For more information about fixed and growth mindsets and how they impact student performance, see the TED talk by psychologist Carol Dweck. A great way to start off the year in a psychology class is with a discussion of growth versus fixed mindsets because it helps students understand how their beliefs about intelligence can influence their own academic success. Research shows that learners who hold the growth mindset that intelligence is malleable, and success is related to effort level are more likely to remain focused on goals and persist despite setbacks. Students’ beliefs or perceptions about intelligence and ability affect their cognitive functioning and learning. The first eight principles highlight some of the most important findings on teacher practices that impact student growth.
Cognition and learning: How do students think and learn?Ī great deal of research from cognitive and educational psychology has discovered how thinking and learning can be improved in the classroom. Below is a review of the principles and potential applications for their use in teaching high school psychology.
Each of the individual principles listed in the document includes an explanation of the concept, its relevance for instruction, specific tips for teachers and a comprehensive list of related references.Īlthough the Top 20 principles are designed to apply psychological science broadly to pre-K to 12 teaching, they can also be utilized specifically to enhance the curriculum of introduction to psychology courses and help students develop skills that will help them learn more effectively in all of their classes. The principles are organized into five areas of psychological functioning: cognition and learning motivation social and emotional dimensions context and learning and assessment. Each of the contributors has some expertise in the application of psychological science to early childhood, elementary, secondary, gifted or special education social/emotional learning or school climate. The Coalition for Psychology in Schools and Education (CPSE), a group of psychologists and psychology teachers within APA, recently announced the publication of the “ Top 20 Principles from Psychology for pre-K to 12 Teaching and Learning.” The Top 20 document was created by psychologists representing a wide range of divisions, including those focused on education, school, developmental, social, cognitive, psychometrics, media, counseling and clinical psychology. While some of this information is helpful, some of the suggestions have little or no empirical data to support their effectiveness. Teachers are exposed to a constant barrage of methodologies that promise to improve both instructional strategies and student learning through institute days, team meetings, seminars and the media.
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