>> SULLIVAN: Hi.
My name again is Michael Sullivan, and I teach
Advanced Placement Psych in Hopkinton, MA
not far from here.
And maybe you'll agree with me that I feel
like I could go home now and I would already
have benefited from this workshop just from
meeting so many of you, but maybe only teachers
like us can appreciate the introduction period
going around and just sharing our enthusiasm
for this.
It's also hard to decide what to do in the
very tight timeframes that we'll have for
this because you don't quite know what people
have done before or what they do or how many
workshops they've gone to and so on.
And we're going to start with the scientific
inquiry domain, which kind of makes sense,
I think, and it matches up with our keynote
address today.
But with that in mind, I just decided to do
what I do the first two minutes of my first
class.
And you might have done things like this or
seen things like this.
And if you have, I'd love to hear your versions
of it, and right now just play dumb and play
along, okay?
So actually, what I'd like, could you all
get those copies for me?
Thank you.
We'll have copies for you later, but thank
you.
So thank you.
What I need is a volunteer, someone willing
to help me with a little activity.
Peter, thank you very much.
I'm going to give you a telephone book and
a ruler, okay?
I'm sorry?
>>PETER: May I sit down?
>>SULLIVAN: You can sit right down, yeah.
And to make it simple, let's rely on the white
pages of the book.
The yellow pages have so many ads and things
like that.
So turn to the white pages if you would, and
I don't know, there's probably like 200 pages
in there.
But Jill, could you just give us a number
between 1 and 150?
>>JILL: One-twelve.
>>SULLIVAN: One-twelve.
Could you turn to page 112 in the white pages
of that phone book, please?
Thank you.
I think there are three ... are there three
columns in the phone book?
Yes.
Beth, could you give us a number, 1 to 3?
>> BETH: One.
>>SULLIVAN: One.
Go to the first column on - what page 112,
yeah - of the white pages.
Gerri, would you give us a number between,
I don't know, 1 and 15?
>>GERRI: Eight.
>>SULLIVAN: Eight.
Peter, would you count down?
Use the phone numbers, not the names.
Count down to the eighth phone number in the
first column on page 112.
And once you do that, could you put the ... I'm
sorry?
>>PETER: [Unclear]
>>SULLIVAN: Yes, eighth phone number down,
right.
Could you put the ruler underneath that entry
just so you can kind of keep it focused?
Very good.
Maybe show it to Aaron just so you can kind
of confirm that's what it is.
Aaron is confirming that.
Good.
And now, what I would like you to do is focus
on that entry, focus on the name and the phone
number if you would.
Everyone else, if you would, please, clear
your mind because it hurts.
There's a lot of interference otherwise.
[Laughter]
Sorry.
So focus on that, and I'm going to try my
best to see if I can get it.
And then in a moment, I'm going to ask for
another volunteer to do something again.
Some of you might have seen this before.
But if you are now on page 112 in the first
column of that phone book on the eighth item
down, I'm having a little trouble getting
it right now.
So perhaps that you're not thinking clearly
enough, so I'm going to come back to you in
a moment.
Let me do something else while I'm waiting
and see if I can get it.
I'm going to do another.
Please keep that right there if you would,
Peter.
I want to do one more thing too.
KERRI, would you help me with this?
>>KERRI: Sure.
>>SULLIVAN: Yeah, you can stay right there.
Peter, please keep focusing on it.
Oh, thanks very much.
>>PETER: Sorry about that.
>>SULLIVAN: Thank you.
Kerri, would you help me?
In a moment, I'm going to hold up a newspaper
article.
It's about welfare waivers and so on.
And I'm just going to run this up and down
the newspaper article, okay?
Whenever you want me to stop, tell me to stop
and I'll stop where you want me to stop, okay?
>>KERRI: Okay.
>>SULLIVAN: And then I'm going to cut it so
you don't think I'm messing around with it.
I'm not going to touch it.
Would you please come up and pick it up, okay?
So don't cut off my fingers, but otherwise
you can do anything you want.
I'll stop whenever you want me to stop.
>>KERRI: Stop.
>>SULLIVAN: Am I stopping where you want me
to?
>>KERRI: Yes.
>>SULLIVAN: Lily, am I stopping where she
wants me to stop?
Okay, good.
I'm going to cut.
It's not cutting very well.
And Kerri, would you please come up and take
that back to your seat?
And there was a little ad in an article on
the back, but could you take that back to
your seat, please?
And would you please read?
I'm still having interference from Peter right
now, but I'm going to come back to that.
[Laughter]
Would you please read the first line or so
where you had me cut the newspaper article?
>>KERRI: To seek major changes in how they
made welfare-to-work requirements for some
of their poorest residents.
>>SULLIVAN: That's about what it says there,
yes.
Could I ask?
Kay, would you mind?
Could you go to the back of the room, and
on the back wall of the room there's an envelope
taped to the back wall of the room?
It's right there, yes.
Could you take that off the wall, please,
and bring it back to your seat?
And would you confirm, Jay, that that is indeed
a sealed envelope?
>>JAY: It is.
>>SULLIVAN: Yes.
And what does it say on the front of that
envelope?
>>JAY: It says predictions Clark APA Psych
Workshop, Monday morning, July 16, 2012.
>>SULLIVAN: Very good.
And would you open that envelope, please?
And inside, there's a piece of paper.
Don't open it up yet, please.
[Laughter]
KERRI, would you read again where you had
me cut the newspaper article?
>>KERRI: It says ...
>>SULLIVAN: No, don't get ... Kerri, please,
could you read that?
Yeah.
