LT: Students will be able to research different methods of defining abnormality and be able to apply them to a given case study.
Perspectives Research Assignment Each group will be tasked with researching a particular model of abnormality, and will be responsible for creating a presentation for their peers to learn the model. Go through the assignment carefully and put your names on the sign up sheet below. Sign up sheet for a group of 3. Assignment Sheet and research guide for your group. Today’s Goal: By the end of class today the hope is to have your presentation ready, and practiced if possible. Presentations are only 5-7 minutes long and cover the same material as in your research guide. Think about what you need to know about your model of abnormality to be able to apply it to a case study (hint hint). Share your presentation with Grayson before class is over. I need to have access to your slides so we can present in an efficient manner.
0 Comments
LT: Students will be able to research different methods of defining abnormality and be able to apply them to a given case study.
Perspectives Research Assignment Each group will be tasked with researching a particular model of abnormality, and will be responsible for creating a presentation for their peers to learn the model. Go through the assignment carefully and put your names on the sign up sheet below. Sign up sheet for a group of 3. Assignment Sheet and research guide for your group. The assignment: You and your group of 2-3 will be responsible for teaching the class a specific model of abnormality that you sign up for. Read the directions carefully and use the research guide in the document to steer your searching, along with the rubric to make your slides up to par. You will have all of class today and tomorrow, and possibly the next period depending on progress before we present. Presentations will be graded based on the rubric on the last page of the assignment. Your goal is to make a presentation that your peers can learn from, since that will be how we are covering this material. You will be expected to take notes from your peers when not presenting and we will be using these notes for the rest of the unit. Starter: (5-10 minutes)
Write down 3 criteria you believe could be used to define abnormal behavior. This is different from yesterday when we defined what “normal” is. Think about the behavior itself, what could be used to dictate that behavior is abnormal? Run debrief on this asking for multiple perspectives. Try to make their answers fit into the 4Ds and write them down on the board as they go, making it clear that they’re all working towards these definitions. Introduction: What are the 4Ds? (slides 14-20) (10-15 minutes) The 4Ds of abnormal behavior are deviance, distress, dysfunction, and dangerousness. Run a debrief on this. Should these criteria be used to determine abnormal behavior? Why or why not? Case study: Anne (5-10 minutes read) Have students read the document silently. Then, have them discuss with a partner whether or not Anne should be considered psychologically disordered. Discussion questions: (10-15 minutes discussion)
Use the 4 corners to answer the first question: Agree, Strongly Agree, Disagree, Strongly Disagree
Starter: What is abnormal behavior? (5 minutes)
4 corner activity. Go into corners based on your response to these statements. Give about 2 minutes to discuss. One person from each corner will be required to explain the group’s thinking.
Writing Prompt Answer the following questions in a short answer type of format.
Introduction: CC video (15 minutes) Watch this 10 minute video from Crash Course going over the basics of abnormal behavior. Notes: Intro Abnormal Psych Presentation (rest of class) Have students get out their notes and take down definitions of abnormal psych. Slides 1-13 today, bleed into tomorrow if necessary or start on the 4Ds if necessary. Final Exam Outline and Review
Eyewitness Testimony Lecture
Start at slide 18- memory test Watch: TED Talk by Elizabeth Loftus “The Fiction of Memory” (18 min) READ: ‘How Our Brains Make Memories’ by Greg Miller, Smithsonian Magazine 2010. After you read, answer the following questions using information from the lecture, TED Talk, and reading:
Poverty vs. Internet/Tech
Each student is assigned one article from the following list. They need to:
Then, students get into small groups and share their articles and responses. Discuss their circled discussion question, plus the following:
Social Factors and Memory Article list:
Eyewitness Testimony Demo 1
Eyewitness Testimony Lecture See PPT for lecture with many demos included. Biology and Memory Lecture and Notes
See PPT for lecture Biology and Memory Study Analysis Students choose one study from the list of links I provide, and analyze the study for aim, method, procedure, variables, results, and conclusions. Then write a short paragraph about how what they have learned about memory could apply to their lives so far. Sleep and Memory
Schema Theory
See PPT on Schema Theory Biology and Memory Lecture and Notes See PPT for lecture Biology and Memory Study Analysis Students choose one study from the list of links I provide, and analyze the study for aim, method, procedure, variables, results, and conclusions. Then write a short paragraph about how what they have learned about memory could apply to their lives so far. Sleep and Memory
Encoding—What Makes Memories Stick?
Timing of Practice
Other Methods of Improving Recall
Demo: Processing and RetentionFollow along with this in-class demo! Review Time! Go into the study guide for this class. For the first THREE categories (Classical, Operant, Learning through Observation), list major terms/concepts.
|
AuthorWrite something about yourself. No need to be fancy, just an overview. Archives
April 2024
Categories |