Psychology Course Syllabus

Transcription

1 Psychology Course Syllabus Syllabus for Psychology The Plano ISD eschool Mission is to create a borderless classroom based on a positive student-teacher relationship that fosters independent, innovative critical thinking and empowers students to thrive, contribute, and compete in a global society. Course Number 25700B Course Name Psychology Communications All communication with your teacher will be through the utilization of electronic tools such as and discussion boards. Your assignments will be submitted directly into the Blackboard Learning Management System. You will receive a Welcome from your teacher when your course is ready for you. You may your teacher at any time with questions that you might have. Course Description Content of this elective course in Psychology consider the development of the individual and the personality. The course is divided into seven units. The study of psychology is based on a historical framework and relies on effective collection and analysis of data. Students study topics such as theories of human development, personality, motivation, and learning. Students are provided opportunities to acquire, develop, and master specific skills. These skills will be developed through a variety of assignments and activities such as research skills, critical thinking and analytical reasoning, and use of primary and secondary sources. Course Objectives and Student Learning Outcomes Students who successfully complete the course will be able to: demonstrate mastery of the academic integrity unit objectives; understand the dynamics of the relationships between self and others to be a contributing member of society; understand that beliefs, decisions, and actions have consequences; understand behavioral, social learning, and cognitive perspectives of motivation to describe his or her role and impact on economic systems; understand the influence of sensory perceptions on the shaping of individual beliefs and attitudes; Page 1 of 11

2 understand the relationship between biology and behavior; understand the basic principles of tests and measurements; understand the history of the field of psychology; understand the processes of theory development and validation; understand the dynamic relationship between self and one s environment; understand behavioral, social, and cognitive perspectives of human learning; understand the role of culture in forming the foundation and orienting framework for individuals and social behavior; understand personality development theories, including the applications and limitations; apply critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology; communicate in written, oral, and visual forms; and use problem-solving and decision-making skills. Prerequisites Basic computer skills are necessary to progress normally through your online course. It is not necessary to be an expert, but a student must know how to use the basic capabilities of a computer: e.g. using the keyboard and mouse, Internet browsing, and open/save files on your computer. Hardware: Students must have a working, current computer available, with adequate storage to download and save large files. A display of at least 1024X768 resolution is preferred. A sound card and speakers will be required for most courses, and a microphone is required for language courses. The availability of a printer is recommended Software/Applications: Microsoft Office (2007 or higher) or a similar word processing, spreadsheet and presentation manager is required. A current version of a web browser (such as Internet Explorer, Cortana, Firefox, Safari, Chrome), is required. Adobe Acrobat Reader (free download) is required in many courses. Internet Connectivity: Students must have availability of a working Internet connection. Direct high-speed Internet connection is recommended. Students must have an active, functioning account with an appropriate address to use for communicating with your teacher throughout the course and for communications with the eschool office. Course Materials No textbook is required for this course. Page 2 of 11

3 Course Management Policies The instructor adapts to the district IEP whenever instructionally and technically possible. As a first step in collecting all of the information that is needed to work with each student effectively, we ask that the student, or the receiving district site coordinator on the student s behalf, log onto the website and complete the online registration process. Please complete this registration process as soon as possible to allow time to set up the course and send the student the information to access it and begin working. Academic Integrity/Copyright Policy: Academic integrity violations, plagiarism, and copyright violations will not be tolerated. The Introductory unit of your course will teach you the details of PISD s expectations on such topics. Your teacher will utilize plagiarism check tools throughout the course. Online Etiquette ( Netiquette ): Netiquette is meant to help you communicate professionally and effectively in an online collaborative setting. Students will follow all guidelines relating to internet etiquette and will communicate respectfully with all people. The Introductory unit of your course will teach you the details of PISD s expectations on such topics. Your course will contain discussion boards, journals, blogs and/or wikis where netiquette is important. Privacy Policy: Plano ISD s FERPA policy may be found at Grading and Evaluation In order to earn credit for an online course, a student must: 1. complete all course work and 2. in that process of completing all course work, earn a passing average of at least 70. That average is determined by the number of points that a student earns divided by the total number of points available in the course. For example, if you earn 800 points in the course, your grade will be: = for a grade of 81. Page 3 of 11

