Introduction to Psychology

  • Session 8 Relevance & Connections Active
  • Session 7 Inclusion & Access Active
  • Session 6 Engagement & Participation Active
  • Session 5 Readiness & Challenge Active
  • Session 4 Relevance & Connections Active
  • Session 3 Inclusion & Access Active
  • Session 2 Engagement & Participation Active
  • Session 1 Readiness & Challenge Active

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Introduction to Psychology

Session 3 DEMO

15 student responses

Learning & Understanding Can students identify the class's main idea?

How clearly could you see how the different parts of today’s class related to its main idea?

  • Not very clearly — 13.3%
  • I could see some of the connections — 46.7%
  • The connections made sense to me — 40%
15 responses

Summary insights

  • Several students connected the lesson to alternative explanations for sleep and grades. Their comments distinguished a pattern from its cause; one considered “work hours” affecting both sleep and study time.
  • Two students requested a recap or worked example to clarify the main idea. One experienced the graph, headline, and arrows as “three separate activities”; another requested a complete third-variable example before generating one.
  • One student treated excluding stress as enough to establish causation. Despite finding the connections clear, they wrote, “Once we rule out stress, we can say the sleep difference caused the grade difference.”

What would help you identify or explain the main idea of today’s class?

  • A quick recap connecting the graph, the headline, and the arrows. They felt like three separate activities to me.
  • Seeing one complete example of a third variable before we had to come up with our own.
2 responses • Follow-up to “Not very clearly”

In your view, what keywords, questions, or ideas were most central to today’s class?

  • Could work hours explain both getting less sleep and having less time to study?
  • Correlation, causation, and other possible explanations for the sleep and grades pattern.
  • Third variables. Cause and effect.
  • The difference between finding a pattern and explaining why it happens.
4 responses • Follow-up to “I could see some of the connections”

In one sentence, how would you summarize the main idea of today’s class?

  • Once we rule out stress, we can say the sleep difference caused the grade difference.
  • A link between sleep and grades can have several explanations, including stress affecting both.
  • Two things happening together doesn't tell us which causes which, or whether something else affects both.
  • We need to consider other explanations before saying that more sleep produces better grades.
4 responses • Follow-up to “The connections made sense to me”

Inclusion & Access Can students access course materials and supports?

Do you generally agree or disagree with the following statement?

“I could access the resources I needed to prepare for today’s class.”

  • I generally disagree — 20%
  • I generally agree — 73.3%
  • I didn't need resources to prepare — 6.7%
15 responses

Summary insights

  • Students found advance access and clearly organized materials helpful for preparation. One found the reading and slides together in Canvas; another used listed page numbers to identify the assigned reading.
  • Two students encountered access barriers that prevented timely use of preparation materials. A PDF error blocked one student's reading; another first saw the preparation questions after class started because course-site access arrived that morning.
  • A student could read the text but struggled with the table on a phone. They kept “losing my place in the numbers” and arrived without finishing the related questions.

What's one thing that affected your ability to access the materials, technology, or support you needed for today’s class?

  • I only got access to the course site this morning, so I saw the preparation questions after class had started.
  • The PDF link in Canvas gave me an error last night, so I couldn't do the reading before class.
  • The table in the reading was tiny on my phone. I could read the paragraphs but kept losing my place in the numbers, so I came in without finishing those questions.
3 responses • Follow-up to “I generally disagree”

What’s one thing that helped you access the materials, technology, or support you needed for today’s class?

  • I downloaded the reading ahead of time and could open it without internet.
  • The page numbers were listed with the assignment, so I knew which part to read.
  • Having the reading and slides in the same Canvas module.
  • The reading opened directly from Canvas without another login.
  • The slides were posted before class, which helped me follow the diagrams.
  • The short list of key terms made it easier to find what I needed in the chapter.
6 responses • Follow-up to “I generally agree”

If you needed help with today’s material, how would you get it?

  • I'd start with the slides, then ask during office hours if I still couldn't explain the arrows.
1 response • Follow-up to “I didn't need resources to prepare”
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