WELCOME Getting to Know Each Other 1 Please

WELCOME! Getting to Know Each Other 1. • • • Please choose ONE question to answer on the handout provided: What psychological effect does the first day of school have on you? What causes racism? What is love? Is fear learned or innate? Explain. Do individuals shape society, or does society shape people? 2. ON THE BACK: Write down three things you enjoy doing. These could be in or outside of school, and could include skills, hobbies, activities, pastimes, etc. Ø FOR EXAMPLE: I like to organize for social and racial justice, to cook, and to watch football. As you share out, please share which prompt you chose and some of your thinking. Please begin with the name you’d like us to call you by. If you’d like to share what pronouns you prefer to use, you can do that too. Please make sure your name is on your response, and pass them forward.

Our Syllabus: Honors Psychology (I may move some units around out of order) UNI T Topic % of AP Exam Questions from this Unit 1 Scientific Foundations of Psychology 10 -14% 2 Developmental Psychology 7 -9% 3 Biological Bases of Behavior 8 -10% 4 Sensation & Perception 6 -8% 5 Social Psychology 8 -10% 6 Cognitive Psychology 13 -17% 7 Motivation, Emotion, & Personality 11 -15% 8 Learning 7 -9% 9 Clinical Psychology 12 -16%

The Daily Commentary Each Day we will begin class with a lesson starter/ warm up activity. These will vary in style, and will always be in a double response format and kept in your binder. Daily Commentaries may include: • Thought questions to think about, write about, and discuss • Articles to review and comment on • Vocabulary and other review and application activities • REGARDING OUR SEATING POLICY… – Assigned initially; then open seating on first come, first served basis – I will make adjustments as needed (no hiding in the back!) Please take out your phones: – Get text alerts. Send a message to 81010 – 2 nd period code: @nggpsych 2 ; – Now put phone back away please. Thanks! • Read, initial, & sign laptop contract (computer # is usually your desk number; I’ll assign them soon) • Class website is www. mrggpsychology. weebly. com – Great web resources are listed on the website; I’ll be updating this as we go

Starting Class Each Day 1. Expectations as you enter the room: a) Silence and put away cell phones and any other items that are non-essential to class b) Store any food or snack items in your back pack; a) b) water bottles are encouraged. No fountain drinks / cups with straws any drink containers must have a screw top lid to avoid spills. c) Pick up assigned computer & begin log on process; but. . . set it aside as you complete the daily commentary 2. By the time the bell rings, each student should be: a) Seated quietly with binders open to daily commentary page, & writing your response

Bring to Class Every Day • Your best self and an optimistic attitude. • Required materials: – 3 ring binder with ten dividers – loose leaf paper – Pen, pencil, etc. • Know how to LOG IN TO THE FOLLOWING: – Power school, hornetmail, quizlet, socrative, & more

Slippery Snake Activity 1. In a moment, I will give each of you an answer sheet. DO NOT READ THE DIRECTIONS YET. 2. I will read a series of statements. Ø You will silently rate each statement on a 1 -5 scale it based on how easy or hard you think it will be to remember. Ø 1= impossible; 5= very easy Ø Do not speak to each other about the statements or your ratings; this would throw off the activity.

Slippery Snake Activity 1. SILENTLY rate each statement after I read it. 2. Please turn your paper over. Set up an answer sheet numbered 1 20.

Slippery Snake Activity 1. Now turn your rating sheet over. I will ask a series of questions. Do your best to answer each one. 2. Trade papers with a partner to grade them. Ø GRADERS: if the answer is at all close, COUNT IT! Welcome to your first study of MEMORY! • Encoding: visual, acoustic, semantic Ø Fat cook? Welcome to your first study of BIAS & STATISTICS! • • Wording effects Measures of central tendency