4 A student or parent may check the course grade at any time. The first step is to log into the course. On the toolbar to the left, click the tab for Tools, and then click My Grades. Teacher discretion may always be used when accepting and grading work. Please note that a teacher may deduct points for work submitted past the student s specific due date/s. If all course work is not submitted before the specified course end date, the student will not be awarded credit for the course. Assessments: All courses contain a number of self-assessments (allowing the student to gauge their understanding of the material before proceeding to a graded assessment). Graded assessments include quizzes as well as exams. The student s school district (known as the receiving district), is required to provide proctors for major exams. Class Participation: Every student will have a specific schedule for completing and submitting assignments and tests. Students are required to adhere to their schedule. Students must maintain consistent communication with their teacher. Students must complete the discussion assignments and collaborative activities throughout the course. Students who are not adhering to their course schedule, or students who are not maintaining the basic requirements of participation, such as maintaining communication with their teacher, may be dropped from the course. Drop Policy: Students may choose to drop the course within 15 days from their start date without penalty. Notify your school s/district s site coordinator to have them indicate such a drop situation to TxVSN. Page 4 of 11

5 Course Content Outline Course Content and Assignments Unit 1 Introductory Unit Unit Objective Upon completion of this unit, you will understand terms related to academic integrity, such as plagiarism, cheating, paraphrasing, quoting, citing, public domain, fair use, academic dishonesty, copyright, and selfplagiarism; become familiar with the guidelines for avoiding academic dishonesty; understand Netiquette; and understand how to respond on discussion boards used in this course. Assignments Journal Activity Introductory Unit Notes and Activities Netiquette Discussion Board Unit 2 Introduction and Research Methods Unit Objective Upon completion of this unit, you will understand: contemporary perspectives used by psychologists to understand behavior and mental processes; career opportunities that comprise psychology; types of practitioners who implement treatment of psychological disorders; research strategies used by psychologists to explore behavior and mental processes; purpose and basic concepts of statistics; and ethical issues in research that is important to psychologists. Page 5 of 11

6 Multimedia / Presentation Past, Present, and Future video History of Psychology Presentation Careers in Psychology Presentation ing Research video Research Methods And Statistics Presentation Assignment Ethics of Psychological Research Activity Discussion Caution! Statistics in the News Discussion Board Assessments History of Psychology Quiz Career Quiz ing Research Quiz Unit Test Unit 3 Biopsychology Unit Objective Upon completion of this unit, you will understand: the biological basis of psychology; sensation and perception; and motivation and emotion. Multimedia / Presentation Lateralization of the Brain Presentation The Divided Brain Video Sensation and Perception Presentation Sensation and Perception Video Motivation Presentation Theories of Emotion Presentation Motivation and Emotion Video Page 6 of 11

7 Psychology of Advertising Presentation Assignments Web quest: The Parts of the Brain I Second the Emotion Journal Psychology and Advertising Assignment Discussion Board Left-brained or Right-brained Discussion Board Assessments Nervous System Quiz The Brain Quiz Sensation and Perception Self Check Biopsychology Self Check Motivation and Emotion Quiz Unit 4 Lifespan Development, Personality, and Assessment Unit Objective Upon completion of this unit, you will understand: development as a lifelong process; research techniques used to gather data on the developmental process; theories of development; issues surrounding the developmental process (nature/nurture and critical periods); personality approaches and theories; and assessment tools used in personality. Multimedia / Presentation of The Developing Child Video Development Psychology Life Span Presentation Piaget Stages Presentation Erikson s Stages Presentation The Self Video Page 7 of 11

8 Psychoanalytical Theory of Personality Presentation Other Theories of Personality Presentation Types of Personality Assessment Presentation Assignments Piaget s Developmental Model Chart Kohlberg s Theory of Moral Development Web quest Erikson s Stages of Psychosocial Development Assignment Who Am I? Activity Personality Theorists Evaluation Activity Discussion Who Am I? Discussion Board Assessments Developmental Psychology Vocabulary Quiz Piaget Self Check Theories of Personality Quiz Unit Test Unit 5 Learning and Behavior Unit Objective Upon completion of this unit, you will understand: principles of learning; principles of classical conditioning; principles of operant conditioning; observational learning; and social learning. Multimedia / Presentation Learning Video Psychology of Learning Presentation Operant Conditioning Presentation Social Behavior and Social Cognition Presentation Page 8 of 11

