloom’s taxonomy. The teaching teams delivered their 1-hour lessons to small groups of high school students. With an eye toward improving the lesson for future audiences, the high school students provided constructive feedback to the college students. This feedback guided additional revision of the lesson plan and supporting materials. The final lesson plans and supporting materials are available to conference participants who wish to consider the lessons for their own high school psychology classes. Assignment materials are available for other teachers interested in setting up a similar collaboration in their own community. Requirements of the Assignment  Read six primary research articles addressing this topic (three from each of two perspectives; at least four of the articles must be empirical investigations).  Integrate the research articles to develop a one-hour lesson plan geared toward high school psychology students  Lesson plan must include substantial content, critical thinking exercises, and a quiz.  Present the lesson plan to a group of high school psychology students.  Modify the lesson plan in response to feedback from the high school students.  Present an excerpt of the lesson to the college class.  Submit a disc with all final materials for distribution to other high school psychology teachers. Workshops to Provide Needed Tools Developing Topics  Students met in instructor-assigned teaching teams to begin brainstorming possible teaching topics.  Groups were encouraged to conduct literature searches, visit websites, peruse their psychology textbook, and meet with the instructor.  They were also encouraged to think creatively in order to identify a topic that could sustain their effort over the course of the semester.  Sample topics were provided by Mr. Callahan (the high school teacher collaborator on the assignment) and students in our class. Promoting Critical Thinking  Teaching consultant T.J. Mueller visited our class to talk about strategies for promoting critical thinking.  After learning about Bloom’s taxonomy, students evaluated their own writing for evidence of the different levels.  Teaching groups then brainstormed ideas for promoting thinking at all levels of the taxonomy in their lesson plan and in their quiz questions. Developing Lesson Plans  We described the nuts and bolds of an 8-step lesson plan, mapping each description onto the actual lesson plan employed during the previous class session.  Teaching groups then discussed their own lesson plans, identifying steps they needed to take to complete the assignment. Topics Pursued  ADHD  Biofeedback  Charismatic leadership  Insomnia  Lie Detection  Moral Development  Optical illusions  Patient-Doctor Trust  Self-esteem  Sleep Walking  Sports Fandom Collaborative Process HS Students College Students College Instructor* HS Instructor Met to Brainstorm and Plan Completed Workshops and Conducted Literature Reviews Submitted Lesson Plan Provided Detailed Feedback Revised Lesson Plan Participated in Lesson, Discussed, Provided Detailed Feedback Observed Revised Lesson Plan and Presented Excerpt to College Class Summer 2006 Weeks Week 7 Week 8 Weeks Week 11 Weeks Week of the Semester Collaborator * An undergraduate completing a directed readings course on the teaching of psychology, Shelley DeFord, participated in all instructor activities. Sample Lesson Plan Lessons Learned  The college students needed substantial coaching on how to develop a lesson plan; they asked many great questions and were eager to do a good job. They enjoyed pursuing a topic of their own choosing and developed some really creative strategies for teaching their topics. That said, some of the teaching teams expressed concern about their ability to present in front of high school students.  The high school students relished the opportunity to contribute to the development of lesson plans; they eagerly engaged in the presentations and provided insightful and useful feedback. We are looking for ways to involve them earlier in the process without impinging on their schedules (e.g., asking them to tell us what topics they’d like to learn more about).  Once the semester started, it was difficult for the instructors to reach each other. Thus, we recommend finalizing the presentation schedule prior to the start of the semester.  The college instructor used “just in time teaching” to provide her students with the tools they needed to successfully complete the assignment; many students asked for more information earlier to help them understand the process and expected product. Next time, she will distribute all materials at the beginning of the term.  Overall, the college and high school students exhibit substantial learning through this assignment.  We are looking for additional opportunities to bridge the college and the high school (e.g., a couple high school students hope to audit a college psychology course next semester).