Social Justice (Part I): 7 reasons why every student should study psychology…

tdixon General Interest Leave a Comment

Over the past couple of weeks I’ve found myself diving down the pretty deep internet rabbit hole of ideas, conflicts and controversies surrounding the social justice movement in North America, which also seems to also be spreading to Europe, Australia, NZ and other countries. Living in my Japanese-bubble I’ve been largely sheltered from the reality and severity of the discussions …

To prove or not to prove, that is the question.

tdixon Assessment (IB), General Interest Leave a Comment

This is a follow-up to the popular post, “why we rarely use the word ‘prove’ in psychology.” In their first months of studying psychology students love to use the word “prove” when explaining studies. This drives teachers and examiners nuts! But instead of making a blanket rule in class like “you’re never to use the word prove!” I like to …

Why teach themantically?

tdixon Assessment (IB), Criminology, Curriculum, General Interest, Themantics Leave a Comment

Why teach thematically? If you think about it, teaching by the core approaches (or levels of analysis) in a linear way IS a thematic approach – the themes are biology, cognition and socio-culture, and then the themes are abnormal psych, health, etc. These themes tie together topics so by the end of the unit students have a broad conceptual understanding. …

The Story of Phineas Gage

tdixon Biological Psychology, Criminology, General Interest Leave a Comment

Important Note: Phineas Gage is an interesting way to learn about the relationship between the frontal lobe and our behaviour. However, there are many other studies that we use in this course to demonstrate important concepts like localization of brain function. Therefore, Gage should not be used in exam answers. The story… Phineas Gage was a railroad worker who was …

So you want to assess ecological validity?

tdixon Assessment (IB), General Interest, Revision and Exam Preparation 7 Comments

If you’re reading this it’s probably because your teacher has sent you here after reading something in your essay along the lines of, “this experiment was a laboratory experiment and so it lacks ecological validity.” This throwaway sentence makes teachers and examiners groan (and not award you any marks, just so you know). So I’m here to help show you how to …

Tip for Cutting Content #3: Identities, Attitudes and Behaviours

tdixon Curriculum, General Interest, Social and Cultural Psychology 8 Comments

Seeing as my last post about dealing with the cognitive extensions seemed to help, I thought I’d share this one. For some reason that I’m not too sure of, the new guide has got a trifecta of effects of cultural influences in the third topic: identities, attitudes and behaviours. On the surface this appears to be somewhat of a problem. …

C.H.A.C.E.R: The Themantic Lesson Plan

tdixon Assessment (IB), Curriculum, General Interest, Themantics Leave a Comment

Our goal at TE is to make teachers lives better by making them simpler. Do less and do it better, getting back to basics, yadda, yadda. If we can help you reduce stress, it will have positive impacts on your kids (see this article about the correlation between teacher burnout and cortisol in students). Get all your lesson plans and …

Building Blocks: The Foundation of the Themantic Model

tdixon Assessment (IB), Curriculum, General Interest Leave a Comment

Now that we’re beginning to launch the themantic model of teaching and learning, it’s probably a good idea to begin elucidating what the model is all about. But before you think that this will just be another bunch of edujargon or abstract pedagogical theory, it’s important to note that at Themantic Education we realise that any theory is only as …