9 Assignments Self-Concept Vision Board (due at the end of Unit 6) Behavior Conditioning Plan Assessments Learning Vocabulary Quiz Learning Quiz Operant Conditioning Quiz Unit Test Unit 6 Thinking Unit Objective Upon completion of this unit, you will understand: components of cognitive learning; encoding, or getting information into memory; sensory, working, or short-term, and long-term memory systems; retrieval, or getting information out of memory; biological bases of memory; methods for improving memory; basic elements comprising thought; strategies and obstacles involved in problem solving and decision-making; developmental stages of language acquisition; nature of consciousness; characteristics of sleep; theories used to explain and interpret dreams; basic phenomena and uses of hypnosis; categories of psychoactive drugs and their effects; concepts related to measurement of individual differences; nature of intelligence; and nature of intelligence testing. Page 9 of 11

10 Multimedia / Presentation The Mind Awake and Asleep Video Consciousness Presentation Remembering and Forgetting Video Intelligence Presentation Thinking, Reasoning, and Language Presentation Assignments Sleep Web quest Altered States of Consciousness Chart Self-Concept Vision Board Assessments Consciousness Quiz Memory Quiz Testing and Intelligence Self Check Blogs Sleep Blog Unit 7 Mental Health Unit Objective Upon completion of this unit, you will: explain stress and the individuals psychological responses to stress; evaluate cognitive and behavioral strategies for dealing with stress; analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal; recognize the biological, social, and cognitive origins of abnormal behavior; discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM); and Page 10 of 11

11 evaluate the effectiveness of past and present methods of therapy. Multimedia / Presentation Psychological Disorders Psychological Therapy Presentation Stress and Coping Presentation Assignments Mental Health Disorders Chart How to Deal with Stress in High School Assignment Discussion Stress and Coping Discussion Board Blogs Psychology Wrap Up Blog Assessments Psychological Therapy Quiz Mental Health Disorders Quiz Defense Mechanisms Quiz Unit Test Page 11 of 11

12 Psychology (One-Half Credit), Beginning with School Year (a) General requirements. Students shall be awarded one-half unit of credit for successful completion of this course. (b) Introduction. (1) In Psychology, an elective course, students study the science of behavior and mental processes. Students examine the full scope of the science of psychology such as the historical framework, methodologies, human development, motivation, emotion, sensation, perception, personality development, cognition, learning, intelligence, biological foundations, mental health, and social psychology. (2) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples. (3) Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution. (4) State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week. (A) Each social studies class shall include, during Celebrate Freedom Week as provided under the Texas Education Code, , or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement. Page 1 of 12

13 (B) Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness- -That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed." (5) Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents. (c) Knowledge and skills. Page 2 of 12

14 TEKS Reqm nt Actual Where addressed (1) History. The student understands the development of the field of psychology. The student is expected to: A) identify characteristics that differentiate the field of psychology from other related social sciences; U2A1 Take a Closer Look at Introduction to Psychology; U2A2 History of Psychology Presentation (B) trace the historical development of the contemporary perspectives in psychology, including biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic; and Remember Remember U2A2 History of Psychology Presentation (C) explore subfields and career opportunities available in the science of psychology. U2A4 Careers in Psychology Chart, U2A5 Careers in Psychology Presentation (2) Science of psychology. The student differentiates the processes of theory development and validation. The student is expected to: (A) define and differentiate the concepts of theory and principle; U2A7 - Take a Closer Look at ing Research (B) identify and describe the basic methods of social scientific reasoning; U2A1 Past Present & Promise Video Intro. Notes; U2A2 History of Psychology Presentation Page 3 of 12

15 TEKS Reqm nt Actual Where addressed (C) apply the standards of the American Psychological Association (APA) for ethical decision making regarding the collection, storage, and use of psychological data; and U2A10 Ethics of Psychological Research Activity (D) define and interpret measures of central tendency (mean, median, and mode) and dispersion (range and standard deviation). U2A8 Research Methods and Statistics Presentation (3) Science of psychology. The student understands the relationship between biology and behavior. The student is expected to: (A) describe the anatomy of the central and peripheral nervous systems and the endocrine system; and U3A1 The Nervous System Notes (B) explain the effects of the endocrine and nervous systems on development and behavior. U3A1 The Nervous System Notes (4) Science of psychology. The student understands how sensations and perceptions influence cognition and behavior. The student is expected to: (A) explain the capabilities and limitations of sensory systems and individual perceptions; and U3A8 Sensation and Perception Notes, U3A9 Take a Closer Look at Sensation and Perception (B) understand the interaction of the individual and the environment in determining sensation and perception. U3A8 Sensation and Perception Notes, U3A9 Take a Closer Look at Sensation and Perception (5) Individual development. The student understands that development is a life-long process. The student is expected to: Page 4 of 12

