Week 7 - Power & Obedience

Session 16 - Power - The Stanford Prison Experiment

Open up with a brief recap on the concepts covered last session - specific focus on the SPE.

View the documentary with the students - must take notes on the research design aspects. Ensure that all students have completed this activity and written it up in their workbook.

Move onto Group Activity - designing a research investigation that addresses the aim of the SPE, but is more ethically viable / sound. 

Session 17 - Obedience - The Milgram Experiments

Recap the main ideas from last session - continue on with relevant PowerPoint. The main concepts covered in the PowerPoint presentation include:

• The definition of Obedience
• Milgrams Experiment on Obedience
• Factors that influence Obedience

Students are to read through 384 - 391 0f the textbook and complete Learning Activity 9.12 in their workbooks.

Week 6 - Social Influences on the Individual

Session 14 - Social Influences on the Individual

This session introduces students to the next unit of work for this semester. Students need to read through 374 - 376 of the textbook and complete the following:

• Develop their own definition of a 'group';
• Copy down the 'Types of Power' table (pg 376) in their workbook and provide two of their own original examples for each type of power.
• Complete Learning Activities 9.1 and 9.3 in workbook.

This must be finished by next session.

Session 15 - Status & Power

This session opens with a recap on the concepts covered last session - this is covered in the 'Social Influence on the Individual' PowerPoint.

The other key concepts and activities include:

• Status
• Power
• Summer Heights High - Ja'mie Status and Power Activity
• Introduction to Stanford Prison Experiment

Students are to read through pages 379 - 381 of the textbook to get an overview of the SPE. Also read through The Age media article and complete Learning Activity 9.7 in workbooks.

Week 5 - Media Analysis SAC Write Up & Measuring Attitudes

Session 11 - Media Analysis Write Up

This session is dedicated for students to write up their observations to the film 'Remember The Titans'.

Session 12 - Measuring Attitudes

Open up with a discussion based on 'how' do we measure someone's attitude - What methods are used? What is effective? How do we know it's effective?

Move onto the 'Measuring Attitudes' PowerPoint - students are to fill out the relevant hand out as throughout the presentation. The PowerPoint covers the following key concepts:

• Qualitative and Quantitative Data
• Observing Behaviour
• Indirect and Direct Observation
• Self reports
• Questionnaires
• Surveys
• Interviews
• Likert Scales

After completing the PowerPoint, move onto students creating their own Likert scale (firstly read through pg 363 and look at the scale on pg 362 from text) – then Activity 5.12 from the Nelson Student Book.

Hand out A3 'Create Your Own Likert scale' sheet and run through with the class - work in table groups. Move onto the activity of each group creating their own active likert scale on a particular topic/issue - place possible issues up on the whiteboard.

Allow time for groups to develop 10 statements (5 positive and 5 negative) and place on butcher's paper. Once all of the scales are completed, hand out the likert recording sheets and each student must fill out their responses on the record sheet.

Session 13 - Chapter Review & Revision

Students are to complete their Likert Scales and measure their attitudes towards the issues individually and as a class group.

Students are then to move onto completing the Chapter 8 Test on page 370 -372 of the textbook. Both the short answer and the multiple choice sections need to be completed.

Week 4 - Media Analysis SAC - 'Remember The Titans'

Session 9 & 10 - Remember The Titans

For the next two sessions students will view the film, 'Remember The Titans' and develop a set of notes that will be used in the write up of the SAC.

Week 3 - Discrimination & Factors Contributing to the Development of Prejudice

Session 6 - Discrimination & Factors Contributing to the Development of Prejudice

Open up with a discussion concerning the holiday homework - media analysis...

Move back on to the relevant PowerPoint presentation - 'Stereotypes, Prejudice and Discrimination'. The key concepts covered in this session include:

• A definition of discrimination
• Ingroups and outgroups
• Intergroup conflict
• Attributions - internal and external
• Fundamental attribution error
• Just world hypothesis

Students will also view Jane Elliot's 'Blue/Brown Eyes Experiment and complete the relevant viewing sheet.

The class / home work that needs to completed is that all students need to read 346 - 348 of the textbook and complete Learning Activity 8.19 in their workbook. This is due to be finished by next session.

