A psychology professor emphasizes connecting course material with students’ real-life experiences to enhance learning. By making content relevant to students’ lives, they develop a deeper understanding and greater interest, rather than merely memorizing for exams. Students are encouraged to explain psychological concepts in their own words and apply them to real situations through activities promoting active learning.
One successful activity designed by the professor is based on self-determination theory (SDT), which suggests that intrinsic motivation and engagement increase when autonomy, competence, and relatedness are supported. This activity, called peer-generated application retrieval (PGAR), involves students working in small groups to share real-life applications of psychological concepts. It has been used in various psychology courses with evidence showing it enhances understanding and engagement.
The PGAR activity aims to boost student interest by fostering autonomy, competence, and relatedness, aligning with SDT’s principles. Students choose which concept to work on, providing autonomy. Competence is nurtured by offering structure without pressure; students receive a handout with key concepts and examples to facilitate starting. Relatedness is encouraged through group interactions, promoting social connections and support.
PGAR is a short in-class activity lasting 15–20 minutes, where students work in small groups. They receive a handout with several key concepts and examples, choose one to explain, and create real-life examples. The instructor summarizes key ideas afterward. This ungraded activity allows students to experiment and share ideas comfortably, enhancing their learning experience.
Many students report that creating their own examples helps them understand material better than lectures alone. They also find that linking psychological concepts to real-life situations increases their interest. The activity has notably boosted engagement, especially among quieter students, as the small group setting encourages participation.
From the instructor’s perspective, PGAR offers immediate feedback on student understanding, highlighting concepts needing further clarification and allowing for instructional adjustments. The activity requires minimal preparation and no grading, making it easy to implement regularly and fostering a classroom culture of applying course material to real-life experiences.
Yuqing Zou, PhD, an Assistant Professor of Psychology at the University of New Mexico – Gallup, developed PGAR. Her research focuses on the impact of social-contextual and motivational factors on academic outcomes. She teaches applied psychology, social psychology, general psychology, the psychology of learning and memory, and statistical analysis.
Original Source: facultyfocus.com