16 TEKS Reqm nt Actual Where addressed (A) critique the various perspectives presented in the nature versus nurture debate; U4A1 Take a Closer Look at Development Psychology: Heredity v. Environment (B) trace the influence of physical development on the individual; Remember Remember U4A2 Development Psychology - Life Span Presentation (C) discuss the role of the caregiver on individual development; U4A2 Development Psychology - Life Span Presentation (D) explain factors involved in cognitive development according to Jean Piaget; U4A4 Piaget's Developmental Model Chart, Unit 4 Test essay, Final Exam essay (E) describe Erik Erikson's stages of psychosocial development; U4A7 Erikson's Stages of Psychosocial Development (F) evaluate the predicted outcomes of given courses of actions in particular situations based on an understanding of the development of morality; and U4A6 Kohlberg's Theory of Moral Development Web Quest (G) evaluate the presented theories of human development and specify the strengths and weaknesses of each. U4A4 Piaget's Developmental Model Chart,U4A6 Kohlberg's Theory of Moral Development Web Quest, U4A7 Erikson's Stages of Psychosocial Development, U4A14 Personality Theorists Evaluation Activity (6) Individual development. The student understands behavioral and social learning theories. The student is expected to: Page 5 of 12

17 TEKS Reqm nt Actual Where addressed (A) demonstrate an understanding of the principles of operant and classical conditioning and of social learning; and U5A8 Behavior Conditioning Plan (B) describe the processes of learning using typical classroom situations. U5A6 Operant Conditioning Presentation (7) Individual identity. The student understands the principles of motivation and emotion. The student is expected to: (A) compare predominant theories of motivation and emotion; and U3A15 I Second that Emotion Journal (B) explore the interaction of biological and cultural factors in emotion and motivation. U3A15 I Second that Emotion Journal (8) Individual identity. The student understands the nature of intelligence. The student is expected to:differentiate the various types of intelligence. U6A10 Intelligence Presentation (9) Individual identity. The student understands the basic principles of tests and measurements. The student is expected to: (A) describe statistical concepts used in testing; and (B) differentiate among aptitude, achievement, and Intelligence Quotient (IQ) tests. U6A9 Take a closer Look at Testing and Intelligence, U6A10 Intelligence Presentation U6A9 Take a closer Look at Testing and Intelligence, U6A10 Intelligence Presentation (10) Individual identity. The student understands the development and assessment of personality. The student is expected to: (A) define personality; Remember Remember U4A10 Other Theories of Personality Presentation Page 6 of 12

18 TEKS Reqm nt Actual Where addressed (B) compare and evaluate various theories of personality, including psychodynamic, trait, humanistic, and sociocultural; and U4A9 Psychoanalytic Theory of Personality Presentation, U4A10 Other Theories of Personality Presentation (C) describe personality assessment tools. U4A12 Types of Personality Assessment Presentation (11) Individual experience. The student understands basic elements of cognition. The student is expected to: (A) define and identify the basic elements of thought; U6A6 Take a Closer Look at Memory Processes, U6A7 Memory Presentation (B) identify strategies and obstacles associated with problem solving and decision making; U6A6 Take a Closer Look at Memory Processes, U6A7 Memory Presentation (C) explore the structural features of language; U6A12 Thinking, Reasoning, and Language Presentation (D) discuss theories of language acquisition and development; U6A12 Thinking, Reasoning, and Language Presentation (E) evaluate the limitations and capabilities of the information processing model; and U6A7 Memory Presentation, U6A8 Memory Quiz (F) understand the states and levels of consciousness. U6A1 Take a Closer Look at Consciousness, U6A2 Consciousness Presentation (12) Individual experience. The student understands the multifaceted aspects of mental health. The student is expected to: Page 7 of 12