Session 7 - The Anatomy of Prejudice

This session will involve students watching the BBC special; 'The Anatomy of Prejudice' and placing answering the relevant viewing sheet.

Session 8 - Factors That May Reduce Prejudice

All students are to read through pages 349 – 357 of the textbook and complete the following:

Under the heading, ‘Factors That May Reduce Prejudice’, develop your own definition and example for the following terms:

• Intergroup Contact
• Sustained Contact
• Mutual Interdependence
• Superordinate Goals
• Equality of Status

Students must the continue to complete the Learning Activities 8.21 (Research Analysis) and 8.22 in your workbooks.

Week 2 - Interpersonal & Group Behaviour

Session 3 - Attitudes

Students are to begin the next Area of Study on Interpersonal & Group Behaviour - this starts off by looking at the concept of attitudes.

Students will work through the relevant, 'Attitudes' PowerPoint and cover the following key concepts and ideas:

• Definition of an Attitude
• Tri-component Model of Attitude
• Attitudes and Behaviour
• Factors Influencing Attitude Formation

All students are to read from 326 - 336 of the textbook and complete the following Learning Activities in their workbooks:

• 8.5
• 8.8 (Question 2 - draw up in workbook)

Session 4 & 5 - Stereotypes, Prejudice & Discrimination

Begin the session with a recap on what was covered last session...

Move onto the 'Stereotypes, Prejudice & Discrimination' PowerPoint which covers the key concepts and ideas:

• Stereotype Formation
• Positives and Negatives of Stereotypes
• Prejudice
• Characteristics of Prejudice
• Old-fashioned and Modern Prejudice
• Forms of Prejudice - 'The Ism's'

Holiday Homework

Read through pages 337 – 346 of the textbook and complete Learning Activities 8.14 & 8.17 in your workbook.

Media Analysis Task

• Your task is to collect 2 newspaper / online articles that are associated with a form of prejudice (racism, sexism or ageism) and/or discrimination.
• Using the Tri-component Theory outline the A,B&C evident in the articles.
• Highlight examples of old-fashioned and modern prejudice referred to in the articleHighlight examples of where a form of discrimination has occurred.
• What’s your attitude towards the ideas / actions presented in the article.

Unit 2 - Week 1

Session 1 & 2 - Research Methods

Students are to view the documentary, 'Project Nim' and complete the relevant viewing sheet.

Week 12 - Lifespan Theories - Attachment

Session 22 - Lifespan Theories - Emotional Development (Attachment)

Recap the main points / concepts from last session - Perceptual Development / Gibson's Visual Cliff.

Move onto the relevant PowerPoint concerned with Emotional Development - specifically attachment theory.

Important concepts covered in the PowerPoint include:

• Attachment Theory - main ideas associated with the theory;
• John Bowlby's Theory of Attachment;
• Mary Ainsworth's Theory of Attachment;

Use the 184 - 194 of the textbook to complete the flow chart on attachment, the theories outlined above and the key points associated with the theories.

Students are to read 184 - 194 and complete Learning Activity 5.10 in their workbooks.

Session 23 -  Lifespan Theories - Emotional Development (Attachment)

Recap the main points / concepts from last session - Attachment Theory (Bowlby & Ainsworth).

Move onto the relevant PowerPoint concerned with Attachment Theory - more specifically Harlow's Monkey Experiments.

Important concepts covered in the PowerPoint include:

• Harlow's Experiment / Research Findings;
• Deconstruct his Experimental Design.

Specifically look at the use of animals in research - a focus on the ethical issues surrounding this process. Undertake the class debate on using animals in research - break of into groups => for and against and complete the activity.

Session 24 -  Lifespan Theories - Emotional Development (Attachment)

This session involves revising and recapping what has been covered in previous sessions concerning attachment.

Students are to place the pros and cons of the use of animals in research in their workbooks.

Move onto completing a flow chart of Harlow's Monkey Experiments and a mind map of Attachment - that includes:

• Ainsworth - dates, indicator of attachment, types of attachment and types of insecure attachment;
• Bowlby - dates, characteristics of attachment, attachment target definition, reasons for attachment;
• Harlow - dates, hypothesis of experiment and generalisations of the experiment.

