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.