“Helping teachers develop & refine students critical thinking skills.”
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How Student Engagement in Explanatory Modeling Activities Can Help Teachers of Psychology
The explanatory modeling activities recommended by GLN Consulting are designed to promote students’ use of higher-order thinking skills to achieve a deeper understanding of the subject matter of psychology. There is an important difference...
The Theoretical Basis for Student Engagement in EMAs
The explanatory modeling tasks and recommended strategies contained in the current service packages offered by GLN Consulting are refinements of student engagement activities originally used by Dr. Newsome in his own teaching. Â Since his...
The New GLN Consulting Website
GLN Consulting has redesigned its interactive website to make it more user-friendly. The original design of our website in 2003 was intended to enable GLN Consulting to offer consulting services that were both convenient and inexpensive. When...
About Me
My name is Dr. George L. Newsome, III. Eight years ago, I founded a company designed to assist psychology teachers in a very specific area: using engagement in explanatory modeling activities to develop students’ higher-order thinking skills. In that time, I have spent countless hours researching and developing a system that will be a great asset to complement your curriculum…
What I Do
Simply put, I make your job easier. My research in explanatory modeling activities is frankly invaluable, simply because of the time it can save you. I have already done the work. I have already done the research. That’s what I’m selling you – my knowledge. I can help you help your students achieve a deeper understanding of psychology through engagement in explanatory modeling activities.
What is Explanatory Modeling?
Explanatory modeling involves the construction, mental simulation, evaluation, and adaptation of a model to serve as a mechanistic explanation of a phenomenon. Initial evaluation of a candidate model involves a continuous process of mental simulation and comparison to selected features of the target to determine if it satisfies all constraints on potential explanatory mechanisms. Once a model is achieved that satisfies these constraints, it is mentally simulated to generate hypotheses that can be used to evaluate its specific dimensions. Then, students describe how they would evaluate these hypotheses against relevant empirical evidence and use these evaluations to confirm and/or extend their model or revise it if necessary. These kinds of activities have been shown to contribute to conceptual innovation in science and to greater depth of understanding by students.
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