>>KERRI: To seek major changes in how they
made welfare-to-work requirements for some
of their poorest residents.
>>SULLIVAN: And, Jay, could you please read
what was sealed in that envelope?
>>JAY: To seek major changes in how they made
welfare-to-work requirements for some of their
poorest residents, and leading conservatives
are crying foul.
>>SULLIVAN: Oh, that last line.
Is that the last line?
>>KERRI: Yes.
>>SULLIVAN: Yeah, okay, good.
A lot of people get impressed by that, but
some of you may have had these abilities too.
You are not very impressed, so let me try
to get Peter's if I can.
I really blame ... I think it's New York that
sometimes when you get people from New York,
they don't do very well with this stuff.
[Laughter]
I know exactly how many people are from New
York here, so I know there's no critical mass
yet.
[Laughter]
Anyway, Peter, if you'd go back to your item,
would you please focus again on that entry?
I'm getting very clearly the address, 252
Pond Street in Ashland, (508) 881-4867?
>>PETER: Right.
>>SULLIVAN: Is that correct?
Aaron, would you conclude?
Would you confirm that is indeed correct?
>>AARON: Confirmation approved.
>>SULLIVAN: God, thank you, Aaron.
[Laughter] Confirmation approved.
[Claps]
>>FEMALE: Very nice.
>>SULLIVAN: Actually, sometimes kids do applaud.
Some of you have done things like this before.
[Laughter]
And one year ... then I reveal what you already
know why I do this, and kids react.
One, also, I think it's very important to
do this, if you can do it, is to learn people's
names.
It's very hard to do when, as probably all
of you have, five classes, 25 to 30 kids;
that's maybe 150 kids.
But I do spend time, and you can practice
using name mnemonics to do this to learn people's
names, and that just completely weirds kids
out that you know all of their names the first
day and then you're doing psychic demonstrations.
[Laughter]
Usually we're just very pressed for time,
so I didn't do the kind of setup that I would've
done before, but the point of course is to
ask them, how impressed are you?
And usually, they're pretty impressed, probably
more impressed than you are because a lot
of you have done things like this before.
Then I usually reveal to them I do not have
ESP, and in fact I'm very skeptical about
any claims of ESP, and they often fight that.
They're like, yeah, yes, you do.
[Laughter]
Like, no, no, really, I just don't have that,
but they want to believe that you do.
And then, of course, the point of these sorts
of things, and many of you do this sort of
thing, is the debriefing.
How could you test whether someone could actually
do these sorts of things?
For me, when you do the five or eight minutes
of those two demonstrations and then reveal
"I don't really have ESP," how could we test
it?
And ask them to hypothesize, and then they
start to hypothesize about how it might have
been done and how could we test whether it
can really be done, and how do we control
variables in conducting such a study?
And then I may write a couple of things just
to remind but I'm sure you do these things
a lot.
Usually right after that, you can follow up
quickly with the story that I'm sure most
of you know of Clever Hans, the horse who
allegedly could count and read and so on in
the turn of the 20th century.
You have to say that now.
I used to say turn of the century, but that
doesn't work anymore.
And from that, you can introduce the idea
of a double-blind procedure, of course, and
also just the whole idea of controlling for
variables in an experiment and controlling
conditions in an experiment.
And that segue is pretty easy.
Then we usually go to a drug study just because
it's so clean and clear that you could have
a two- or three-group drug study and introduce
a placebo group into that.
We often use a very humorous - well, I don't
know if it's very humorous, but I think it's
humorous - made-up story of a study to try
to get at the variables of IV, DV confounding
variables and so on.
Also, I have a handout, and Craig brought
them in a second ago, with one approach that
we do, and I'll give them out later, where
we use social psychology examples, partly
because early in my teaching career, I found,
maybe like you if you're teaching a class
and you're following a sort of typical progression,
you'll go from methodology at the beginning
and try to get the social psych at the end,
and then social psych you don't get to at
the end, and you say read the chapter, good
luck to you.
And so we do almost always in our first methodology
course, methodology units, we rely on social
psych examples, so you can float a lot of
different concepts in social psych.
It gives us sort of symmetry to the class.
You can also simultaneously be floating concepts
like confirmation bias, which comes up in
several later units, and belief perseverance
because once kids think that you have ESP,
they look to confirm that you do [laughter].
And even when I literally ... I'm sure you've
encountered this too.
You say, "I do not have ESP," people have
actually argued with me on that.
[Laughter]
At one point, I remember in a class, I called
on someone and I said, "Emily, what do you
think, how do you think we did this?"
And some kid in the back said, "How do you
know our names?"
And a kid next to him said, "He's got ESP,
you moron [laughter].
Haven't you been paying attention?"
So they were pretty convinced.
Also, and many of you know this, I suspect,
one of the activities we just did, the reason
you can get away with it is because of perceptual
set or perceptual expectancy.
So I suspect many of you have seen at least
one those before.
And if you haven't, though, and I've ...
>> FEMALE: [Unclear]
>>SULLIVAN: Choose one of them, either the
newspaper article or the phone book.
How did I do it?
Let's go to the phone book.
The phone book didn't go that great, actually,
but go ahead.
I've had it go worse, but [laughs] I'm usually
better.
>>FEMALE: Does it not influence this choice
on page ...
>>SULLIVAN: That would be impressive if I
could do that from here.
How did I do that?
Anyone else who doesn't know it?
You want to hypothesize?
Go ahead.
>>FEMALE: You must have copied ...
>>SULLIVAN: Ah, Peter is in on it with me.
So often, I'm sure you used this term a lot.
I love using this term the first day because
then kids want to be one the rest of the year
[laughter].
