P SYCHOLOGY T EACHING : B ALANCING BETWEEN E DUCATION, E NTERTAINMENT, AND A PPLICATION Victor Karandashev, Aquinas College, the USA Leningrad State University, Russia

P SYCHOLOGY TEACHING AS EDUCATION Traditional paradigm: Psychologically educated teachers bring their knowledge to students Students work really hard to acquire the knowledge The value of knowledge is more important than their entertaining features The value of knowledge is more important than their application Students have to read a lot Teachers encourage: learn now and do not ask about applications, the knowledge will be helpful in the future, believe me. Learning about science: names, theories and other conceptual and empirical knowledge Diversity of student motivation

P SYCHOLOGY TEACHING AS ENTERTAINMENT Students always appreciated the entertaining professors The ability to entertain become more and more important now Students tend to read less and expect more entertainment from a professor Students like pictures in the textbooks Students like videos, interactive activities, etc. Students like reinforcement, the more the better The more frequent assessment is preferable Student likes quizzes The less student attention span Extra credit opportunities Gamification of teaching

P SYCHOLOGY TEACHING AS APPLICATION Students always appreciated practical advises What will be in the next exam, professor? The tendency to expect and require knowledge application became drastically growing now Case studies approach Students like exercises with application of knowledge “Recognize defense mechanisms” “Recognize a psychological disorder” Learning about other people: individual differences, personality, abnormal psychology Learning about themselves: Self-assessment activities Training to do something