Honors Psychology: Unit 1, “Lesson” 1 History, Approaches, & Careers • Instructions for double entry daily commentary / warm up: – Open binder to section for this unit; find & label your template. COLUMN ONE: IDENTIFY facts, information, and evidence. • I see… / It looks like…/ According to the excerpt… COLUMN TWO: INTERPRET the document. React, ask questions, etc. • I think…/ I feel… / I wonder… (Select one or more of the following quotes to respond to. ) “If the human brain were so simple that we could understand it, we would be so simple that we couldn’t. ” --Emerson M. Pugh “Life is lived forward, but understood backwards. ” -philosopher Soren Kierkegaard (1813 -1855) “The real purpose of the scientific method is to make sure Nature hasn’t misled you into thining you know something you don’t actually know. -Robert M. Pirsig, Zen & the Art of Motorcycle Maintenance “The naked intellect is an extraordinarily inaccurate instrument. ” Madeleine L’engle, A wind in the Door, 1973

Honors Psych: Unit 1, Lesson 1 Hsitory, Approaches, and Carrers UPCOMING DEADLINES: • Careers & Domains – DUE today Essential Question: • How can psychological questions be approached and understood from multiple perspectives? • Psychological Perspectives – DUE TBD • Assigned Reading (SEE LESSON MAP) – LESSON 1: Myers 1 14; 95 105 – LESSON 2: Myers 20 35 – LESSON 3: Myers 36 39 – LESSON 4: Myers 39 44 – LESSON 5: Myers 46 49 • Learning Goals this Lesson: • • Recognize how philosophical & physiological perspectives shaped the development of psychological thought. -Lesson 1 • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; — Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. (Lesson 1 & subsequent units) • Recognize the strengths and limitations of applying theories to explain behavior. (Lesson 1 & personality unit) • Distinguish the different domains of psychology (e. g. , biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social). (Lesson 1) • Lesson Plan: – Daily Commentary – Review / Assess understanding of Psychological Approaches – Review potential Careers in Psychology – Exit pass / Wrap up

Attendance Policy (AKA – it’s too hard to teach you if you’re not here) • Absence / Tardy # 3: I call home • Absence / Tardy # 5: – guidance calls home; AND after school detention • Absence / Tardy # 10 – Saturday detention • ON TIME ARRIVAL MEANS: – You are seated w/ computer warming up when bell rings • MISSED WORK DUE TO ABSENCE: – If excused: attend tutoring that same week to catch up; make up work within three days – If unexcused: attend tutoring as above AND:

Classroom Norms & Expecations 1. 2. Respectful & Caring interactions: – No insults, name calling, or vulgar language; follow the golden rule. Treat each person with respect and dignity. – Follow classroom procedures & school rules, and respect teacher instructions that guide your learning. Demonstrate mature use of electronics. – Laptop computers are a privilege and are to be used for academic purposes. – Cell phones/tablets and music players too often distract both you and me from our learning. • Unless I’ve asked you to use it for class, keep devices off and concealed from bell to bell. • If I see it, you should expect me to ask you to let me hold it until the end of class to minimize distraction. • Curved test consequence for #1 and #2: 3. – they are curved unless you violate policy 3 times in the unit Academic Integrity: You are here to learn and grow together. – Any student that copies another students work, allows their own to be copied, or plagiarizes from outside sources will earn a zero on the relevant assignment. I do offer second chances to earn back a maximum of 2/3 credit. – Students that disrupt activities or assessments will experience consequences. Disrupting a testing environment will result in earning a zero pending a teacher scheduled retest.

Discipline Follows PBIS Flow Chart • First violation: warning / classroom consequence • Second violation: teacher logs incident; parent contact • Third violation: conference with guidance &/or intervention team; incident is logged • Fourth violation: In School Suspension for class period the next day; teacher logs incident; • Fifth violation: Friday after school detention/ work detail; Referral • Notwithstanding the above, any egregious conduct will merit an immediate referral to the office.

Student Growth Discussion • How do athletes get stronger? • Can we build our muscles by working out for a few hours just once a week? – Or is it better to work out for 30 minutes a day? • How your brain grows: https: //www. youtube. com/watch? v=KUWn_TJTrn. U

Academic Rigor & Homework Policy • HOMEWORK: There are 5 -8 lessons in most units. – I will assign readings from the text for EVERY lesson. – You MUST complete 3 HW reading logs per unit. • You may do more than three lessons for EXTRA CREDIT. • Additional Readings: For many units / lessons there are excellent articles of excerpts of other books I will want you to read, analyze, and discuss. These will sometimes replace a HW reading, and will sometimes be extra. • Projects – expect one per unit – for Social Psych we have a book project. • Writing is a key part of learning. You will write. A lot.

