Type:
Solution Manual
Resource:
Adolescence and Emerging Adulthood A Cultural Approach
Edition:
6th Edition
Author(s):
Jeffrey Jensen Arnett
Instructor’s Manual For
Adolescence and Emerging Adulthood Sixth Edition Jeffrey Jensen Arnett, Clark University
Prepared by Kathleen Hughes Stellmach, Pasco-Hernando State College
Arnett Adolescence and Emerging Adulthood, 6e Instructor’s Manual
PREFACE Introduction This instructor’s manual was written and complied for use with Arnett’s Adolescence and Emerging Adulthood: A Cultural Approach, 6th edition. This easy-to-use manual will allow you to navigate through the materials for each chapter to find the resources you are looking for with ease. It provides teaching ideas, lecture and activity suggestions, and discussion topics, as well as a variety of support materials to assist instructors of different experience levels in various contexts.
Purpose of the IM The purpose of this IM is to help instructors actively engage and involve students in the subject matter. Students learn most effectively when course material is connected in some way to their interests and experiences (Belenky, Clinchy, Goldberg, & Tarule, 1986). Therefore, these instructor resources are learner centered with a focus on having students apply the course material to their own lives. Throughout the IM, you will find activities, supplemental readings, websites, and video suggestions that pay heed to Arnett's comprehensive approach to this textbook. Thus, the IM is comprehensive, both in the nature and number of materials from which instructors can draw.
Organization of Resources - What Goes Where? Generally, each chapter of the IM includes the following sections: 1. CHAPTER OVERVIEW. This section contains: (a) learning objectives, (b) a chapter outline, (c) thinking critically questions, and (d) applying your knowledge questions. The numbered learning objectives in the manual are taken from the chapter. Bloom’s taxonomy was used to develop each of these measurable learning objectives to help students organize and understand the information presented in the text. A brief chapter outline, which follows the organization of the headings of the textbook, is provided for each chapter. The outline contains the first two levels of headings in the textbook. Additionally, it is a good overview of the chapter content. The thinking critically and applying your knowledge questions appear in the IM with a reference to the page number where the questions are also located in the textbook. These questions were designed to help your students learn to think more effectively about adolescence and emerging adulthood by providing them with the skills to understand and evaluate the information that is presented in the textbook and in the course. Additionally, these questions are excellent sources for class discussions or student writing assignments. 2. LECTURE SUGGESTIONS. This section contains: (a) Think-Jot-Share, (b) Exit Slips, (c) Class Activities, (d) Technology-Enabled Learning Activities; and (e) Watch and Learn. Think-Jot-Share and Exit Slips are designed as discussion starters, as a means of bridging .. i
Arnett Adolescence and Emerging Adulthood, 6e Instructor’s Manual experience to theory, or as tools for assisting students to reflect upon their own learning and experience. Use the ones included (with accompanying handouts), adapt the thinking critically questions from the textbook, or compose your own. Class Activities include lecture launchers, demonstrations, group work ideas, mini-research projects, discussion topics, and assignment suggestions. They include detailed descriptions and handouts (if applicable). These can be used “as is” or adapted to any course material. Use your imagination. Before you prepare your course syllabus, we suggest that you look through all chapters of the IM, in order to adapt activity ideas. Activities such as interviews, panel discussions, role plays, and article critiques (to name a few) may be adapted to any subject matter. Activities in one chapter may be applicable to other topic areas or chapters as well. Technology-Enabled Learning Activities and Watch and Learn are two categories of teaching resources, which reflect the increasing use of information and communication technologies in life, work, and education. 3. PRACTICAL RESOURCES. This section includes: (a) Internet resources, (b) educational videos and popular films, (c) popular reading room, (d) annotated readings, and (e) additional references. Internet Resources appear in the IM for students. The website links provided here offer a variety of information to supplement both text and course materials. With the ever-changing nature of information, the Internet provides a link to current information, possibilities for critical reflection, and analysis of media. New links were also added to this edition. Hyperlinks were added to all web address to make the sites more easily accessible. Films and Videos include a wealth of resources dedicated to popular films and educational videos. The film lists provided are