Then it all depends and like, "So we're not
doing ... this isn't history."
And they're like, "No, no, people are in on
it with me," and then suddenly they internalize
that word very quickly because they want to
do it.
So Peter is my confederate.
Peter, are you my confederate?
>>PETER: No.
>>SULLIVAN: Of course, that's exactly what
he would say if he was my confederate, but
he is not my confederate.
Yeah, yeah, we spoke last night briefly, but
that's it.
Maybe he's not my confederate, though.
Who else could be a confederate?
>>FEMALE: I thought they were against it,
and he was your confederate.
>>SULLIVAN: No, he isn't.
>>FEMALE: Okay, I got it.
>>SULLIVAN: Aaron is the confederate.
I actually know Aaron.
By the way, I feel like I should say this
since we just called on Aaron.
Along with a colleague of mine at Hopkinton,
we have an AP site test prep book and teachers'
manual...
>>MALE: It's very good though.
>>SULLIVAN [Laughs] And Aaron was one of the
people who have read it.
He's one of the editors, too, and he's going
to say things like ...
Yeah, but he read it and said this part is
stupid.
Anyway, he was not my confederate either,
although he could have been and it might have
worked.
In fact, I do have a confederate, though,
for the phone book demonstration.
I'm sorry?
>>FEMALE: [Unclear]
>>SULLIVAN: Good.
Did I speak to three people before and said,
"When I say at random come up with a number
between 1 and 150"?
No, I spoke to Jill and said, "Say 112"?
And then column ... was it you who chose column
one?
>>BETH: I did, but you didn't ask me.
>>SULLIVAN: I know I didn't, which destroys
your argument.
>>FEMALE: [Inaudible] [Laughter]
>>SULLIVAN: That makes sense.
Good.
Okay, quickly, I have a write-up, by the way,
if you want to do this.
I think a lot of you have probably seen it
because some people do this.
The newspaper article, how many of you have
seen the newspaper article before?
Yeah, peer review.
I think both of them are so good though for
a naïve audience, but then you can do other
bad ones, which I do.
I usually do two or three, and it doesn't
take long.
It seems like just a waste of class time,
but it isn't because none of them take long.
The phone book one took a little longer today
than it usually takes, actually, for reasons
I'll tell you about in a second.
But it doesn't take long.
It engages them, obviously, in class, but
you can keep referring back to it when you're
talking about methodology.
And even if you're not getting the terms yet
because you'll get the terms when you go to
your social psych examples and say... you
can see the write-up that I did with the social
psych examples, and you're identifying a null
hypothesis and the IV and the DV and so on.
But you can get all of that partly because
they're engaged, but partly because you're
building it from ... critically thinking about
something like that.
So, one more guess, who is my confederate
in the phone book demonstration?
Ah, Kerri is my confederate in the newspaper,
so she knew where I was going to cut.
[Laughter]
But she would deny that, wouldn't she?
Actually, my confederate in the phone book,
actually just made me panic a little bit,
Mr. Groover was my confederate.
He went ... could you get these files?
We already had these made.
And he ... you will not believe what you can
get away with, with that demonstration because
I've done it with a person in the room.
Craig also had that same phone book and a
ruler, and he was right out in the hallway,
and he went to page 112, first column, eighth
phone number down, and then he was going to
come back with my copies.
I don't know why he was waiting so long for
that.
[Laughter]
>>MALE: I was selling the bit.
>>SULLIVAN: [Laughs] Yes, selling.
Well, I'm dying up here.
[Laughter]
It's great because sometimes ... so on top
of the fold that he wrote, the entry, although
he only wrote ... you're supposed to write
the title of the person, too, but you didn't
do that, so I had to blame it on him.
Anyway, yeah.
So sometimes, you start talking and then I
forgot I've already read it, but then I'm
doing something else, and then I forget what
it is, and I'm like, okay, I forget what it
is.
But then you can go, oh, nobody ever notices.
Just going like, okay, I'm trying to read
it, then it's right there... [laughter]
...which helps a lot because I was a little
panicky here.
That's why I've never done it where it went
so badly and then I had to go to the newspaper
article on the spot.
So thank you, you kind of bailed me out.
I have a bunch of others if you want to know
them; they're all just magic trick book things
and so on.
But I think this concept is key because once
they think you have ... one, they've heard
about the class.
It sounds like for a lot of you, so popular.
They've heard about the class.
They think it's going to be fun.
And they're coming in and thinking, he can
read my mind, someone said before, yeah.
And once you've shown them one thing, they're
like, whoa, you do.
And they're going to keep believing that,
and they're going to keep looking for evidence
that you can do it.
The newspaper article, as you know, is also
really based in part on this, the concept
of perceptual set.
Because you're a teacher audience, I wasn't
feeling that bold, but you'll hear more about
this because I'm almost out of time right
now, so I'm going to stop shortly.
Could someone maybe explain how you do this?
Kirk, you know it.
>>Kirk: [Unclear]
>>SULLIVAN: Sure, go ahead.
One of the things I will say is I'll ask kids,
"Can I replicate it?
Do you think I could do that again?"
So you can float the term replication.
And they're like, yeah.
I'll be like, "Yeah, I could, kind of, but
what if I said it could ... go to the library,
get a newspaper article.
You cut out the article.
You bring it back.
We'll do it again.
While you're gone, I'm going to write my prediction.
Do you think I could do it then?
And they're like, "Yeah."
I'm like, "No, no, I couldn't do it."
Why not?
>>MALE: You cut out the article and then [unclear].
>>SULLIVAN: Now, some of you who haven't seen
it before might be confused by that.
