What's included
1 pre-recorded lesson
1 week
of teacher support1 year access
to the contentAssessment
Informal feedback via classroom comments/learner messages.Class Experience
"Christmas spirit" is a phrase that many of us are familiar with, but like many things in Psychology, we can't directly observe it. What does it really mean, and is it possible to measure how festive a person is feeling? This class will first present a video explaining some of the key concepts in psychological measurement, including reliability, validity, and Likert scale survey design (e.g. on a scale of 1-5, how much do you agree with a statement). The video will also introduce an idea for debate: Is "Christmas Spirit" fixed, like a core personality trait, or does it change over time? Learners will then be asked to generate and share ideas for what kind of elements or items should be included in a survey that measures "Christmas Spirit". They may share a copy of their constructed survey for other learners/the teacher to try out. Learners will have an opportunity to complete a mock survey (and add up their score), then share their thoughts and evaluate the survey. For example, they may comment on whether their score accurately reflects how they feel about the holidays, how the survey compares to their own design, or suggest items that could be added or removed from the survey. Learners do not need to be actively celebrating Christmas or another seasonal holiday to take part in this class. We will take a scientist's approach to observing, concept-mapping, and measuring aspects that people consider important to 'holiday spirit' rather than promoting any particular traditions. The 'measurement' and 'quantifying' aspect of the class fully embraces the idea that the preferences of different people would sit at different points along scales such as religious-secular, commercial-charitable, cosy-cold (just for a few examples!) and that there are many ways to do holidays.
Learning Goals
Learners will be introduced to psychometrics, including concepts of reliability and validity in measurement.
Syllabus
1 Lesson
over 1 WeekLesson 1:
Measurement in Psychology: Quantifying Christmas Spirit
Other Details
Parental Guidance
Learners do not need to be actively celebrating Christmas or another seasonal holiday to take part in this class. We will take a scientist's approach to observing, concept-mapping, and measuring aspects that people consider important to 'holiday spirit' rather than promoting any particular religious worldview.
As the teacher, I will provide some examples of things that are commonly associated with christmas/holidays, but this will be done in an objective way, and learners are welcome to adapt their own 'christmas spirit' scale to include their own traditions and ideas. We will acknowledge the idea that religion is an important aspect of holidays for some people while focusing on the secular traditions important in determining the "christmas spirit" we've all heard about in festive movies.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Inspiration for the mock survey that learners will complete is drawn from:
Clarke, P. (2007). A measure for Christmas spirit. Journal of Consumer Marketing, 24(1), 8-17.
which is summarised here: https://www.psychologytoday.com/intl/blog/stretching-theory/202212/now-you-can-measure-christmas-spirit
Teacher expertise and credentials
2 Degrees
Doctoral Degree in Psychology from Sheffield Hallam University
Bachelor's Degree in Psychology from University of Birmingham, UK
ABOUT ME
I love to learn, and I am a big advocate of following your interests - even if they might not seem compatible at first glance!
My teaching philosophy is to encourage intellectual curiosity, motivation, and aspiration in students, whatever their current stage of education.
I teach a range of subject areas, including Psychology, Biology, Music Theory, and Maths. I'm developing new ideas all the time, so please feel welcome to get in touch if there's something you'd like to see! I can also create custom sessions - so if there's something you're looking for and can't find, please just ask!
GENERAL TEACHING APPROACH
My teaching style differs depending on different topics/activities, but my general approach is to welcome students into an environment where they can engage at a level where they feel comfortable, whilst also having opportunities to reach further and learn new things. I believe that learning is forever, and that learning should never be constrained by just one syllabus/curriculum. Students tend to learn best when they are really interested in the subject, and I love to be able to give students the chance to explore their interests!
I encourage students to tell me what they already know about a topic, and I don't assume that I'm always the expert! I believe that learners can learn from each other's experiences and knowledge too. I also encourage everyone to ask 'why' things work as they do, and to research further around topics that capture their interest.
I don't use AI tools to provide feedback to learners as I believe that feedback should be provided that is genuine and written in my own voice.
I also believe that everyone should be able to participate in my classes, so if there may be barriers or you require adjustments to allow you to participate in a class, please feel welcome to get in touch.
Aside from initial verification when joining the session, I do not require students to use their camera for the full session (though sometimes I will request for certain activities!). I ask students to participate, but accept that this may be verbal discussion, writing in the chat box, or using zoom 'reactions' or visual cues on camera to respond during class. In general, I will invite anyone who would like to get involved to raise their hand, rather than putting an individual 'on the spot'.
MY CLASSES - OVERVIEW
I offer a range of sessions on Psychology topics - including themes such as Introduction to Neuroscience/Neuropsychology, Psychology of Music, Brain History, and Psychology of Gaming. The aim of these sessions is to capture students' interest, share knowledge from an unusual angle, and/or give space for students to discuss their interests while bringing in elements of the science of Psychology in an accessible way.
The most popular courses in 2023 were my ongoing sessions where students can further their learning in a relaxed setting, such as my Biology, Animal Anatomy, Plants, and Neuroscience colouring classes (where students can listen whilst making creative learning resources, with little pressure to answer questions and no pressure to be tested).
I offer lots of Flexible Schedule classes suitable for learners who prefer to take time to process information or to dig into a topic more deeply before coming back to discussion or to complete assignments. These classes allow students to take time to engage with material and written discussion threads outside of the constraints of a live session schedule, and spend additional time completing assignments that will encourage deeper thinking and topic enjoyment. These classes can also be great as holiday-projects!
I offer individual tutoring for students who would like to explore additional topics in Psychology, Biology, Mathematics, or Music. These sessions can be used to supplement other classes, as an individualised study session/program, or as subject-related mentoring.
For all my classes, if you don't see a suitable section scheduled, please do reach out as I can often fit in additional meetings!
WHAT ELSE DO I GET UP TO?
As well as teaching online on Outschool and independently, I also work as an Associate Lecturer in Psychology at the Open University. When I'm not teaching, I can usually be found practicing the violin, playing in orchestra, reading, and learning new things.
I previously completed a PhD in Psychology/Cognitive Neuroscience, which involved using EEG (an electrical brain recording method) to investigate visual perception. I have taught high school and university level Psychology classes since 2014, and I have tutored in Biology, Maths, and Music Theory since 2018. I started to learn the violin as an adult and progressed through to ABRSM Grade 8 in violin and AMusTCL Diploma level in music theory!
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Self-Paced Class
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for all content1 pre-recorded lesson
1 week of teacher support
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1 year of access to the content
Completed by 4 learners
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Ages: 13-18