by no means exhaustive. In your day-to-day life, take note of movies, television shows, investigative reports, and advertisements that pertain to issues of adolescence and emerging adulthood. Bring these items into your class as mini case studies that are springboards to discussion and further learning. Popular Reading Room includes current and classic novels and popular nonfiction that relate to the topic areas. Annotated Readings and Additional References index seminal readings, articles, and books connected to issues in each textbook chapter. This information is provided to supplement references in the text. 4. HANDOUTS. At the end of each chapter, we have included “ready to use” handouts to accompany activities that appear in the Lecture Suggestions section. These handouts were developed to facilitate active learning experiences with students. The term “handout” is probably a little outdated as these documents can be used in a variety of ways. Although they can be used as a traditional handout that you print, copy, and bring to class to handout to your students, you may consider other uses. For example, you can incorporate a short “handout” into a PowerPoint slide. You can also post the handout on your learning management system and have the students complete it outside of class or print it and bring it to class.
Arnett Adolescence and Emerging Adulthood, 6e Instructor’s Manual 5. VIDEO GUIDE QUESTIONS AND ANSWERS. In the textbook, near the end of each chapter, the author selected a video to enhance students’ understanding of a specific topic. This section in the IM provides a page number for the video in the textbook, a list of the questions for the videos in each chapter, and proposed answers.
General Teaching Tips Students in developmental courses often come from a variety of majors (i.e., psychology, education, nursing, exercise science, etc). While a good text and helpful ancillaries certainly contribute to a successful course, it is the teacher who often makes the difference between a bad or a good class, or between a good class and an outstanding one. Personal variables such as the respect you show for the subject matter, the concern you show for students’ understanding of psychology, and the care with which you prepare your class presentations, are critical factors that will influence your students’ impressions of psychology throughout the term and beyond. Your classroom behavior also has important practical implications because it will determine whether some of your students enroll in other psychology classes or become psychology majors. In sum, you are a representative of psychology as both a science and a career, and as such, your actions reflect the field’s professional values and standards. We have found the following tips to be helpful in teaching any psychology course. We hope that you will find them useful in yours, too. •
Be organized and prepared. There is simply no substitute for knowing your subject matter.
Students are very perceptive. A teacher who is ill-prepared to discuss the subject material or to field students’ questions will soon be discovered, resulting in large-scale apathy. Beyond knowledge of the subject matter, it is also important to schedule enough time for adequate preparation. A teacher cramming for a presentation is likely to meet with the same result as a student cramming for an examination failure, if you plan to use audiovisual aids, get to class a few minutes early to make sure the equipment is working properly, that the slides are right side up, that the microphone is working properly, etc. Students resent your taking class time for such preparation. Similarly, it is unwise to “fill” class time because you are not adequately prepared to lecture. Your presentations should always be substantive and informative. Using the many activities available in the instructor’s manual will help you prepare with less “on your own” prep time. •
Know your students. Most students appreciate and, indeed, welcome personal contact with their instructors. You may wish to arrive a few minutes early to class each day and visit with the students who are present. You will become more familiar and comfortable with them, and they will become more familiar and comfortable with you. Even if you are teaching a very large class and cannot get to know every name, you can make efforts to get to know some of them and assure them that you are available and concerned about their performance. You could email the students who performed especially well to congratulate them, or email those who failed to encourage them to come see you. The more comfortable students feel with you, the more likely they will be to make valuable contributions to classroom discussions. Beyond knowing some (hopefully most) of your students personally, being aware of campus and other local issues that concern students allows you to incorporate meaningful examples into classroom presentations. Other than the students themselves, the best sources of information on these matters are campus and local newspapers. .. iii