It's hard to picture.
I did write it up.
But also, you'll ... and sometimes when you're
feeling bold, you can do this.
With kids especially, I'll say, "Okay, could
you confirm that is a newspaper article, please?"
And kids look and go, "Yeah, that's a newspaper
article all right," except ...
>>FEMALE: [Inaudible]
>>SULLIVAN: Almost all of it is upside down.
But because of perceptual set and kind of
minimum tendency and perception, people don't
detect that.
If you're feeling bold, you can actually test
it and pass it around and people will look
and say, yeah, that looks fine to me, even
though almost all of it is upside down; just
the very top isn't.
Then you just write the bottom line here in
the envelope.
Wherever she has me cut, she's going to pick
it up like that and read that line.
That's the one you put in the envelope.
Now, if you're still having trouble picturing
that, it's easy to explain later.
It's foolproof.
Yeah, first day especially.
It's foolproof partly because it doesn't require
a confederate.
But also, before I turn things back over to
Debbie, another demonstration has been going
on in this class for a little while.
Have you caught onto it yet?
Oh, no.
Yeah?
A little demonstration but another methodological
approach.
I have a handout about that and how you could
set it up, and I also have a handout about
longitudinal approach.
So I'll just say it quickly and then I'll
turn it over to Deb.
You may know in personality theory much later
in the course.
If you kind of follow it, relatively typical
progression, or in the individual variation's
domain if you use the standards.
You'll study trait theories, type theories
like the five-factor model, the big five.
So one way, I think, to introduce longitudinal
research and survey methodology to an extent
is to give kids a little inventory that I
just made up on the five elements or the five-factor
model and ask them to rate themselves.
And sometimes I'll collect them and have a
codename, not their name, but I'll give it
back to them because then when we go to personality
theory months later, I'm going to give them
the same survey again.
They take it again, and we just usually eyeball
whether there's a correlation between their
scores.
It gets at a lot of good stuff about survey
methodology and about the concept of longitudinal
research, and you're using it on stuff, their
own sense of themselves to do it.
Sometimes I'll do a version of that where
I make it two-sided and they rate themselves
on the five components of the big-five and
then give it to a peer just sitting next to
them who rates them, which is often just hilarious.
And they compare their own judgment of themselves
and their best friend's judgment or somebody
who doesn't know them.
So those are two different ways you can use
a real simple survey.
I'm sure we all give a million surveys, but
you can be sliding in references in the first
day of class, first hour, three different
methodological approaches and experiment how
do you control experimental conditions, longitudinal
research, and naturalistic observation because
I have two other confederates in this room
who have been conducting a naturalistic observation
on you, looking for instances of bored or
disinterested behavior.
And who are they?
Emily just volunteered.
No, no.
Emily and Julie actually are.
And just conveniently, they're kind of in
different spots of the room.
And usually in class, you can then ask - it's
fun to follow up and we just don't have time
- to ask them, so what did you notice?
And that's hilarious.
But also.. well, what's the key?
Do they agree?
Usually not, and you can get at confounding
variables, you can get at operational definitions,
because I intentionally ... as I told you,
you were both so nice.
I thought you were great at it, too, because
I didn't notice you were doing it.
Did you do it?
>>FEMALE: First of all, I'm trying to look
at you and knew it.
>>SULLIVAN: [Laughs] The kids still are always
terrifically unobtrusive.
Nobody knows and then some kid will say, "Well,
you were taking a lot of notes for like the..."
but they didn't really think anything of it.
But I gave intentionally no directions.
There was no tally sheet.
There was no operational definition of bored,
with no measurable specific definition.
But in the context of usually fun discussion
about what we noticed that Lily was yawning
and that Simone almost fell back in her chair.
And then she was staring, Emily was staring
out the window for a while.
Is that boredom or is that intense engagement
and reflection?
It really is a great introduction.
Again, if you're doing it all on the first
day, I'm just doing a really fast version
of it now, certainly in an hour-class, I don't
know what your schedules are like but in an
hour-class, you can float the ideas of experimental
methodology, naturalistic observation, longitudinal
studies, and this very important concept of
having operational definitions, controlling
experimental design and so on.
So if you're interested, I know you have a
big binder full of stuff so you may not want
to just ... you may know these things and
not want to do them and so on.
But if you want to take a copy of my four
write-ups of these things, I'll lay them out
here, and at the break maybe you can do that.
Okay?
And thank you, Craig.
Thank you, Emily.
And thank you, Jill.
[Applause]
And I turn you over to Deb Park.
>>PARK: What I did was when we thought about
today, and we talked about doing activities
with you, demonstrating some of them as well
as discussing different [unclear] integrating
the activities into your classroom, we both
came up with the ideas that we hope will draw
across the many different topics that you
will be teaching [unclear].
Before you begin writing and trying to copy
everything down, and I know you will, you
don't have to, all right?
Many of the materials relating to my presentation,
our presentations, some of those materials
are in your binder.
These materials, if they're not in your binder,
I will provide to you: the PowerPoints, the
documents that I'm referring to in one or
two ways.
I can just email them to you, but I also have
a Wiki.
I would like to make a page on the Wiki just
for fun, and I will put all kinds of resources
on the Wiki.
Anything you want, including everything I'll
use over the next couple of days, anything
you might want to share, we can put on there
including pictures, et cetera.
You don't have to be worried about copying
all these things down.
And plus, for me to make a handout like this,
you don't have to be worried about typing
these addresses into the computer [unclear]
where if you have it, like fine, you just
click on it, open it, and make it a favorite.
So it's a lot easier that way.
Okay?
