12_psychopathology.ppt | |
File Size: | 68 kb |
File Type: | ppt |
Week of 8-22-16
Objective: What are students suppose to know? You will be able to determine what functions your left and right brain do. By working with a partner to use logic and creativity to create an invention, and present it to the class.
Week of 8-15-16
1. What are students supposed to know? You will be able to answer the following questions: 1. According to Charles Darwin's theory of evolution how does the environment influence species' biology? How can human development be better understood through genetics?
2. How do you know the students got it? Study guide and chapter test
3. What do you do when they didn't get it? Reteach and have students do test corrections
4. What are you doing when they already had it? move on to next topic.
Week of 9-1-15
Objective: You will be able to explain the three layers or structures of the brain, and how their functions account for human behavior, by filling in a brain chart.
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
SB 191 Evidence
Collaborates with other school staff to vertically align, articulate, and deliver the approved curriculum : Social Studies department use’s common plan time to ensure that we are all teaching the same material. As a department we are all within one day of each other, in regards to scope and sequence.
spring_of_2016_finals_exemptions.doc | |
File Size: | 25 kb |
File Type: | doc |
Week of 8-17-15
Class content Objective: What are the students suppose to know? You will be able to explain how according to Charles Darwin's theory of evolution; how does the environment influence a species' biology? By completing a semester long process that starts with an autobiography.
Paper objective: The purpose of this paper is to help you discover those things which have shaped your behavior up to this time and identify some things which you may be entirely unaware of.
Assignment: Social Psychological autobiography
Click on blue dash: _
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
SB 191 Evidence:
Quality Standard I Element A:
Align instruction with student learning objectives.
paternity_sub_plans_.pages | |
File Size: | 109 kb |
File Type: | pages |
Week of 10-14-14:
Objective: You will be able to explain how researchers study personality by taking a variety of personality tests.
Week of 9-30-14
Objective: You will be able to explain which process and experiences are considered to be extended states of consciousness, by taking notes.
Week of 5-20-14 Objective: You will be able to answer the following questions: What qualities or experiences indicate abnormality? How have attitudes toward abnormal behavior changed in the course of human history? What are the major approaches in psychopathology today? Of what use is a diagnostic classification system of psychological disorders? |
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Week of 4-29-14
Objective: You will be able to explain how researchers study personality by taking a variety of personality tests. |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 Evidence: Provides instruction that is intensive, and is sufficient in duration to accelerate learning. Example: Personality tests
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Week of 4-8-14
Objective: You will be able to explain how personality is defined by taking a variety of personality tests. |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 Evidence: Provides instruction that is intensive, and is sufficient in duration to accelerate learning. Example: Personality tests
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Objective: you will be able to explain how subliminal advertising works by taking notes
3-27 States of mind review 3-28 States of mind test |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 evidence: The teacher provides instruction that enhances students: Information literacy example: Dream facts reading
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Objective: You will be able to explain the processes and experiences that are considered to be extended states of consciousness, by answering a series of questions: see weebly
How is a hypnotized subject’s state of mind different from normal consciousness? What are some consequences of meditation? What causes on to experience hallucinations? How do different classes of psychoactive drugs alter consciousness? What part has consciousness played in human evolution? |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 evidence: The teacher provides instruction that enhances students: Information literacy example: Dream facts reading
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Week of 3-4-14
Objective: You will be able to explain why psychology’s modern conception of the mind is considered a new form of dualism. By writing about how consciousness can be described in terms of different functions, levels, and structures. |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 evidence: The teacher provides instruction that enhances students: critical thinking and reasoning.
Example: How is the organization of the nervous system related t behavior and experience? |
Week of 2-18-14
Objective: You will be able to identify the body's two communication systems, by analyzing the four lobes of the brain. |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 Evidence
Collaborates with other school staff to vertically align, articulate, and deliver the approved curriculum : Social Studies department use’s common plan time to ensure that we are all teaching the same material. As a department we are all within one day of each other, in regards to scope and sequence. |
Week of 2-11-14
Objective: You will be able to explain the three layers or structures of the brain, and how their functions account for human behavior, by filling in a brain chart. Week of 2-4- 14
Objective: You will be able to explain how modern science has influenced the link between psychology and biology, by completing a right brain left brain inventory. |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 Evidence
Collaborates with other school staff to vertically align, articulate, and deliver the approved curriculum : Social Studies department use’s common plan time to ensure that we are all teaching the same material. As a department we are all within one day of each other, in regards to scope and sequence. |
Week of 1-14-14
Objective: You will be able to explain how human development can be understood through genetics, the environment and personal experiences, by completing a timeline. |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 Evidence: district plan for instruction
FOCUS- Elevating the Essentials
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Week of 1-7-14
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Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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Week of 12-9-13
Objective: You will be able to show: what evidence suggests that clinicians have difficulty making objective judgments? What are the dangers of stigmatizing those who suffer from any of the forms of psychopathology presented in this chapter? |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191: Provides instructional strategies that include literacy( book work), numeracy (statistics), and language development (vocabulary) across content areas.
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Week of 12-3-13
Objective: You will be able to answer the following questions: How is a personality disorder different from other mental disorders? What class of disorders is someone suffering from who has a "split personality"? What experience do phobias and panic have in common? Which affective disorder accounts for a majority of all mental hospitalizations? What are the major types of schizophrenia? |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191: Clarifies and elaborates on interdisciplinary connections for students: Ex: reading, writing, language arts, and science.
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Week of 11-19-13
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Objective:
You will be able to answer the following questions: What qualities or experiences indicate abnormality? How have attitudes toward abnormal behavior changed in the course of human history? What are the major approaches in psychopathology today? Of what use is a diagnostic classification system of psychological disorders?Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology. |
SB 191: A variety of inquiry methods to explore new ideas and theories. Example: notes, book, and Frontline |
Week of 11-5-13
Objective: You will be able to explain how researchers study personality by taking a variety of personality tests. |
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Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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Week of 10-15-13
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Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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Week of 9-30-13
Objective: You will be able to explain the processes and experiences that are considered to be extended states of consciousness, by answering the following questions: How is a hypnotized subject’s state of mind different from normal consciousness? What are some consequences of meditation? What causes on to experience hallucinations? How do different classes of psychoactive drugs alter consciousness? What part has consciousness played in human evolution? |
Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 Evidence:
Literacy skill development: |
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Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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SB 191 evidence: The teacher provides instruction that enhances students: Information literacy example: Dream facts reading
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Standard: The development of scientific attitudes and skills including critical thinking, problem solving, and an appreciation of scientific methodology.
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