Personality

Session 32 - Introduction into Personality

Run through the homework from last session concerning Intelligence - ensure that all students have completed the set work.

Inform the students that we will be moving onto Personality and that we will be undergoing a number of personality tests over the coming weeks. The first one is called the lemon juice experiment: 

http://www.bbc.co.uk/science/humanbody/mind/articles/personalityandindividuality/lemons.shtml 

The teacher will need to discuss the main ideas with the class such as introvert / extrovert and the reticular activating system (how it works).

Discuss the results and the reliability and validity of such test...

Move onto the Personality PP - run through the main ideas and concepts with the class, ensuring that all students record notes and complete the set questions / activities - must be completed by the next session.
  
 Session 33 - Personality Types, Traits & Theories

Begin session looking at the relevant homework - discuss main ideas.

Move onto the specific PowerPoint - run through each slide, take notes and discuss main concepts and ideas with the class.
 
Complete the relevant handout using the information from clips, slides and textbook.

All students are to read through pages 271 - 279 of the textbook and ensure that the relevant worksheet is completed.

Intelligence - Reliability and Validity

Session 30 - Intelligence, Validity & Reliability

Run through the set work from last session - all students must now know what to complete to ensure their workbook is up to date.

Move onto the 'Measuring Intelligence' PowerPoint - complete selected activities accompanying the presentation.

Students are to read through 258 - 261 and complete CYU 8.7 in their workbooks.


Session 31 - Intelligence => Strengths / Limitations

Open with a group task - designing an intelligence test that is as reliable and valid as possible. Refer to the relevant handout for more details...

Students are then move onto completing the Chapter 8 Summary – read and complete Section A (All of the Multiple Choice Q’s) and the following Section B / Short Answer Questions – 3, 6, 8, 9 & 10.

Classical Approaches to Describing Intelligence

Session 27 - Classical Approaches to Describing Intelligence

Open the session by revisiting the concepts discussed in last session - the effects of nature and nurture in response to intelligence.

Move onto the ongoing debate of men and women, who are the smartest:

http://www.dailymail.co.uk/news/article-405056/Men-intelligent-women-claims-new-study.html

http://www.psychologytoday.com/blog/the-scientific-fundamentalist/200901/why-men-are-more-intelligent-women

Discuss the articles with students – what are their thoughts…

Move onto group work (maybe pairs depending on numbers) involving students to answer and place their observations regarding the different approaches to describing intelligence – all of the observations are to be placed on the following etherpad for individual mind map exercise – most of the information used will come from the textbook pages 235 -242:

http://titanpad.com/fDWZdPsVvJ

Once all of the information is placed under each of the appropriate questions, your job is to create a mind map that includes the following:

• ·       Title: Classic Approaches In Describing Intelligence
• ·       An overview of each of the approaches to intelligence.
• ·       A small drawing / picture / scenario that captures the basic idea of the approach to intelligence. 
• ·       Some colour and pizzazz - as well as being informative and demonstrating your understanding you also need to make your mind map engaging to read / view.

This needs to be completed and shown to me by Friday 19th October

Session 28 - Classical Approaches to Describing Intelligence

Run through the content researched from last session - students are to begin to complete the following tasks:

1. The Classical Approaches to Describing Intelligence Mind Map using the information provided on the titanpad outlined above - details concerning the task are also stated above in Session 27.
2. Students need to read through pages 238 - 257 and complete the following Check Your Understandings => 8.3 to 8.6 in their workbooks. 

 While students are working - workbook checks will be undertaken.

All of the work outlined above needs to be completed by this coming Friday 19th October.


Session 29 - Work Outline => Behaviour & Influence and Intelligence

Located below is a checklist of the work requirements that need to be completed by next Wednesday. I've broken it down into two categories; Behaviour & Influence and Intelligence.