So just know that you'll have all this information
about it.
So if you look at the scientific inquiry domain,
and I'm referring to the domain of the national
standards, which is why I told you that before.
I wanted you to just think about it [unclear]
with it.
Everything we teach in psychology, whether
it is intro to psych or AP psych, it doesn't
matter, these standards really do cover the
topics, the units, the concepts that we want
our students to know and understand when they
leave our room at the end of the semester
or the end of the year so that they will better
understand the psychology and the science,
and here's how it became a science, and these
are the things the psychological scientists
study in their research, and this is how it
applies to you in your world.
So when we developed the document of the standards
many years ago, the first document that was
put out, teachers came together, high school
psychology teachers as well as college professors,
and they came up with this document to try
to provide for you a content and a curriculum
guide, which psychology teachers did not have.
How many of you 
have the content or curriculum guide given
to you when you go to teach psychology?
Raise your hand.
So this was the beginning of that.
And then, every five years, it's been revised.
So the second revision just really took place
in 2011.
Well, I guess it was approved.
And this is the most current document showing
the psychology standards that we believe teachers
should use as a guide to developing their
curriculum.
And it's produced by teachers working with
the APA.
So everything we do here relates to these
standards.
And what I've tried to do is divide things
up into domains so that 
you can be more familiar with the standards
and also see kind of what we're doing relates
to different topics.
Actually, and I'll show it to you later, but
when you look through these standards, it's
a lot of words, you know, a lot of pages to
read.
But this one page is really helpful just to
refer to generally speaking, and that is on
page 3, and it's a diagram that shows you
how the different domains and standards relate.
We like to think of it this way because at
the very center, what do you see?
>>FEMALE: Science.
>>PARK: Science, right?
And when you look at the scientific inquiry
domain, you see perspectives in psychological
science, research methods, measurements, and
statistics.
And by looking at this graphic organizer where
it's sitting at the center of everything we
teach, it shows you how important it is that
you allow students to learn about how psychology
is a science, that psychologists are scientists
too, and then from there everything else fits.
And if you look at the way it branches out,
you can see the various domains and how they
are relating.
We can talk about it later, okay?
So starting with the scientific inquiry domain,
and the way I think, I related that to many
different topics that we teach throughout
our courses.
And you've already alluded to the fact of
how you might want to start with social psychology.
And I'll be honest with you.
I taught my course for AP psychology and intro
to psychology for many years, starting out
with research and social psych the first week
of school because it pulled them in and it
really helped them learn more about research
methods by applying it to those wonderful,
interesting, crazy, unethical [laughter] research
studies done by the social psychologist.
So they were like, within the first week are
like, this is the coolest subject in the world.
I love [unclear], you know.
They're confederates, she said, in the [unclear]
experiment.
So I'm not going to read this to you, but
I do want to point out that there are some
things that also you would really like to
do for students when you're teaching about
research methods throughout the course that
always goes back to the fact that psychology
is a science.
When you look at these websites, for example,
the Online Psychology Laboratory, how many
of you are familiar with that?
When you go onto that website, you can have
your students participate in research online,
and they become researchers.
They become the psychologists doing the research
on all different topics.
How many of you are familiar with PsychSim?
Sometimes it comes with textbooks, and sometimes
it doesn't.
I'm going to see if we're lucky here real
quick.
This is called PsychSim 5.
Even though it's published by Worth Publishers,
this is the online edition; any of you can
get to it.
So that's why I want you to have these things
so you can just click on them and load them
up.
Look at the research studies and discussions
and activities that your students can participate
in here, and many of these are interactive
activities, and some of them are little research
studies that they can use in all different
topics.
We want active learning in the classroom.
We want our students to be able to participate
in activities that allow them to understand
better the concepts.
So these interactive links and sites and actionable
online research laboratories are really something
you want to try to work into your classroom.
Even if you only get to do it once a week
or once every two weeks,that active participation
is absolutely essential to learning about
psychology, and it's what makes our class
fun.
Active learning makes psychology like this.
So I just wanted to show you how you can be
able to do ... open up these and check them
all out on your own.
As far as the sociocultural domain, which
is how we word it in the standards, you'll
see that top left, sociocultural context domain
includes many of the things 
that we teach in our social psych chapter
in our textbooks: social interactions and
sociocultural diversity.
There are a lot of different concepts you
can teach, and the standards actually show
you some of those concepts, and I'll look
at them later with you.
But here are some great links to research
methods and other activities that you can
use in your classroom, and you can use them
in week one or you can use them when you talk
about social psychology at the end of the
school year.
It doesn't matter where you use them.
The Social Psychology Network is phenomenal.
I mean, it's social psychology at its best.
How many of you have used it?
It has references and research and methodology
activities and articles and, of course, the
infamous Prison Experiment is logged there,
the original Stanford Prison Experiment website.
I always have my students actually go through
every single one of these slides where it
tells you the history of the Prison Experiment.
They show little video clips of the original
prisoners in the experiment, and there are
all kinds of critical thinking questions they
can do at the end of this.
And this is why I love research methods, because
here is a great research study that you now
can take apart with your students and talk
about the methodology and the issues that
developed and why they developed and why Zimbardo
did what he did and why he didn't do what
he should've done, and to hear him talk about
it himself verbatim.
But, I mean, to hear all these things and
read all these things and then the class discusses
them, you've got basically online cooperative
learning, discussion prompts, critical thinking.
You've got all the really good strategies
that you want throughout in your classroom
all wrapped up in this sort of a WebQuest
activity when you think about it.
It's available to anyone online.
So that's why I highly recommend it and use
when you're doing both research, that is as
well as social psych.