Grading Policy (I hate grades. Try hard. Be consistent. ) 50% Process – work done as part of the learning process. • 35% - Classwork • 15% - Homework 50% Product – based on you showing what you know through final projects, quizzes, and tests • 20% - Major Projects – Most units will have one • 20% - Unit Tests (in class & take home) • 10% - Quizzes

Hall Pass & Late Work Policies • Bathroom Policy – the 30/30 policy is in force – Students get 3 hall passes per 9 week period (6 total). • I will track these closely. • Use your agenda planner as a pass • Late Work Policy: – Daily commentaries due to unexcused tardies cannot be made up. – Classwork will be accepted late ONLY if you used class time wisely – I accept late work, with a penalty, WITHIN the unit it was assigned & BEFORE the exam for that unit. EXCEPTIONS: • 3 violations of the phone/food/electronics policy within that unit • Absences / tardies are unexcused – STUDENT RESPONSIBILITY CARD required for: • Late submission of a major project (one day extension) • One day delay on taking a major unit test (you must come to take it during regularly scheduled tutoring hours, or the offer is void and a zero is assigned) • TURN IN UNUSED SRC at end of a unit for + 2 points on your unit test grade.

NEW LAPTOPS! (Please Fill out Contracts now) 1. Please treat them kindly. Ø Absolutely no food / drink on desk with chromebook Ø About the charging cart: bottom shelf slides out a bit Ø use ONLY the laptop assigned to you – we have no extras • • 28 students, 28 laptops: DON’T TAKE SOMEONE ELSE’S. Your seat may change; your laptop # will not 2. Getting, Storing & Charging the chrome books – Get it every day when you come in. – Unplug laptop & pull it out. Leave cord where it is. – To charge: slide computer onto CORRECT SHELF #. • Plug it in. PLEASE MAKE SURE IT IS CHARGING.

Book & Laptop Assignments 1. Sign your laptop contract (leave laptop # blank). 2. Get Psych book. Books home today. 3. When I call you, bring book & contract with you to me at the laptop cart. Then log in. 4. To log into chromebook: § § Enter YOUR FN LN on the log in screen where it says __________@dpsnc. net. Enter your DPS log on password (default is 8 digit BD) 5. You will be automatically logged into your DPS email, so select “ADD AN ACCOUNT” and log into your hillsidehornets. net account. 6. Go to class website www. mrggpsychology. weebly. com A. B. Complete the “student info” form: http: //bit. ly/Mr. GG_Student. Info Scroll down for instructions on joining Remind & quizlet

When I say HORNETS, you say… SWARM

Return Laptops & Complete Exit Ticket 1. 1 -2 rows at a time; do not crowd around the cart Ø Make sure you computer is in the correct slot. Ø • • Plug it into the cord for that shelf. Can we get them put away in 2 minutes or less? Return to your seat. EXIT TICKET • Include your name, & name & pronoun preferences • Did you successfully connect to technology? • What do you think so far about the class? – What did you think of yesterday’s slippery snake activity? – What, if anything, do you want me to know right away about you?

Please Open your Laptop! 1. Log in to your DPS account: FN-LN; PW: 8 digit birthday – Help your neighbor if they cannot log in yet 2. Go to class website: www. mrggpsychology. weebly. com – Complete the “student info” form; sign up for remind; join quizlet 3. Log into Hornet Mail: Go to gmail. com – Logon: Firstname. Lastname@hillsidehornets. net – PW: hillside 1 (this is the default) 4. Log in to classroom. google. com & JOIN CLASS: – 5. 6. 2 nd Period: y 38 a 2 o If you didn’t already…send a text to: 81010 • Send code: 2 nd period: @nggpsych 2 In google classroom open post 1. 1 – Careers in Psychology. Use the information posted there and independent research to complete the assignment provided on paper.