1.  BEHAVIOUR & INFLUENCE:
Other Activities:
- Zimbardo's Research Design
- Summer Heights High Power Q's
- Milgram's Research Design 
- Conformity Mix & Match Activity
- Pro & Anti Social Behaviour
- Aggression Table
- Good V Evil Q's 

Check Your Understanding: 

- 7.1, 7.2, 7.4, 7.6, 7.7, 7.8 & 7.9


2. INTELLIGENCE:
Other Activities:
- Nature V Nurture Data Analysis
- Approaches to Intelligence Mind Map

Check Your Understanding:

- 8.2, 8.3, 8.4, 8.5 & 8.6

ALL OF THIS WORK MUST BE COMPLETED BY NEXT WEDNESDAY - I'LL BE DOING WORKBOOK CHECKS ON WEDNESDAY AND FRIDAY.

Intelligence

Session 25 - Intelligence

Begin with an overview of what we will be covering over the next 3 weeks: -

-       Factors that influence Intelligence

-       Biological basis for Intelligence

-       Gender & Intelligence

-       Emotional Intelligence

-       Multiple Intelligence

-       Classical approaches in describing Intelligence

Move onto the Intelligence Ratings PowerPoint and explain the activity to the class – run through and discuss the observations gathered from the results.

Ask students to develop their own definition of intelligence – move onto developing a class definition…

Ask the students to place the following in their workbooks:

Intelligence

Intelligence involves the ability to learn from experience, acquire knowledge, to reason and solve problems, to deal with people and objects and to adapt effectively to the environment. Intelligence is also culture reliant.

Have a look at the top8 smartest people in the world:

http://palscience.com/science/the-worlds-top-8-smartest-people/

Watch the Chris Langan Youtube Clips and discuss the outcome as a class…

Place the following questions up on the board for students to take notes on:

1. ·      When analysing Chris’ childhood, how does society view his intelligence? Do you think this is common?
2. ·      What does Chris’ story reveal about the relationship between intelligence and the external environment?
3. ·      Should the Higher IQ or ‘smart people’ should be given more responsibility when tackling important world issues?

Discuss students’ observations and notes…

All students are to read through pages 231 & 232 and complete the Check Your Understanding 8.1 in their workbooks. – H/W if not finished…

 Session 26 - Intelligence => Nature V Nurture

Ask students to place the following in their workbooks:

Factors That Influence Intelligence

There are many factors that influence intelligence and performance on intelligence tests.

Interaction Of Genetic & Environmental Factors

It is not possible to separate the effects of hereditary and the environment on intelligence, psychologists believe that variations in intelligence can be attributed to both hereditary and the environmental factors. There is general agreement that inherited genes set the upper and lower limits of an individual’s intellectual capability.

There appears to be a very high positive correlation between how closely related people are, the more similar their IQ scores. 

The Flynn effect is a research finding that suggests that IQ scores have risen over time. This is thought to be because of environmental factors, including students staying in schools longer, improved educational methods, smaller families, increased exposure to technology and better nutrition and health care. 

All students are to read through 233 - 236 of the textbook and complete Check Your Understanding 8.2 in their workbook.

Students are then to complete Activity 7.1 from the Nelson Student Activity Handbook - must be completed before the next class which is on Monday.

Agression & Revision

Session 23 - Agression

Run through the ideas and concepts discussed last session - view, listen to or read the sources outlined in the relevant PowerPoint.

Watch the 'How Violent Are You?' - from beginning up until 19 minutes. Discuss the links / relationships to those findings from Bandura's study...

Question: Thinking about what you have explored over the last 2 weeks, do you believe that 'criminals are born bad'?

Read through 'Behaviour: Are Criminals Born, Not Made?'

Watch Zimbardo's lecture - 'The Lucifer Effect' and ask students to complete the 4C's (Connections, Challenges, Concepts & Changes) activity in their workbooks.

Run through observations on the W/B and discuss main ideas and concepts with the class...

Students are to place the following in their workbooks under the title Agression:
Aggression is defined as any behaviour that is intended to cause physical or psychological harm to a person, animal or object.  Aggression can be physical, verbal or a combination of both. It can be subtle or obvious.  Behaviour is considered aggressive when the intention is to harm, regardless of whether harm is done.

