Psychology in the Classroom

SLOP: The Power of Repeated and Varied Practice in Education

...with Dr Mike Hobbiss Mike is an experienced psychology teacher and co-author of "How to Teach Psychology: An Evidence-Informed Approach." In this episode Mike explains how learning and disciplinary fundamentals shape classroom practice, and introduces the SLOP (Shed Loads of Practice) approach, emphasizing varied, repeated practice for deeper understanding. Despite examples and context being set within Psychology as a subject, the concepts and practice is applicable to a wide range of subjects. The discussion explores practical strategies, the importance of building flexible schemas, and how these principles apply beyond psychology. For Mike's blog please visit: hobbolog.wordpress.com/author/michaelhobbiss/ [https://hobbolog.wordpress.com/author/michaelhobbiss/] His book can be found here: www.amazon.co.uk/dp/1915261953 [https://www.amazon.co.uk/dp/1915261953] Key points from the episode: * Mike's background in psychology and philosophy, including his teaching experience in the UK and internationally. * Overview of his book, How to Teach Psychology: An Evidence-Informed Approach, and its relevance to various subjects beyond psychology. * Theoretical framework for effective psychology teaching, combining general learning fundamentals with subject-specific principles. * Pedagogical implications derived from the framework, including seven key principles for classroom practice. * The concept of SLOP (Shed Loads of Practice) and its emphasis on repeated and varied practice for deeper understanding. * The importance of understanding subject-specific nuances in teaching different disciplines. * The role of schemas in learning and their significance for applying knowledge flexibly in various contexts. * Distinction between performance and learning, highlighting the need for long-term retention and application of knowledge. * Use of examples and non-examples in teaching to clarify concepts and address misconceptions. * The value of engaging with educators through blogs and social media to share resources and foster discussions on teaching practices.

Zines and Emotional Literacy: A Fun and Engaging Path to Better Mental Health

…with Julie Kane In today's educational landscape, supporting young people's mental health and emotional literacy is more important than ever. We know that many young people are struggling with managing their emotions and this impacts their education in a range of ways. Julie is a third-year PhD student at Aston University, and discusses her innovative research using zines to support emotional literacy and mental health in young people. Julie shares how her background in psychology and art inspired her to develop creative workshops for primary and secondary students. We discuss the benefits of arts-based approaches, the flexibility and community-building power of zines, and the positive feedback from schools. Julie also highlights practical resources for teachers and her ongoing efforts to adapt and expand this project. "It's like reading literacy—you can read words but not comprehend them. Emotional literacy involves both naming emotions and truly understanding them." – Julie Kane Zelp on Breath Education: https://breathe-edu.co.uk/zelp/ [https://breathe-edu.co.uk/zelp/] Key points of the discussion: * Research on zines as a tool for improving emotional literacy and mental health in young people. * Julie's background in psychology and child development, combined with interests in art and creative expression led to this research. * Definition and importance of emotional literacy in understanding and expressing emotions. * The role of arts-based projects in enhancing mental health and providing alternative forms of expression. * Description and characteristics of zines as self-published materials for personal expression. * The collaborative and solitary aspects of zine-making and its impact on community building. * Implementation of zine workshops in primary schools and their structure, including psychoeducation lessons. * Positive feedback from children participating in zine workshops and its effects on their emotional literacy. * Adaptation of zine workshop materials for secondary school students and the challenges faced. * Resources and support for teachers to implement zine-making in educational settings, including animated videos and lesson plans. Sign up to the newsletter: https://changingstatesofmind.com/contact-me [https://changingstatesofmind.com/contact-me]

