Teaching Psychology

I’m trying to study for my Psychology course and I need some help to understand this question.

It is likely that you recall some of the positive and negative writing feedback that you have received throughout your academic career as a student. Maybe some comments were constructive and effective and others were not. What language was used in the feedback, and what color was the ink in which that feedback was presented? How did those comments and

Section A

their presentation make you feel? In this week’s Discussion, you consider feedback from both the student’s and instructor’s point of view. As an instructor, you will provide a great deal of feedback on students’ writing. Take a moment to consider the style of feedback that you would like to provide: helpful and encouraging? Or firm with regard to grammar and format? Perhaps some other styles come to mind. How might your feedback style influence the self-efficacy and learning for the students who receive it?

For this Discussion, review and study this week’s Learning Resources. Reflect on feedback that you have received on your writing. Think about the types of writing feedback that were positive and those that were negative. Consider your emotional reaction to the feedback in each case with regard to self-efficacy. Finally, think about three of the most important elements to providing feedback on writing assignments.

With these thoughts in mind:

a brief description of both positive and negative writing feedback that you received. Then explain your emotional reaction to the feedback in each case with regard to self-efficacy. Finally, explain what you believe to be three of the most important elements to providing feedback on writing assignments and explain why they are important.

Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.

Section B

This week, you have examined writing feedback from the perspective of the student and the instructor. You also have reflected on the impact of writing feedback on learning and self-efficacy. How do you plan to provide effective writing feedback without harming self-efficacy or discouraging students in the learning process? In this Assignment, you apply your beliefs and teaching philosophy through grading and commenting on a student-written paper using a grading rubric.

For this Teaching Portfolio Assignment, review and study this week’s Learning Resources, including the student paper provided from your introductory psychology class and the grading rubric provided for its assessment.

The students in your class received the following instructions for writing their paper:

Write an 8- to 10-page paper on cultural and gender differences in emotional expression. Be sure to use APA format, including a 150- to 200-word abstract and at least seven peer-reviewed references. This paper is worth 100 points.

Your Teaching Portfolio Assignment should include the following:

• A standard APA cover page
• The student paper you corrected, providing comments and corrections in track changes
• The completed grading rubric for the paper
• A separate page that provides a summary of the consistent problems that you found in the paper
• An explanation of two strategies for how you might facilitate the student’s process of self-assessment in future writing assignments to improve one of the consistent problems you found
• A separate page the provides an explanation of how you envision your feedback affecting student self-efficacy and student learning

Resources

Readings

• Elander, J., Harrington, K., Norton, L., Robinson, H., & Reddy, P. (2006). Complex skills and academic writing: A review of evidence about the types of learning required to meet core assessment criteria. Assessment & Evaluation in Higher Education, 31(1), 71–90.
  Retrieved from the Walden Library databases.
• Meyer, J. A., Fisher, B. J., & Pearl, P. S. (2007). Students’ perceptions of the value of a self-study writing assignment. Journal of Instructional Psychology, 34(4), 234–241.
  Retrieved from the Walden Library databases.
• Nicol, D. (2014). Good designs for written feedback for students. InM. Svinicki & W. J. McKeachie, McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 109–123). Belmont, CA: Wadsworth.
• Parameswaram, G. (2007). Inclusive writing in a psychology class. Journal of Instructional Psychology, 34(3), 172–176.
  Retrieved from the Walden Library databases.
• Stewart, T. L., Myers, A. C., & Culley, M. R. (2010). Enhanced learning and retention through “writing to learn” in the psychology classroom. Teaching of Psychology, 37(1), 46–49.
  Retrieved from the Walden Library databases.
• Svinicki, M., & McKeachie, W. J. (2014). Assigning grades: What do they mean?. In McKeachie’s teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 125–134). Belmont, CA: Wadsworth.