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The high school senior class will complete a WebQuest on the history of abnormal psychology. The class will break into groups of 3-4 students and use provided online resources like a WebQuest, YouTube videos, and other links. Each group will discuss what they found most interesting from the WebQuest and one member will report back to the full class. Students will be graded based on their participation and discussion in their groups and sharing with the class.
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This document is a daily lesson log for a Practical Research 2 class. It outlines the objectives, content, learning resources, and procedures for four class sessions during the first week of school. The objectives are to build student resources, develop resilience, identify those needing counseling, and prepare for face-to-face classes. Content includes student orientation, psychosocial support, and school policies. Learning resources include textbooks, modules, and counseling materials. Class procedures involve introductions, orientation, group activities, and monitoring student well-being and progress. The log is prepared by the teacher and checked by an assistant principal.Nature Vs Nurture
Nature Vs NurtureKelly Reierson
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This document outlines a psychology webquest that asks students to investigate the nature vs nurture debate. It instructs students to research two psychologists and their theories on whether behavior is influenced more by innate factors (nature) or environmental factors (nurture). Students will then prepare a presentation to share their findings with the class and participate in a discussion forum on the nature vs nurture question. The document provides resources on various psychologists, evaluation criteria, and credits its sources.Webquest ... a teaching tool
Webquest ... a teaching toolAnna C
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This document provides an overview of what a webquest is and how to design an effective webquest. It defines a webquest as an inquiry-oriented activity in which most or all of the information used by students is drawn from the web. An effective webquest has the following key elements: an introduction with a clear purpose, a defined task for students to complete, a process with steps for students to follow using online resources, an evaluation rubric, and a conclusion. The document offers guidance on developing each element and testing the webquest before implementation.College of Doctoral StudiesBackground Inform.docx
College of Doctoral StudiesBackground Inform.docxadkinspaige22
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The document outlines a study replicating Clark and Springer's (2007) research on incivility in nursing education, focusing on perceptions from faculty and students. It details the methodology using the Incivility in Higher Education survey to investigate disruptive behaviors and their frequency in undergraduate psychology classes. Assignments include creating key points documents and conducting qualitative data analysis to identify themes related to incivility. College of Doctoral StudiesBackground Inform.docx
College of Doctoral StudiesBackground Inform.docxhallettfaustina
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The document outlines a qualitative study by Clark and Springer (2007) that investigates perceptions of incivility in nursing education among faculty and students, focusing on its causes and potential remedies. It describes a 'mock' replication study aimed at gathering similar insights within undergraduate psychology classes using the Incivility in Higher Education survey. The document provides detailed steps for constructing a 10 key points document for the replication study and subsequent assignments related to data analysis and reporting.Collaborative Literacy Lesson Plan
Collaborative Literacy Lesson Planrjohn62495
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The document provides a template and sample lesson plan for a collaborative information literacy lesson between a teacher and library media specialist. The lesson plan aims to teach 8th grade students how to evaluate websites for research purposes. The plan involves comparing different websites on Anne Frank, identifying the strengths and weaknesses of each site using an evaluation form, and discussing as a class which site is most suitable for academic research. The teacher and librarian found collaborating on this lesson beneficial for integrating information literacy and meeting curriculum goals.Ad
More from Gabe Pullin (11)
Friday
FridayGabe Pullin
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The teacher will have the senior class of 22 students watch the movie "Sybil" in class. The students will then write a 5 paragraph review of the movie summarizing it, giving their opinion, and assessing if it accurately portrayed Dissociative Identity Disorder. They will use pencil and paper or a computer to complete the assignment, which will be evaluated based on participation in watching the film and writing a thorough 5 paragraph review by the deadline.Thursday
ThursdayGabe Pullin
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The teacher will give a presentation on personality disorders to a class of 22 high school seniors using PowerPoint slides. Students will then use computers and the internet to create blog posts on blogspot discussing which personality disorder they think would be worst to have. They will write an introductory paragraph, a paragraph on the disorder, and why they think it would be the worst. Students will then comment on at least three classmates' blogs. The teacher will evaluate students based on their participation in creating blogs and commenting on others.Tuesday
TuesdayGabe Pullin
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This lesson plan involves a presentation on mood disorders and creating mock Tumblr pages depicting different disorders. A high school senior class of 22 students will learn about mood disorders through a PowerPoint. Each student will then create a Tumblr page demonstrating the thoughts and posts of someone with a chosen disorder like bipolar I. Students must add the teacher's Tumblr so she can review their pages and evaluate their understanding of the depicted disorders.Personality disorders
Personality disordersGabe Pullin
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This document describes several personality disorders: histrionic personality disorder is characterized by attention seeking behavior and dislike of others receiving attention; narcissistic personality disorder involves an excessive focus on oneself, one's appearance, and accomplishments; antisocial personality disorder is defined by a disregard for laws and social norms, lack of empathy, and manipulation of others; borderline personality disorder includes unstable relationships, anger, and feelings of emptiness; and passive-aggressive personality disorder involves passive expression of aggression such as chronic lateness or failure to complete tasks.Anxiety disorders