Now, to really begin… • I’ll save the rest of the rules / expectations for tomorrow…

Honors Psychology: Unit 1, “Lesson” 1 (Continued) History, Approaches, & Careers • Instructions for double entry daily commentary / warm up: – Open binder to section for this unit; find & label your template. COLUMN ONE: IDENTIFY facts, information, and evidence. • I see… / It looks like…/ According to the excerpt… COLUMN TWO: INTERPRET the document. React, ask questions, etc. • I think…/ I feel… / I wonder… “If you plan on being anything less than you are capable of being, you will probably be unhappy all the days of your life. ” --Abraham Maslow “If you change the way you look at things, the things you look at change. ” -- Wayne Dyer

Honors Psych: Unit 1, Lesson 1 History, Approaches, and Careers UPCOMING DEADLINES: • Perspectives Research: By • PT 1. 2 Survey: Essential Question: • How can psychological questions be approached and understood from multiple perspectives? • – LESSON 1: Myers 6 12 & 15 16; OR Griggs 1 6 – LESSON 2: Myers 19 35; Griggs 7 17 – LESSON 3: Myers 36 39; Griggs 14 19 – Lesson 4: n/a – LESSON 5: Myers 39 44; Griggs 20 26 – LESSON 6: Myers 46 49 • Learning Goals this Lesson: • • Recognize how philosophical & physiological perspectives shaped the development of psychological thought. -Lesson 1 • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; — Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. (Lesson 1 & subsequent units) • Recognize the strengths and limitations of applying theories to explain behavior. (Lesson 1 & personality unit) • Distinguish the different domains of psychology (e. g. , biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social). (Lesson 1) Assigned Reading (SEE LESSON MAP) • Lesson Plan: – Daily Commentary – Review / Assess understanding of Psychological Approaches – Review potential Careers in Psychology – Exit pass / Wrap up

Textbooks & Resources 1. Textbook: Myers 8 th Edition 2. Online Myers Text Book & Myers Online Resources – http: //www. macmillanlearning. com/Catalog/studentresou rces/myersap 2 e – Google search “myers psychology AP 2 nd edition” 3. Griggs Book (by REQUEST ONLY – 16 available): – – PURCHASED WITH MY OWN PERSONAL MONEY They are very helpful; AND I NEED THEM BACK!!!! 4. Course Website: – https: //mrggpsychology. weebly. com 5. Power School, Quizlet, etc.

2 nd Period Tech Check: Take a picture; please get this done! 1. NEED STUDENT INFO SHEET – – 2. 3. Alexa, Ashia, Jenny, Ana, Lorraine, Jaedon, Morgan, Lamr, Nakayla, Deterrion Go directly to: http: //bit. ly/Student. Info. MRGG Ø – These are classwork & HW grades respectively. Nakayla, Kyle, Diana, Deterrion, Kyrah Accept my email invite OR go to: https: //classroom. google. com Ø 2 nd period invite code: NEED PARENT INFO SHEET: Jadiah, Gabby, Nadya, Malik, Alexa, Ashia, Jenny, Angie, Jadeon, Jaz Asia, Al, Nakayla, Diana, Deterrion, Aliyah – Please turn in blue form you took home yesterday – or make sure parent/guardian filled it out at: http: //bit. ly/Mr. GG_Parent. Form Link is also written on the parent letter & is on my website. NEED GOOGLE CLASSROOM: Ø Alexa, Ashia, Jenny, Lorraine, Cati, 4. y 38 a 2 o Needs Remind 101: Alexa, Aisha, Jaedon, Al, Jainia, Nakayla, Kyle, Deterrion – THANKS to: everyone else!! § – Text @nggpsych 2 to 81010

Unit Maps & Review Packets • Each unit, I will give you, in a single classroom post: – A unit overview organized by lesson and topic. This includes for each lesson: • Lesson Title, essential questions, learning goals, & key vocabulary • Assigned readings (from the text or articles, etc. ) – Read the assigned sections for homework. Use HW log & submit. – At least 3 HW reading logs REQUIRED per unit. » Extra Credit Option: Do more than 3. » Copying of another student’s work WILL NOT COUNT. – An open note review packet or practice test. This will require you to work a bit ahead by reading your textbook. • These materials will be available on paper as well.