This work must be completed by the next session. 

Week 11 - Lifespan Psychology and Lifespan Theories

Session 19 - Lifespan Development Psychology (Early Adulthood, Middle Age and Older Age)

Recap the key points from last session - Childhood and Adolescence, and move onto the next life stages with the group.

Continue to run through the PowerPoint looking at the key concepts - specifically the theories of continuous and discontinuous growth.


Session 20 - Lifespan Development Psychology (Nature V Nurture)

Recap the specific ideas discussed last session - revising all of the life stages looked at in previous sessions.

Move onto the hereditary and environmental factors that shape our psychological and physical development. Specifically look at 'The Kellog's and Gua's' research into the influence of nature versus nurture on the individual.

Students are to read through pages 151 – 176 of the textbook and complete the following in your Learning Activities in their workbook:

• 4.4, 4.12
• Chapter 4 Test – All of the Multiple Choice and Short Answer 

Session 21 - Lifespan Theories - Developmental Theories

Students begin a new unit of work on the developmental theories associated with lifespan development - the first that they will look at is Gibson's Theory of Perceptual Development.

Students begin looking at what the idea of a theory is - specifically look at the diagram on page 178. Discuss the main ideas as a class.

Move onto Gibson's Theory of Perceptual Development - explain the research and the key findings of the visual cliff experiment. Run through the PowerPoint with the class - including watching the appropriate video clips.


Students are to read through pages 179 – 183 of the textbook and complete the following in your Learning Activity in their workbook:

• 5.1

Week 10 - Lifespan Psychology

Session 17 - Lifespan Development Psychology (Infancy)

Open with discussing the idea of lifespan development - introduce the 'Lifespan Development' PP and the important aspects of each life stage. This session will be focussing on the life stage of 'Infancy'.

Students are to watch the 'Life at Series' Ep. 2, which specifically looks at stress in infants and the repercussions and answer the following questions:

• How does stress influence the development of a child?
• What happens to a child who experiences chronic levels of stress in their first year of life?
• What does the study suggest about the concept of childcare and child development?
• What does the study reveal about working parents and the levels of stress in both the child and the parents / carers?

Session 18 - Lifespan Development Psychology (Childhood & Adolescence)

Recap main concepts / ideas from last session and allow students to share their findings from the homework questions.

Move onto the life stage of Childhood - discuss the concept of 'development norms' - What are they?

Continue on with PowerPoint and move onto the life stage of Adolescence - how has the image of the teenagers changed over time? Watch the 'Science of Teens' episode on risk taking - all students must complete the viewing questions while watching.

Week 9 - Lifespan Psychology

Session 16 - Lifespan Psychology

Students are to move onto the next Outcome relating to lifespan psychology. This session will involve students watching 'The Nine Months That Made You' - specifically deals with 'The Barker Theory'.

Students needed to fill out viewing sheet while watching the television show.

Week 7 - The Visual Perception Principles - Perceptual Constancies & Perceptual Set

Session 14 - The Visual Perception Principles => Perceptual Constancies & Perceptual Set

Revisit the concepts from last session - Gestalt Principles and Depth Principles => ensure that all students understand.

Move through the relevant PP which covers the concepts of Perceptual Constancies & Perceptual Set.

Students are to read through 120 - 130 of the textbook and complete Learning Activities 3.19 and 3.25.

Session 15 - The Visual Perception Principles - Chapter 3 Test & Concept Map

Students are to move onto completing Chapter 3 Test - Multiple Choice (not 11 & 12) and all of the Short Answer Questions.

Once students have completed the Chapter Test they are to develop and draw a concept map in their workbooks that covers all of the Visual Perception Principles - break down into categories and provide a brief/subjective definition of the terms involved. An image that accompanies the description might also be appropriate.

IMPORTANT: All students need to bring in a device that can take photos next session - it is needed for SAC purposes.

Week 6 - The Visual Perception Process

Session 12 - The Visual Perception Process

Jamie will not be present - students need to complete before next session. Thursday 7th March:

• Revision activities from the textbook - Learning Activities 3.1 and 3.2 in pencil in their workbook.