Read through pages 221 - 22 of the textbook and complete the following table in workbooks:

Concept & Definition  /  Links to Agression  /  Evidence

Place the observations on the W/B and discuss the main ideas with the class.

Students are to complete CYU 7.8 in their workbooks.

Session 24 - Agression (con't) & Ethics

Run through concepts discussed last session (notes from Zimbardo and Agression) and also 7.8 - ensure key ideas are discussed and understood.

Watch ' Are You Good or Evil?' - students are to complete the viewing sheet while watching the show.

Discuss the main ideas from the show and link back to previous content. 

Read through pages ... of the textbook and complete CYU 7.9 in workbook. 

Social Learning Theory

Session 22 - Social Learning Theory

Run through the CYU 7.6 & 7.7 with the class - ensure that all students understand the content.

Make reference to the bystander effect and ask the leading question from last session concerning whether this would happen in Melbourne / Fitzroy.

Move onto the concept of Social Learning Theory and explain the link to behaviour...

Run through the relevant PowerPoint with the class - students copy down the information and complete the activities.

Students are to complete their observations concerning the implications of Bandura's study for homework and be ready to present it next class.

Pro & Anti - social Behaviour

Session 20 - Pro - social Behaviour

Run through the main ideas and concepts from last session - including the CYU 7.4 from the textbook. Ensure all students have completed and up to date...

Move onto Pro-social Behaviour, students are to place the following in their workbooks:

Pro-Social Behaviour refers to any behaviour intended to help or benefit another person, group or society. It is intentional, i.e. the goal was to provide assistance. When the goal is not to help someone, regardless of whether somebody else benefits, it is not pro-social behaviour.  There are a number of factors that can influence pro-social behaviour. These include situational factors, social norms and personal factors.

Run through the ideas and concepts outlined above - discuss with the class. Discuss any examples that students have have experienced, witness or heard of...

Move onto the Pro–social Behaviour table – all students must complete using 213 – 216 of the textbook (definitions/examples). Will need to run through how to fill out the sheet with the class.

Allow time for students to complete – then go through definitions and examples.

Discuss the rest of the concepts and theories outlined in table with the class.

Move onto the questions:

• Are we born with a universal set of morals? Or are they learnt?
• Why do we behave they way we do in certain situations?
• Are these behaviours common across all organisms?

Discuss the questions above as a class - then move on to and introduce the TED talk:

http://www.ted.com/talks/lang/en/frans_de_waal_do_animals_have_morals.html

Discuss the main ideas from the clip - What can you take away from the experiments shown in the clip?

Session 21 - Anti-Social Behaviour


Run through the main ideas and concepts from last session - specifically the idas based around the TED talk (see above)...

Move onto the idea of Altruism – read section on page 216.

Question: If you could change the world (for the better) what would you do?

Look at the idea ‘Pay It Forward’

 http://en.wikipedia.org/wiki/Pay_it_forward

Watch ‘Pay it Forward’ clip and get student opinions – could this actually work???

Real life examples / movements:

http://www.dothedeed.org/

http://www.keloland.com/NewsDetail6162.cfm?Id=109374

http://www.dailymail.co.uk/health/article-1310356/Dont-worry-happy-Doing-good-deed-day-world-good.html

Move onto Anti-social Behaviour students are to copy the following down in their workbooks:

Anti-social behaviour is any behaviour that is disruptive or harmful to the wellbeing or property of others or to the functioning of a group or society.

Students are to then fill out the Anti-social behaviour section of the A3 paper - run through the definitions and the examples with the class.

Discuss the origins of the Bystander Effect - look at the Kitty Genovese murder:
http://www.wired.com/science/discoveries/news/2009/03/dayintech_0313

Watch the Bystander Effect clips - Would the general results from the clips be applicable to Melbourne or Fitzroy?

Students are to complete CYU 7.6 and 7.7 in their workbook.