Time to Set Up Your Notebook 1. Use dividers to separate material from each unit. Within each section, place unit materials in the following order: A. Unit Map (I’ll give this at the start of each unit) § Gives name & number for each lesson, essential questions, learning goals, performance task assignments, and rubrics B. Daily commentary double response journal A. B. Use this each day as you enter class. This is where you will complete daily commentary / warm up activities. NOTE: log in & allow computer to warm up WHILE you complete this on paper. C. Materials for each lesson, labeled & placed in order: A. B. Cornell notes, reading logs, & handouts for first lesson of unit Cornell notes, reading logs, & handouts for second lesson of unit, etc.

Course Structure • Each lesson is numbered according to the Unit we are in and the topics we are covering. • For example: – LESSON 1. 1 = unit 1, lesson 1; – LESSON 7. 3 = Unit 7, lesson 3 • I use this organizing system for ALL notes, handouts, Power. Points, assignments, etc. – Get used to using these instead of dates.

Domains & Careers in Psychology: Due by: 11: 15 am You may work in teams of 3. On the handout provided, think about what careers in psychology might interest you. Do research using the materials provided in classroom and online sources to find specific information about different domains & possible careers in Psychology. Ø Each student should research at least five different possible career choices Ø Together, the team should comple the entire graphic organizer. When you finish: Use this link to join the class quizlet page & practice studying: https: //quizlet. com/join/Fy 498 u. ZSW • Psych 1. 1 – Domains & Careers Ø NOT YET READY FOR Psych 1. 1 – Perspectives in Psychology

TAKING CORNELL NOTES The Key? REVISE & SUMMARIZE • Divide paper / online template into sections – Header at the top: lesson number & title – Big area to right: details, information, etc. – Smaller area to left: MAIN IDEAS – Footer at bottom: AFTER class, write a summary of the notes / key ideas Actually, on our version the summary will be near the top of the page

What IS Psychology? ? Chemistry & Physics 1 2 3 4 5 6 Art & Philosophy • Imagine the line between the boxes as the continuum on which all academic disciplines may be marked. For example, many would probably place biology on number one, if not in the box to the left. Ø In groups of 3, choose a number that best matches the location you would place Psychology on this continuum. Provide at least two reasons to justify your answer. Ø Have one person from each group hold up the number of fingers for the answer you chose. So…what is psychology? • Psychology – the scientific study of human behavior and mental processes

Big Debates in Psychology Nature versus Nurture Stability versus change Free Will versus determinism Is there such a thing as “human nature”? 36

Prescientific Psychology John Locke (1632 -1704) biografieonline. it/img/bio/John_Locke. jpg Locke held that the mind was a tabula rasa, or blank sheet, at birth, and experiences wrote on it. 37

Early Approaches to Psychology Structuralism (Wundt & Titchener) Titchner (1867 -1927) Wundt (1832 -1920) • Relied on introspection Ø Asked subjects to carefully describe their own experience and mental processes as they conducted an action or looked at a stimulus. Ø focused on trying to break larger mental processes into component parts to better understand them 38

Early Approaches to Psychology Functionalism (William James) Mary Calkins James (1842 -1910) • Opposed structuralism; tried to offer systemic explanations of mental processes • Focused less on HOW the mind functions and more on WHY the mind functions the way it does 39

Evolutionary Psychology • Behaviors are explained based on evolutionary theory Darwin (1809 -1882) Darwin stated that nature selects those that best enable the organism to survive and reproduce in a particular environment. 40

Major Perspectives / Approaches Approach Description Key People Biological it’s brain chemistry, stupid! Behavioral Actions are shaped by rewards & punishments Watson, Skinner, (Bandura) Cognitive Our perception of the world determines how we think & act Piaget, Erikson Humanistic We all have CHOICES; we make our own outcomes Maslow, Rogers Psychodynamic Unconscious, repressed thoughts guide behaviors & thought processes Freud Social Cultural Tabla rasa / Environmental influences determine everything Bandura Evolutionary / Sociobiology It’s all instinct!