•  Move onto reading the 'Characteristics of the Visual Perception System' from page 98 - 100 of the textbook - students need to copy the flow chart from the top of page 99 in their workbooks.

•  All students then need to complete Learning Activity 3.5 in their workbooks - answers must be in detail and accurately address the question.
  

Session 13 - The Visual Perception Process (Revisited) & The Visual Perception Principles

Revisit the main concepts discussed regarding the Visual Perception Process - students need to know the progression.

Move onto the 'Visual Perception Principles' PowerPoint - covering the Gestalt Principles and Depth Principles.


Students are to read through 105 - 118 of the textbook and complete Learning Activities 3.10 and 3.14.

Week 5 - Research Methods: Population & Sample and Introduction to

Session 10: Population, Sampling and Allocation

Begin session with a quick overview of the objectives for the session - predominately focusing on Research Methods.

Ask students to copy information concerning population and sample in their workbook - handout worksheet and begin the Smarties Activity.

Run through the activity with the group - ensuring that main concepts and points are understood.

Once the activity is completed students are to complete the questions outlined on the sheet in their workbooks.

Lastly run through the stratified sampling demonstration.

All students are to read through pages 56 to 64 of the textbook and complete Learning Activities 2.6 and 2.10 in their workbook - due next session.

Session 11: Visual Perception - How Light Enters the Eye

Begin session with a quick overview of what will be covered in the coming weeks - Visual Perception.

Run through the 'Visual Perception' PP with the class - watch relevant clips and complete activities.

Focus on how light enters the eye - handout the eye diagram to all of the students, read the relevant section of the textbook and watch the Youtube clip. Students are then to produce their own flow chart that illustrates how light enters the eye and how individuals see. Choose a student to run through their flow chart using one of the eye models - whole class is to view and comment on.
 

Week 4 - Astrology Empirical Research Activity

Session 8 & 9 - Chapter 1 Recap & ERA

Open with a quick review of last session's content - 'Contemporary Perspectives on Psychology' and run through the Chapter 1 Test questions with the group.

Move back onto the concept of pseudo-sciences - specifically Astrology and explain that we will be working on the Astrology ERA for the next two sessions.

Hand out the relevant materials for the activity and run through the process that needs to be followed in order to collect the data - LA 1.19 of the textbook.

Ensure that all students understand what needs to happen before Thursday's session - class data will be collected then.

Move onto the writing up of the ERA with the class - run through the following notes:

Title: ???

Introduction

- This section introduces the key concepts relating to the study. In this case you will need to mention and explain the following ideas/concepts:

• The scientific nature of psychology including a definition.
• The concept of a pseudo-sciences => focusing on the field of astrology.
• The Barnum Effect - its origins and the how it relates to the field of astrology.
• The AIM of the study - To explore people's beliefs in personality descriptions based on astrological star signs... or something like that.
• An HYPOTHESIS for the study - That the participants will OR it is predicted that the participants will...

Method

• Participants - will need to wait until Thursday to complete this section.
• Materials - what was used to complete the study?
• Procedure - a step by step / dot point outline of what needed to occur for the study to take place.

Results

- You will receive the results on Thursday - this section only state the results of the study, no discussion is required.

Discussion

- In this section your results are interpreted and explained - use the questions below to guide your discussion.

• ·  Is the hypothesis accepted or rejected?
  ·  What was the overall mean of the entire sample? What does the numerical value mean?
  ·  What star signs believed the astrology predictions to be most accurate? (Include the numerical value and the interpretation).
  ·  What were the most believable / accurate of the descriptors across all star signs? (Include the numerical value and the interpretation). - Provide insight into why this might be the case...
  ·  What was the least believable / accurate of the descriptors across all of the star signs? (Include the numerical value and the interpretation). - Provide insight into why this might be the case...
  ·  What are the limitations to the study? Can we make a generalisation about the results we obtained? Sample size???
  ·  Are their any extraneous variables? (unwanted variables that may affect the dependent variable)?
  ·  Provide some suggestions that may contribute to more valid and reliable results for the study? (what would you do differently to allow for more valid results???)
  