By the way, there are a lot of social psych
documentaries that you might want to include
in your classroom that relate to research,
and these are just a few of them here, and
they all look phenomenal [unclear] documentaries,
okay?
This is one that I discovered a couple of
years ago when I was using it in sociology
class.
Now, you can use this in sociology, history,
psychology.
It's fantastic.
And the reason I found it is because a girl
that I've been working with on another project
actually helped to develop this.
It's from the American Anthropological Association
- there you go - and it's called RACE: Are
We So Different?
And this is the website.
It's an interactive website.
And what happens is when you open this up,
you will be able to look at a number of different
articles about the history of RACE, and you'll
be able to see...
You'll see that this has a lot of really neat
history, research studies.
It has topics about human variation, individual
differences, and lived experience is the one
that really helped tell all the teachers that
they absolutely have to use.
You all remember the very, very famous experiment
done by Mr. Clark.
Who remembers?
What was it all about?
>>FEMALE: [Unclear] showing mostly African-American
girls, boys with dolls, how they selected
it and how they internalized it.
>>PARK: Right.
This study was done way back when a very famous
court case was taking place.
Do you remember the court case?
VOICES: Brown v. Board of Education.
>>PARK: Love teaching to teachers.
And because of this study, it helped to bring
about the understanding that separate is not
equal.
And so the very, very, very famous study that
was done was recreated by a teenage student
in high school only a few years ago, and I
have the article for you so that you can see
what she did.
And her video that she developed is here on
this website, and she talks about how she
recreated this experiment.
[Video presentation]
>>FEMALE: Every Black female has a big butt
and big boobs.
>>FEMALE: Loud, obnoxious, ghetto.
>>FEMALE: Light skin being more attractive
than dark skin.
>>FEMALE: That we're not smart.
We're this way; we're that way.
And a lot of times we have to prove ourselves
and not being true.
>>FEMALE: At a young age, I already knew the
standards for a girl like me.
As I become older, they've become more obvious.
[Music]
>>FEMALE: You have to have permed hair, relaxed
hair.
>>FEMALE: You know, straight hair or like
blond hair, you know, long waves or something.
>>FEMALE: And if it's natural, that's even
... that's good hair.
Like bad hair is hair you have to relax because
it's kinky.
>>FEMALE: Like it's not like appealing to
have, like natural hairstyle, or like if they
are natural, they have to be like the curly
haired like black girl or something that looks
mixed or something.
>>FEMALE: I remember when I first started
wearing my hair natural, at first my mom was
okay with it, and she thought it looked nice.
And then after like the second day, she was
like, "Oh, stop that."
She was like, "You're starting to look African."
I was like, well, I am African, and that really
pissed me off.
>>FEMALE: There are standards that are imposed
upon us, like, you know, you're prettier if
you're light-skinned.
>>FEMALE: I knew people in the past.
They're like just like who wanted to be light-skinned,
not for any particular reason, you know, because
they love their selves.
I mean, they love their selves except for,
you know, the color of their skin.
>>FEMALE: My siblings are all lighter than
me.
And my mom, she has dark skin, but she's lighter
than me.
So like I noticed and I was like, "Hey, how
come I'm the darkest and, you know, everybody
else is so light?"
And, I don't know.
Since I was younger, I also considered being
lighter as a form of beauty or, you know,
more beautiful than being dark-skinned, so
I used to think of myself as being ugly because
I was dark-skinned.
>>FEMALE: I knew people who actually like
went out there and got, you know, bleaching
cream and everything.
That she like laid in the tub and like poured
like capfuls of bleach into it just so they
could like see if their skin would get lighter.
>>FEMALE: We have my aunt that lives in Honduras.
She basically started using skin bleaching
cream when she was about 25.
She started her oldest daughter on it when
she was about 11, and then she has an even
younger daughter that was about six when she
started using the skin bleaching cream on
her.
>>FEMALE: I've seen people say that I would
never marry a dark-skinned man because, you
know, because I don't want that in my gene
pool.
>>FEMALE: I guess I sort of felt like I ... there
was not any attention towards me because of
maybe my skin color or because my hair was
kinky or just really that.
Or even when also when I was younger, like,
say, there was, I don't know, a doll.
I used to have a lot of dolls, but most of
them were just white dolls with long, straight
hair that I would comb and I would be like,
"Oh, I wish I was just like this Barbie doll."
[Music]
>>FEMALE: In Brown v. Board of Education,
the famous case of desegregated schools in
the 1950s, Dr. Kenneth Clark conducted a doll
test with black children.
He asked them to choose between a black doll
and a white doll.
In most instances, the majority of the children
preferred the white doll.
[Music]
I decided to re-conduct this test as Dr. Clark
did to see how we've progressed since then.
[Music]
Can you show me the doll that you like best
or that you'd like to play with?
>>FEMALE: This one.
>>FEMALE: This one.
>>FEMALE: I like that one.
>>FEMALE: I kind of like this one.
>>FEMALE: That one?
>>FEMALE: This one.
>>FEMALE: I like to play with this.
>>FEMALE: And can you show me the doll that
is the nice doll?
And why is that the nice doll?
>>FEMALE: She's white.
>>FEMALE: And can you show me the doll that
looks bad?
Okay.
And can you give ... and why does that look
bad?
>>FEMALE: Because it's black.
>>FEMALE: And why do you think that's a nice
doll?
>>FEMALE: Because she's white.
>>FEMALE: And can you give me the doll that
looks like you?
Fifteen out of the 21 children preferred the
white doll.
>>FEMALE: Our ancestors came to this country,
and they were pretty much ripped out of their
culture.