Anxiety disordersGabe Pullin
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This document summarizes several types of anxiety disorders: panic disorder which involves sudden feelings of terror and physical symptoms; obsessive-compulsive disorder where disturbing thoughts cause rituals to be performed; post-traumatic stress disorder that can develop after a traumatic event; social anxiety disorder involving worry about social situations and being judged; specific phobias which are intense fears of specific objects or situations; and generalized anxiety disorder where a person worries excessively and is tense without provocation.Webquests
WebquestsGabe Pullin
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This document outlines a webquest on mood disorders. It provides instructions for students to complete online research on major depressive disorder, dysthymia, bipolar disorder, and disruptive mood dysregulation disorder. Students are then asked to participate in a class discussion on mood disorders. Participation in the discussion will be graded on a 10 point scale. The document concludes by asking for student feedback on the activity and previews that anxiety disorders will be the next topic discussed.Ci twitter page
Ci twitter pageGabe Pullin
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The document summarizes 5 educational leaders that the author followed on Twitter and what they learned from each one. Tom Altepeter, an elementary school principal, tweeted a variety of inspirational, sports-related, and humorous posts. Eric Sheninger, a high school principal, frequently shared helpful articles and quotes while also discussing personal topics. Mark Sanborn, a keynote speaker and author, often tweeted inspiring quotes. Shannon Smith, an elementary school principal, seemed overwhelmingly positive in her tweets and interactions. Finally, the CI350class Twitter account mirrored the class content and provided additional resources for assignments.Project based learning
Project based learningGabe Pullin
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This document outlines a project-based learning activity for a 9th grade class. The project involves splitting students into groups to create their own fictional nations. Each group will use different online tools like blogs, PowerPoint, YouTube videos, podcasts and Pinterest to collaboratively develop the laws, history, culture and government of their new country. The project is designed to teach students important skills for the 21st century like collaboration, critical thinking and use of technology through a hands-on, week-long project-based learning experience.Tutorial
TutorialGabe Pullin
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Tumblr is a free blogging website that allows members to interact through pictures, videos, and text in real time. It can be used educationally in classes like art and English by having students post and comment on each other's work or collaboratively write stories. While Tumblr has benefits like allowing students to follow and discuss assignments outside of class, it also has drawbacks like potential inappropriate content and requiring monitoring of student blogs.Ci 5 slide lesson
Ci 5 slide lessonGabe Pullin
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This document outlines a lesson plan for teaching abnormal psychology to a class of 22 high school seniors over the course of a week. The objective is for students to review and demonstrate their knowledge of the theories, history, and disorders of abnormal psychology through class activities, videos, and reinforcement. Each day focuses on a different topic, including psychological theories on Monday, the history of abnormal psychology on Tuesday, childhood disorders on Wednesday, personality disorders on Thursday, and films/videos on Friday.Ci assure
Ci assureGabe Pullin
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The document outlines objectives for teaching Russian students about the American holiday of the Fourth of July. The students range in age from 10 to 19 and have varying levels of visual impairment. The objectives are to develop the students' understanding of Fourth of July traditions through activities like listening to patriotic songs, tasting typical American foods, and hearing recordings of fireworks. The methods will incorporate hands-on learning using food and audio to engage multiple senses. Materials needed include items for the food tasting as well as internet access to play songs and recordings. The students will participate in group work and assessments to evaluate their understanding.Monday
- 1. Mondays ASSURE: Audience: This is a High School senior class of 22 students. There are 12 boys and 10 girls. Of those students, 13 are white, 7 are black, and 2 are Hispanic. State the Objective:Today, the students will complete a WebQuest learning about the history of abnormal psych to start the day. They will break up into groups of 3 or 4, log into the computers available (in the classroom or designated computer lab), follow the WebQuest directions from there. After completed the groups will individually discuss one or two things that stood out to them, something they may have learned that they didnt know before, or something they found particularly interesting. Turning the attention to the class as a whole, each group will tell myself and the class what they chose to discuss. The students will have the entire class period to complete the webquest, discuss in groups, report back to the class, and have time for questions or comments. They will complete this with 100% accuracy. Select Methods, Media, & Materials: YouTube, internet, links, all on the WebQuest Utilize Media and Materials: (Webquest) http://zunal.com/webquest.php?w=224800, (YouTube) http://www.youtube.com/watch?v=NkzyCp7QqzM, (other links) http://www.princeton.edu/~achaney/tmve/wiki100k/docs/Animism.html, http://www.salemwitchmuseum.com/education/, http://psychcentral.com/blog/archives/2011/02/17/the-birth-of-the-mental-asylum/, http://psychologyshistory.umwblogs.org/hannahs-page/important-influences/, http://www2.webster.edu/~woolflm/dorotheadix.html, http://www.simplypsychology.org/perspective.html Require Learner Participation:Students will break off into the assigned groups of 3 or 4. They will go to a computer where they will follow the links. As a group, students will work together to come up with one thing that they learned while going through the WebQuest: something they liked, learned, or found interesting. After everyone is finished, we will come together as a class and each group (having one or two people being the main speaker would be easier) will tell the class what they found interesting and why. We can share ideas and discuss the history of Psychology.
- 2. Evaluate and Revise: This will be graded entirely on participation. If each individual group comes up with something they all learned and shares with the class, they have completed what I wanted you to. 10/10- Shared the topic, why you picked it, and what you thought was interesting. 5/10- Simply state a topic without explaining why is was chosen. 0/10- No topic was chosen or shared.