  
  
  
   The ERA write up is due to be submitted on Thursday 28th February
  
  

Week 3 - Contemporary Perspectives & Theories in Psychology and The Scientific Nature of Psychology

Session 6 - Classical & Contemporary Perspectives of Psychology and The Scientific Nature of Psychology

Open up with a discussion concerning the home - Venn Diagram on the similarities and the differences between Psychology and Psychiatry.

Revisit the PP on 'Classical Perspectives' - run through the concepts from last session, while students continue to complete their observation table.

Students are then to read from page 16 - 25 of the textbook and complete Learning Activities 1.9 and 1.11 in their workbook. More information may need to be gathered and recorded for the observation table.


Session 7 - Contemporary Perspectives & Theories in Psychology and The Scientific Nature of Psychology

Run through the H/W - ensure that key concepts are discussed and explained.

Move onto the 'Contemporary Perspectives of Psychology' PP - students are to copy down relevant sections / information from the PP in their workbooks.

Students are then to read from page 26 - 41 of the textbook and complete Learning Activity 1.17 in their workbook

Also all students need to complete both sections of the Chapter 1 Test from page 46 - 48 of the textbook.  

THIS IS DUE TO BE CHECKED AND TICKED OFF NEXT TUESDAY

Week 2 - Application, Career Opportunities & The Beginnings

Session 4 - Real Life Applications and Career Opportunities

Begin with a quick look at how Psychology (and concepts related to human behaviour) are entrenched in our society.

Watch the following clips concerning Derren Brown:

http://www.youtube.com/watch?v=EUA4Q5aoG74

http://www.youtube.com/watch?v=-P2vYIgPdKg


Students are then to copy down the following in their workbooks:

Psychology as a Profession:

Psychologists are highly trained professionals who specialise in creating, teaching and applying psychological knowledge. In seeking to provide answers to questions about human behaviour, they gather scientific data to describe, understand, predict and control behaviour.

Areas of Specialisation within Psychology

The Australian Psychological Society has identified 12 specialist areas of psychology.

·      Biological Psychologist

·      Clinical Psychology

·      Clinical Neuropsychology

·      Health Psychology

·      Sport Psychology

·      Cognitive Psychology

·      Personality Psychology

·      Counseling Psychology

·      Sport Psychology

·      Educational Psychology

·      Forensic Psychology

·      Community Psychology

Students are to read through pages 9 - 16 for homework for the next session.

   Session 5 - Psychology V Psychiatry & The Classic Perspectives and Theories of Psychology

   Starter activity - complete 'Fields of Psychology' worksheet and run through the answers with the class.    Run through the 'Classic Perspectives and Theories of Psychology' PP - students are to complete the relevant observation table while viewing the PowerPoint.

Homework: Read through pages 7-9 of the textbook and create a Venn diagram that highlights the similarities and the differences between psychology and psychiarty.

Week 1 - Psychology: Definition, Beginnings and Real World Application

Session 3 - The Definition Of Psychology

Firstly run through the holiday homework with the group - specifically breaking it down using the 7 Steps of Psychological Research. Use the Prezi to revise the main concepts and ideas:

http://prezi.com/wb2xfwtqkwza/7-steps-of-psychological-research/

Students need to place the following notes in their workbooks:

Defining Psychology
The term psychology originated from the two Greek terms - psyche, meaning the mind, and logos, meaning study or knowledge. Over time the definition of psychology has broadened to include humans behaviour as well as their mind. The most widely accepted definition of psychology currently is that it is a scientific study of behaviour and mental processes in humans.
Behaviour refers to an external observable action made by a living person (provide an example here), whereas the term mental processes refers to an individual's internal thoughts, feelings and perceptions and cannot be directly observed (provide an example here).
Psychological studies utilise scientific research methods (experiments, surveys or observation) to study human behaviour and mental processes, with the intention of being able to describe, predict, control and explain thoughts, feelings and behaviour.


Move onto the 'Think, Feel & Behave' PowerPoint - run through ideas / concepts with students.


Students are to read through pages 4,5 & 6 of the textbook and copy Figure 1.1 on page 5 in workbooks and complete Learning Activity 1.1.