You know, they couldn't speak their language.
They couldn't, you know, they couldn't be
themselves.
It has to be like what everybody else told
them to be.
>>FEMALE: When you don't know where you're
from and you don't know what country you're
from, all you know is basically you're from
Africa, that's all you're given, I feel like
it brings on like a lot of ignorance and it
builds a lot of anger.
I've seen that built a lot of anger in a lot
of black, young females.
I don't know.
They feel like because they feel like they
have a right to disown any kind of, you know,
African roots.
>>FEMALE: I think for a black in general,
it's like you're missing a piece of you, you
know?
And for me, yeah, it's like, oh, I don't have
any actual heritage ... not heritage but culture.
Like I know I'm from Africa, but, you know,
the different countries in Africa have their
different cultures.
They have different morals and different values.
And not knowing that just, it sort of keeps
us at a loss and we're just ... I feel like
we're busy searching for it while everybody
else in society is throwing their ideas and
what they believe we should be at us, but,
you know, personally, we know that's not what
we should be.
But we're going to take it because we don't
know exactly what it is that we should be
because we don't really know where we came
from.
[Music]
[End of video presentation]
>>PARK: Can you see how this could be used
in your classroom and how it actually can
go across a number of different domains and
concepts that you teach, correct, in your
classroom?
So besides those social sites, where might
we use it?
>>MALE: History.
>>PARK: In history?
>>MALE: The Civil Rights Movement.
>>PARK: Absolutely.
Both in your history classes as well as history
and psychology and the importance of the layman's
psychology has developed and individuals have
become involved in psychology, which, by the
way, while you were talking about... what's
his name that had the first PhD?
>>MALE: Sumner.
>>PARK: Sumner.
Well, Kenneth Clark attended Howard University.
And after Sumner got his PhD, Kenneth Clark
then went on to Columbia, so he had the first
PhD from Columbia, and his wife, a woman,
had the second - black American.
So I mean this is what's so important.
When you look at the history of psychology
and how it developed, and the issues of the
day and how that even affected individual
research is something that I think we want
to bring into our classrooms.
So you just got a taste of that, but there's
a lot of ways that you can use it.
>>FEMALE: [Unclear] there's a huge site as
well that you can access.
>>PARK: Yes, yes.
And the students really, in seven minutes,
I mean that seven- or ten-minute clip of that
young lady's research, which, again, a student
that recreated research and thought a lot
about methodology there as well, what was
good about it?
Maybe there were some problems with her little
study.
I really believe the students remember and
learn so much better from using that example
than you just talking about it and writing
on the board that it's really simple.
It's like that.
You know what I'm saying?
So I would utilize it in class.
Also, there are a number of different blogs
and Wikis that people have created online
that I believe are useful to you.
And there's one that I highly recommend that
has all these research studies.
So for child psych as well as social psych,
this particular blog that I put on here, they
have like the 10 most interesting research
studies that were ever done in social psychology.
And what I would recommend is you have your
students read them, and you have your students
summarize them and discuss them in small groups.
You can have lit circles where the students
sit down and discuss the various experiments
and the various research studies.
And even though, you know, they're going to
learn about it from their textbook, they're
actually going to be able to learn a lot more
by reading it, discussing it, and maybe even
presenting it to each other in the classroom
so that they're teaching more about it than
you just teaching it.
And so this website I will highly recommend,
Allpsych [phonetic] blog, and this is where
I also have clicked on ... later on which
I'll even refer to like other applications
later on, the 10 most crucial child developmental
studies.
So I mean if you want to look at developmental
psychology and the research that was done
on the child studies, they're all here: infant
memory when the self emerges; me in the mirror
with rouge; how children learn that the earth
isn't flat; The Strange Situation, which is
phenomenal, Ainsworth's research.
And you could have the students watch original
footage of her doing the studies.
And there's a little worksheet I have that
I have my students reserve for children and
write things about the children and what they
do and then discuss it.
So they really get a sense of what research
is all about and how it's really the center
of all psychology.
So I guess what I'm saying is I would really
like to see incorporating research studies
into our whole year ... not just the beginning
of the year, not just the one-week session
on here is how you do research and this is
what a variable is.
Is making known to the students that everything
you're teaching them is based on research
that's been done and now we can study it in
a much more critical manner.
I know they'll understand this.
By the end of the year, they'll be able to
tell you everything you want them to know
about research design and variables and confounding
variables and control factors and what are
quantitative studies or qualitative studies.
They're going to be really versed in research,
and you're going to be very proud of them.
So there are many others out here that I'm
not going to show you, but I will provide
it for you, like I said, online so that you
can utilize it.
Now, one other little, quick thing...
How much time do I have?
About ten minutes?
>>FEMALE: So you're going to send us a copy
of these?
>>PARK: Yes.
You will have these either online or if you
want an email probably, I'll be glad to give
it to you.
>>FEMALE: [Unclear]
>>PARK: Get them all from me.
I mean, no problem.
No problem, absolutely.
The other thing I'd like to bring back here
is that because you're all involved in curriculum,
enrollment [unclear] to really understand
psychology.
I wonder how many of you are aware of UbD.
How many of you have used Understanding by
Design in the school districts?
Understanding by Design is a way to develop
content in curriculum and its unit planning,
and there are a couple of things that I think
apply, whether you use Understanding by Design
or not, for us teaching psychology.
And that is, what are essential questions
that we really want our students to be able
to answer?
And what are the enduring understandings that
we would like them to walk away with when
they leave our room?
