Essential Questions for Psychology Today!

1. Essential Questions for Psychology Today! Debra Park Clark University July 2012

6. http://www.apa.org/education/k12/national-standards.aspx

7. Resources for Teachers

8. Resources for Teachers

10. Overarching Themes of Standards

11. Domains and Standards Areas Scientific Inquiry Domain Perspectives in Psychological Science Research Methods, Measurement, and Statistics Biopsychology Domain Biological Bases of Behavior Sensation and Perception Consciousness Development and Learning Domain Life Span Development Learning Language Development Sociocultural Context Domain Social Interactions Sociocultural Diversity

12. Domains and Standards Areas Cognition Domain Memory Thinking Intelligence Individual Variations Domain Motivation Emotion Personality Psychological Disorders Applications of Psychological Science Domain Treatment of Psychological Disorders Health Vocational Applications

13. STANDARD AREA: Perspectives in Psychological Science CONTENT STANDARDS After concluding this unit, students understand: Development of psychology as an empirical science Major subfields within psychology Performance Standards CS 1: Development of psychology as an empirical science Students are able to (performance standards): 1.1 Define psychology as a discipline and identify its goals as a science 1.2: Describe the emergence of psychology as a scientific discipline. 1.3 Describe perspectives employed to understand behavior and mental processes 1.4 Explain how psychology evolved as a scientific discipline

14. What we would like YOU to help us with are the performance indicators Examples: PS 1.2Describe the emergence of psychology as a scientific discipline. Students may indicate this by (performance indicators): Explaining how Wilhelm Wundt’s research became the basis of experimental psychology and influenced others to research human behavior. PS 1.4 Explain how psychology evolved as a scientific discipline Students may indicate this by (performance indicators): Trace the accomplishments of psychological scientists of the 19th, 20thand 21st centuries. (BTW use PSYCH SIM – activity for this!)

15. STANDARD AREA: RESEARCH METHODS, MEASUREMENT, AND STATISTICS CONTENT STANDARDS After concluding this unit, students : Research methods and measurements used to study behavior and mental processes Ethical issues in research with human and non-human animals Basic concepts of data analysis CS 1 PS 1.1 Describe the scientific method and its role in psychology. PS 1.2 Describe and compare a variety of quantitative (eg, surveys, correlations, experiments) and qualitative (eg, interviews, narratives, focus groups) research methods

16. What we would like YOU to help us with are the performance indicators Examples: PS1.2Describe and compare a variety of quantitative (eg, surveys, correlations, experiments) and qualitative (eg, interviews, narratives, focus groups) research methods Students may indicate this by (performance indicators): Reviewing research studies and determining the appropriateness of the methods used to conduct the research. Developing a hypothesis and outlining the steps they will use to conduct a research study on a topic/problem/questions of their choice.

18. Understanding by Design Unit Plan

19. Stage One: Start with Standards Identify EU’s and EQ’s

20. Enduring Understanding(s) Students will understand that: Psychological knowledge, like all scientific knowledge, evolves rapidly as new discoveries are made. Psychological knowledge can be related to everyday life There are multiple perspectives by which psychologists study and explain human behavior. Heredity and environment interact in the development of an individual across the lifespan. Scientific evidence is used to explain all findings in the field of psychology.

21. Enduring Understanding(s) • Students will understand that: • Intelligence is more than a score on a test. • A multi-cultural and global perspective recognizes how diversity is important to understanding intelligence. • Any other suggestions???

22. Essential Question(s): How is intelligence defined and measured? How did the uses and abuses of Intelligence testing impact the lives of people of color/other groups in our society? How should intelligence testing be used? How can the results of various measures of intelligence be applied in the real world? How can we define and measure intelligence in such a way that the results are valid and culturally fair? How is our thinking/intelligence affected by the information provided by our culture and environment?

23. Essential Question(s): • Can decision making skills be developed to overcome poor judgment and problem solving abilities? • Is intelligence more than being smart in school? • Any other suggestions???

24. Student Objectives/Learning Outcomes: Students will: Discuss the conceptualizations of intelligence. Trace the history of intelligence testing and discuss its use and misuse. Identify current methods of assessing human abilities and explain measures of reliability and validity. Determine the biological, cultural and environmental factors that influence intelligence. Review the research that has been conducted on what is known about intelligence and present a summary of this research. Discuss what areas of intelligence are still in question and present their findings.

26. Performance Assessment Research and present what is known/unknown/still needs to be discovered about intelligence (groups of three). PPt/Visuals to accompany presentation Use Article and Websites here: http://www.apa.org/monitor/2012/05/intelligences.aspx http://www.indiana.edu/~intell/apa96.shtml http://webspace.ship.edu/cgboer/iku.html

27. Stage 3 –Plan your learning activities and daily lessons

28. Submit Performance Indicators Individuals and groups are invited to submit suggested Performance Indicators for the second revision of the National Standards for High School Psychology Curricula. Content Standard 1: Research methods and measurements used to study behavior and mental processesStudents are able to (performance standards): 1.3 Define systematic procedures used to improve the validity of research findings, such as external validity. Students may indicate this by (performance indicators): a.  Describing how test validity and reliability are established and related b.  Determining which of two tests would be more useful for a particular purpose when given relevant data about validity and reliability 

29. Content Standard 3: Issues in Intelligence • Students are able to (performance standards): • 3.1 Discuss issues related to the consequences of intelligence testing • Students may indicate this by (performance indicators) • Explaining the history of intelligence testing and identifying how it have been used and misused. • Describing the link between intelligence testing and the eugenics movement • Students are able to (performance standards): • 3.2 Discuss the influences of biological, cultural, and environmental factors on intelligence • Students may indicate this by (performance indicators): • a. Characterizing how studies of identical versus fraternal twins help establish the role of heredity in determining individual differences in intelligence • b. Explaining the role of cultural and group norms in establishing the frames of reference we use in thinking about individual differences

30. http://apacustomout.apa.org/commentstandards/default.aspx

31. Contact Info:debrapark@msn.comUbDPowerpointMore sample Unit Plans in UbD formatEssential Questions for US HistoryTeachers of Psychology in Secondary Schoolseleary@apa.org