Psychology’s Current Perspectives Perspective Focus Sample Questions Neuroscience / Biological How the body and brain enables emotions? How are messages transmitted in the body? How is blood chemistry linked with moods and motives? Evolutionary How the natural selection of traits the promotes the perpetuation of one’s genes? How does evolution influence behavior tendencies? Behavior genetics How much our genes and our environments influence our individual differences? To what extent are psychological traits such as intelligence, personality, sexual orientation, and vulnerability to depression attributable to our genes? To our environment? 42

Neuroscience / Biological Perspective • Most respected right now. • They focus on our brain, nervous system, neurotransmitters and hormones to explain our behaviors.

Biological Perspective • “I don’t know why you are depressed or anxious. But here is some medicine!”

Evolutionary Psychology • Evolutionary psychology examines psychological traits — such as memory, perception, or language • It seeks to identify which human psychological traits are evolved adaptations. – functional products of natural selection or sexual selection – Attractiveness

Psychology’s Current Perspectives Perspective Focus Sample Questions Psychodynamic How behavior springs from unconscious drives and conflicts? How can someone’s personality traits and disorders be explained in terms of sexual and aggressive drives or as disguised effects of unfulfilled wishes and childhood traumas? How we learn observable responses? How do we learn to fear particular objects or situations? What is the most effective way to alter our behavior, say to lose weight or quit smoking? (Freud) Behavioral (Pavlov, Watson, Skinner) 46

Psychodynamic Approach • Human action is guide by unconscious, repressed desires that we are not actively aware of

Behaviorism

Behaviorism • By the 1950 s, Psychoanalysis seemed very unscientific. • Behaviorists made psychology scientific. – Behaviorism is NOT interested in the unconscious mind since it cannot be observed in a laboratory.

The Behavioral Perspective Skinner (1904 -1990) Watson (1878 -1958) • • Behaviorism John Watson & B. F. Skinner are key behaviorists Key ideas: • Studying behavior is the best way to understand the brain • All behavior can be shaped by controlling an organism’s environment 50

Very telling quote!! “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I’ll guarantee to take any one at random and train him to become any type of specialist I might select -- doctor, lawyer, artist, merchantchief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. ” --John Watson, Behaviorism, 1930

Psychology’s Current Perspectives Perspective Focus Sample Questions Cognitive How we encode, process, store and retrieve information? How do we use information in remembering? Reasoning? Problem solving? Social-cultural How behavior and thinking vary across situations and cultures? How are we — as Africans, Asians, Australians or North Americans – alike as members of human family? As products of different environmental contexts, how do we differ? (Rogers, Maslow, Bandura) 52

Cognitive Psychology

Cognitive Perspective • It is the study of how people perceive, remember, think, speak, and solve problems. – Cognitive therapy is about changing the way a person thinks. – Jean Piaget, a developmental psychologist, focused on the way that our thought processes develop and change as we mature from birth through adulthood.

Cognitive perspective on depression • We are depressed because we are irrational. Our expectations are too high and misplaced. We want everyone to love us and accept us. We want every thing to go our way. We stay angry about stuff that happened a long time ago. – WE MUST CHANGE THE WAY WE THINK TO BE HAPPY AND SUCCESSFUL.

Cognitive Therapy • Cognitive therapy is about changing the maladaptive (bad) thoughts. • Albert Ellis, Aaron Beck and William Glasser are famous for reality therapy. – They challenged his patients to ask, “Are my thoughts realistic or rational? ” – Cognitive therapy also “educates” the client, teaches him/her proper behaviors/thoughts

Social-Cultural Perspective • Says that much of your behavior and your feelings are dictated by the culture you live in. • Some cultures kiss each other when greeting, some just bow. • Does your culture place value on individual or the group?

Humanistic • In the 1960 s in reaction to psychoanalysis and behaviorism. • Focused on each individual’s potential and stressed the importance of growth and self-actualization. • The fundamental belief of humanistic psychology was that people are innately good. • We are not rats in a cage! We are not id-driven animals! We are humans with free will.