So that we're not just teaching them today
in the classroom, but 10 years from now and
they're at a party somewhere, they're going
to say, "Wow, remember when we watched that
video in class," and they started talking
to somebody about what they learned, and they
really got the essence of what we wanted them
to learn.
So, again, this will all be available to you,
all right?
So I think to myself when I plan a lesson,
I look at the standards and I say to myself,
what do we want our students to understand
and be able to do?
And with any topic, you know how in history
you have standards, right?
You have to look at those standards and say,
okay, these are the units and these are the
concepts and these are the individual objectives,
and now I'm going to teach the lesson, this
is how I'm going to teach it and how I'm going
to assess them.
You have all these questions to answer, right?
Again, this I believe is really a guideline
to being able to do that and making it so
much easier for you.
When you're thinking about enduring understanding,
you're thinking about these things.
What are the conclusions that students are
going to make?
What are the generalizations they're going
to make?
How does it cross disciplines?
We've all seen that with psychology every
day.
And how am I going to teach them how students
are going to discuss it?
So we like to think about when we relate these
things and standards, we say to ourselves,
the students will understand that, and then
we think of our course and we think of our
unit and say the students will understand
that research is the basis of all psychological
science, right?
Isn't that an enduring understanding?
It's that simple.
Research is the basis of all psychological
science.
So I put some tips on here for you as far
as how to develop essential questions.
It's really not that difficult.
And by the way, this is from the work of [unclear]
and Greg Higgins [phonetic] which you can
also look up online to get a lot of really
good stuff.
I took these slides from the [unclear] actually
came to our school district when we developed
it at that time about five years ago.
Essential questions: think about the questions
that we want our students to be able to answer
and how ... this is what I think drives students
currently in psychology.
There's not all these like a right answer.
Wait a minute, what's the right answer?
There is none.
>>FEMALE: They're like, oh, I can't handle
this.
>>PARK: But that's not true in psychology,
and that's what I like about it.
So, you know, there's more than one answer
to these essential questions.
They cannot always be answered in a single
sentence, right?
Many times, the questions are answered with
more questions.
We have to raise other important questions
and help the students to understand how these
things apply beyond the bounds of the classroom.
So when you're developing essential questions
for your students and thinking about designing
these for your lessons, they kind of guide
you in designing your daily lessons.
They guide you to design your units, your
objectives, your activities, and your assessments.
You know how things are supposed to align?
Your objectives, your activities, your assessments,
they align.
And of course, there's the whole concept of
backward designing in this too, and we'll
talk about that.
How many have heard of that?
So when you think about how you're going to
plan your lessons, I really think you need
to look at this and say to yourself here are
standards.
And believe me, they're really clear and they're
excellent.
You can get these online at the APA website
when you go online, all right?
The standards have their own link.
You can open them up online and you can look
at them all or you can look at them here.
You all have a copy of it.
What I think is a really excellent guideline
for understanding psychology besides this
[unclear] is that there are a lot of themes,
a lot of ideas that cross all the areas of
psychology.
And when it comes to enduring understandings,
to me, these overarching themes are really
a good example about ... they're actually
on page 1 of the document in this little,
tiny book on here.
You can't see them here, but right here, you
can see these themes of ... go through the
whole discipline of psychology.
Those are the best places to start for enduring
understandings, and you can see how these
relate to many different topics.
They don't relate to one area or unit.
So it's really easy to get started there.
And then, remember the little letter that
you guys got in the mail that said we would
like for you to help us develop some ideas
on performance indicators?
Did anybody do their homework?
Okay, well, we're going to talk about these
in the next couple of days, and hopefully
you'll contribute some because we really would
like you to begin to contribute in some of
these so that we can put them online for other
teachers.
We may have to [unclear] without them for
a number of different reasons, but they're
essential to the assessment part of our lessons.
Do you follow me?
So here's an example of the content standard
related to perspectives in psychological science.
It goes into content standards in the document.
The performance standard is development of
psychology as an empirical science.
And then there are others listed here, these
performance standards that relate to that.
If we want our students to know how psychology
evolved as a scientific discipline, and we
do, and we look at these standards that are
outlined in the document, then how are you
going to tell if your students accomplished
that?
So I just wrote this.
They're not in the document, they're not anything
formal.
These are two samples I came up with.
Explain how Wilhelm Wundt's research became
the basis of experimental psychology and influenced
others to research human behavior?
You talk about that in your class, don't you?
I think most of us want our students to be
able to see that, understand about how important
Wilhelm Wundt was, how he influenced change
[sounds like], how that really started this
whole experimental psychology area of study.
Or, if you're familiar with that it relates
specifically to a performance standard, explain
how psychology evolved to a scientific discipline.
I really do enjoy looking at the history of
psychology, and I actually give them sites
and activities where they can trace the history
of psychology and shows you all the important
people and a timeline to go through it and
the kids can do that on their own or you can
do it in the classroom with all that site
[unclear].
I wrote trace the accomplishments of psychological
scientists of the 19th, 20th, and 21st centuries.
That's an assessment.
That's a way that we can see as teachers what
they know.
So those performance indicators help me when
I'm developing my lessons, figure out my specific
objectives and where I want them to go with
those objectives.
So that was just a little example of how these
standards are really essential and very helpful
to you in developing your curriculum.
And so if you have any ideas that relate to
the different content standards which we actually
do try to come up with, we're going to talk
about them later on, and maybe even invite
all of you if we have time to do this for
a little nighttime discussion.
But one of the other things we would like
to do is maybe collect your ideas - and remember
it's a draft; it's nothing formal - and we
can brainstorm over them and develop a list
of the ideas that will come up with that [unclear].
Okay?