19 TEKS Reqm nt Actual Where addressed (A) explain stress and the individual's physiological, behavioral, and psychological responses to stressors; U7A6 Stress and Coping Presentation, U7A7 Stress and Coping Discussion Board (B) evaluate cognitive and behavioral strategies for dealing with stress; U7A6 Stress and Coping Presentation, U7A7 Stress and Coping Discussion Board, U7A10 How to Deal with Stress in High School (C) analyze the challenges inherent in defining abnormal behavior and acknowledge the sociocultural stigma of labeling behavior as abnormal; U7A1 Psychological Disorders Presentation, U7A4 Mental Health Disorders Chart, U7A5 Mental Health Disorders Quiz (D) recognize the biological, social, and cognitive origins of abnormal behavior; U7A4 Mental Health Disorders Chart, U7A5 Mental Health Disorders Quiz (E) discuss major categories of abnormal behaviors and identify their respective characteristics as classified in the Diagnostic and Statistical Manual (DSM); and U7A4 Mental Health Disorders Chart (F) evaluate the effectiveness of past and present methods of therapy. U7A4 Mental Health Disorders Chart, U7A5 Mental Health Disorders Quiz (13) The individual in society. The student will understand the influence of society and culture on behavior and cognition. The student is expected to: (A) describe how attributions affect explanations of behavior; U5A9 Social Behavior and Social Cognition Presentation Page 8 of 12

20 TEKS Reqm nt Actual Where addressed (B) explore the nature and effects of bias and discrimination; U5A9 Social Behavior and Social Cognition Presentation (C) describe circumstances in which conformity and obedience are likely to occur; U5A9 Social Behavior and Social Cognition Presentation (D) describe the effects of the presence of others on individual behavior; U5A9 Social Behavior and Social Cognition Presentation (E) discuss the nature of altruism; U5A9 Social Behavior and Social Cognition Presentation (F) discuss the factors influencing attraction; and U5A9 Social Behavior and Social Cognition Presentation (G) identify sources of attitude formation and assess methods used to influence attitudes. U5A8 Behavior Conditioning Plan, U5A9 Social Behavior and Social Cognition Presentation (14) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) create a product on a contemporary psychology-related issue or topic using critical methods of inquiry; Create Create U3A18 Psychology and Advertising, U5A1 Self-Concept Vision Board (B) draw and evaluate conclusions from qualitative information; U3A18 Psychology and Advertising, U5A1 Self-Concept Vision Board (C) apply evaluation rules to quantitative information; and U2A9 Caution! Statistics in the News Discussion Board, Unit 2 Test Page 9 of 12

21 TEKS Reqm nt Actual Where addressed (D) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions. U2A9 Caution! Statistics in the News Discussion Board, U7A7 Stress and Coping Discussion Board, Final Exam Short Answer Essay (15) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to: (A) use psychology-related terminology correctly; U2A9 Caution! Statistics in the News Discussion Board, U7A7 Stress and Coping Discussion Board,U2A10 Ethics of Psychological Research, U5A1 Self- Concept Vision Board (B) use standard grammar, spelling, sentence structure, and punctuation; U2A9 Caution! Statistics in the News Discussion Board, U7A7 Stress and Coping Discussion Board,U2A10 Ethics of Psychological Research, U5A1 Self- Concept Vision Board (C) transfer information from one medium to another, including written to visual and written or visual to statistical, using computer software as appropriate; and Remember Remember U3A18 Psychology and Advertising, U5A1 Self-Concept Vision Board (D) create written, oral, and visual presentations of social studies information. Create Create U5A1 Self-Concept Vision Board Page 10 of 12

22 TEKS Reqm nt Actual Where addressed (16) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; U3A18 Psychology and Advertising (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision; and U3A18 Psychology and Advertising (C) participate in conflict resolution using persuasion, compromise, debate, and negotiation. Discussion Boards (17) Social studies skills. The student develops long-term and short-term goal-setting skills for individual and community problem solving. The student is expected to: (A) illustrate the relationship and sequence between intermediate goals and terminal goals; and U5A1 Self-Concept Vision Board (B) monitor and evaluate self-directed inquiry or projects for timelines, accuracy, and goal attainment. U5A1 Self-Concept Vision Board Page 11 of 12

23 TEKS Reqm nt Actual Where addressed (18) Science and technology. The student understands the relationship of changes in technology to personal growth and development. The student is expected to: (A) analyze examples of attitudes, beliefs, and behaviors related to changes in available technology; and U5A1 Self-Concept Vision Board (B) evaluate the impact of changes in technology on personal growth and development. U5A1 Self-Concept Vision Board Source: The provisions of this adopted to be effective August 23, 2010, 35 TexReg Page 12 of 12