Psychological Science Develops Rogers (1902 -1987) http: //www. carlrogers. dk http: //facultyweb. cortland. edu Maslow (1908 -1970) Humanistic Psychology Maslow and Rogers emphasized current environmental influences on our growth potential and our need for love and acceptance. 59

Psychology’s Three Main Levels of Analysis 60

Psychological Perspectives • Different psychologists take different approaches to explaining human behavior and mental processes. – 4 primary schools of thought: • • Behavioral Biological Cognitive Sociocultural Please label your handout on perspectives: LESSON 1. 1

Partner Activity: Think, Pair, Share • How might each scenario be interpreted according to the four major perspectives (biological, sociocultural, cognitive, and behavioral) – A repeat drunk driver – A student who is intelligent but does not apply themself in school – The decision by people to play football despite the serious threats of brain injury

Performance Task Assignment: 1. 1 - Perspectives in Psychology • Working in pairs or groups of three, use the handout, research in google classroom, & additional research to: 1. complete the graphic organizer provided. If working online the boxes will expand as you type. 2. Suppose a student is frequently late to school. Select THREE different perspectives of your choice, and explain this pattern of behavior in THREE DIFFERENT WAYS, each explanation relying on a different perspective. • RUBRIC / Grading: 30 points available: 3 perspective on graphic organizer; & 3 per example applied. • Please be ready to report out by: _____

Honors Psychology: Unit 1, “Lesson” 1 (Continued) History, Approaches, & Careers • Instructions for double entry daily commentary / warm up: – Open binder to section for this unit; find & label your template. COLUMN ONE: IDENTIFY facts, information, and evidence. • I see… / It looks like…/ According to the excerpt… COLUMN TWO: INTERPRET the document. React, ask questions, etc. • I think…/ I feel… / I wonder…

Honors Psych: Unit 1, Lesson 1 Hsitory, Approaches, and Carrers UPCOMING DEADLINES: • Perspectives Research: By • PT 1. 2 Survey: Essential Question: • How can psychological questions be approached and understood from multiple perspectives? • Assigned Reading (SEE LESSON MAP) – LESSON 1: Myers 1 14; 95 105 – LESSON 2: Myers 20 35 – LESSON 3: Myers 36 39 – LESSON 4: Myers 39 44 – LESSON 5: Myers 46 49 • Learning Goals this Lesson: • • Recognize how philosophical & physiological perspectives shaped the development of psychological thought. -Lesson 1 • Describe and compare different theoretical approaches in explaining behavior: — structuralism, functionalism, and behaviorism in the early years; — Gestalt, psychoanalytic/psychodynamic, and humanism emerging later; evolutionary, biological, cognitive, and biopsychosocial as more contemporary approaches. (Lesson 1 & subsequent units) • Recognize the strengths and limitations of applying theories to explain behavior. (Lesson 1 & personality unit) • Distinguish the different domains of psychology (e. g. , biological, clinical, cognitive, counseling, developmental, educational, experimental, human factors, industrial–organizational, personality, psychometric, social). (Lesson 1) • Lesson Plan: – Daily Commentary – Review / Assess understanding of Psychological Approaches – Review potential Careers in Psychology – Exit pass / Wrap up

First 15 minutes: Juniors who missed this: Others • How might each scenario be interpreted according to the four major perspectives (biological, sociocultural, cognitive, and behavioral) • Working in pairs or groups of three, use handout 1. 1, your notes, & additional research to: – A repeat drunk driver – A student who is intelligent but does not apply themself in school – The decision by people to play football despite the serious threats of brain injury 1. 2. complete the graphic organizer provided. If working online the boxes will expand as you type. Continue to assignment below if you have time

Performance Task Assignment: 1. 1 - Perspectives in Psychology • Working in pairs or groups of three, use handout 1. 1, your notes, & additional research to: 1. complete the graphic organizer provided. If working online the boxes will expand as you type. 2. Suppose a student is frequently late to school. Select THREE different perspectives of your choice, and explain this pattern of behavior in THREE DIFFERENT WAYS, each explanation relying on a different perspective. • RUBRIC / Grading: 30 points available: 3 perspective on graphic organizer; & 3 per example applied. • Please be ready to report out by: _____

Exit Ticket • In google classroom: – Based on what you have learned so far, which perspective in psychology appeals the most to you and why?