Creating Safer Spaces: How Schools Can Foster Mental Wellbeing for All Students

With Jade Davies, Dr Ola Demkowicz, Dr Khathustshelo Muluvhu-Malanga and Dr Laura Oxley In this final episode from the BPS Psychology of Education Setion's conference we hear from four experts on different elements of mental health in schools. We explore how social media impacts teenagers' wellbeing, the unique mental health challenges faced by adolescent girls, effective counseling models for supporting students towards academic excellence, and the importance of teacher wellbeing. The guests share research insights and practical advice, emphasising the need for open conversations, systemic change, and collaborative support. Together, they highlight the complexities of mental health in education and the importance of empathetic, evidence-based approaches for both students and teachers. Key points from the episode: * Mental health in schools * Impact of social media on young people's mental health * Adolescent girls' mental health challenges * Gender mental health gap and contributing factors * Counseling models to support student wellbeing * Teacher wellbeing and its relationship to student behavior * Systemic changes needed to improve mental health support in schools * Importance of open conversations between adults and young people regarding social media * Strategies for teachers to manage student conduct and support mental health * Collaboration among educators, parents, and institutions to enhance student support systems Time stamps Jade Davies: 2mins 6secs Ola Demkowicz: 14mins 28 secs Khathustshelo Muluvhu-Malanga: 25mins 16 secs Laura Oxley: 32mins 34secs

Why Students Want AI Feedback but Crave Human Connection in Learning

...with Professor Louise Taylor and Professor Silke Paulmann In this episode of Psychology in the Classroom, Professor Louise Taylor discusses students' perceptions of using generative AI for assessment feedback, highlighting its benefits and the continued need for human connection in the marking and feedback process. In part two Professor Silke Pohlmann shares research on how a teacher's tone of voice shapes students' classroom experiences. Both conversations, recorded at the British Psychological Society's conference, offer practical insights for educators on integrating AI thoughtfully and using voice effectively to support student wellbeing and engagement. Subscribe to my newsletter: https://changingstatesofmind.com/contact-me Key discussion points: * Students' perceptions of generative AI in formative assessment feedback. * Benefits and limitations of AI-generated feedback compared to human feedback. * The role of human interaction in the feedback process and its impact on student wellbeing. * Potential applications of AI in secondary education for developing writing and critical thinking skills. * The influence of a teacher's tone of voice on student emotions and engagement. * The relationship between voice tone and student behavior in the classroom. * Strategies for teachers to manage their voice tone effectively. * The use of AI tools to analyse and provide feedback on teachers' voice tones. * The impact of emotional susceptibility on how students perceive voice tones. * Practical tips for teachers to enhance communication and support student engagement through voice modulation.

Evaluating Mental Health in Schools: Tools, Challenges, and Collaborative Solutions for Success

…with Dr Charlotte Bagnall and Annie O'Brien In this episode, Charlotte and Annie discuss the complexities of mental health and wellbeing interventions in schools with me. We explored the challenges of evaluating these programs in real-world settings, the development of child-centered measurement tools, and the decision-making processes schools use when selecting interventions. Our conversation highlighted the importance of stakeholder collaboration, context-sensitive evaluation, and balancing evidence with practical realities. We agreed that while there are no easy answers, ongoing research and co-production with educators and students are essential for creating effective, sustainable mental health support in schools. Key discussion points: * Discussion on mental health and wellbeing programs in schools. * Evaluation and measurement of school-based interventions. * Challenges in implementing mental health interventions in real school settings. * Development of new measurement tools for children's emotional wellbeing. * Importance of context in evaluating the effectiveness of interventions. * Decision-making processes for selecting mental health interventions in schools. * Role of stakeholder collaboration in designing relevant programs. * Consideration of opportunity costs in intervention implementation. * Recognition of gradual and long-term benefits of social-emotional learning. * Need for qualitative feedback to inform intervention adaptations and improvements. To hear Prof Neil Humphrey's interview here is the link: https://changingstatesofmind.libsyn.com/beyond-social-media-and-smartphones-factors-affecting-youth-mental-health-with-prof-neil-humphrey [https://changingstatesofmind.libsyn.com/beyond-social-media-and-smartphones-factors-affecting-youth-mental-health-with-prof-neil-humphrey]