1. warmup
1. What is altruism? And explain why it does or does not exist.
2. Explain how having happy relationships can help you biologically.
3. Give two examples of a way that schools can or can't overcome bullying. (personal opinion/reflection)
2. Basic research presentations: IV, DV, Hypothesis, basic experiment, sampling method.
3. Homework:
1. Blog due Sunday at 8, no later than Mon start of class.
2. All make-up work due Mon start of class.
3. Research project proposal due Mon start of class.
4. Final next Friday.
5. Research results due Friday May 6th for EC.
Friday, April 22, 2011
Thursday, April 21, 2011
Agenda 4/19/2011
1. Warm-up 4/19/2011
o “What are two limitations of case studies and why?”
o “Explain why quantitative researchers say that case studies cannot be generalized while qualitative researchers say that it can?”
2. Discussion 10.4 & 10.5
3. End of year in review
4. Homework:
1. Project due Monday 4/25.
2. All make-up work due 4/25.
3. Final blog due Sunday 4/24 @ 8:00 p.m.
4. Final next Friday 4/29.
o “What are two limitations of case studies and why?”
o “Explain why quantitative researchers say that case studies cannot be generalized while qualitative researchers say that it can?”
2. Discussion 10.4 & 10.5
3. End of year in review
4. Homework:
1. Project due Monday 4/25.
2. All make-up work due 4/25.
3. Final blog due Sunday 4/24 @ 8:00 p.m.
4. Final next Friday 4/29.
Agenda 4/18/2011
1. Warm-up 4/18/2011
1. What are the four deadlines from now until the end of the year (hint: there are four of them.)
2. Define what a case study is. Give two examples of case studies (either researcher name or describe the study) that we have learned this year.
2. Discussion 10.3 & 10.4
3. End of year review
4. Homework:
1. Project due Monday 4/25.
2. All make-up work due 4/25.
3. Final blog due Sunday 4/24 @ 8:00 p.m.
4. Final next Friday 4/29.
1. What are the four deadlines from now until the end of the year (hint: there are four of them.)
2. Define what a case study is. Give two examples of case studies (either researcher name or describe the study) that we have learned this year.
2. Discussion 10.3 & 10.4
3. End of year review
4. Homework:
1. Project due Monday 4/25.
2. All make-up work due 4/25.
3. Final blog due Sunday 4/24 @ 8:00 p.m.
4. Final next Friday 4/29.
Friday, April 15, 2011
Agenda 4/12/2011
1. Warmup 4/8/2011
• “What are some of the ethical considerations to the covert study presented by Festinger et al in 1956?”
• Give an example of research we have studied for each of the following three observation techniques (Repeated research will not be counted):
o Non-participant
o Participant
o Naturalistic
2. Discussion 10.3
3. Homework: Learning objectives due on blog by class Mon.
Vocabulary due in class on Fri/or through game.
Finish reading chapter 10
Agenda 4/8/2011
1. Warmup 4/8/2011
1. What is the point of IPA? (Interpretive Phenomenological Analysis)
2. Identify two of the four types of questions used in qualitative research interviews.
2. Discussion 10.2 & 10.3
3. Homework: Learning objectives due on blog by class Mon.
Vocabulary due in class on Fri/or through game.
Finish reading chapter 10
Tuesday, April 12, 2011
Learning Outcomes Chpt 10 Periods 5 & 6
Learning Outcomes Chapter 10 Period’s 5 and 6
1. Distinguish between qualitative and quantitative data
a. Writer = Matt, Editor = Tara
2. Explain strengths and limitations of a qualitative approach to research.
a. Writer = Lily, Editor = Anna
3. Explore the extent to which findings can be generalized from qualitative studies.
a. Writer = Sheila, Editor = Leslie
4. Discuss ethical considerations in qualitative research.
a. Writer = Francesca, Editor = Eliot
5. Discuss sampling techniques appropriate to qualitative research (eg. Purposive sampling, snowball sampling.)
a. Writer = Connor, Editor = Elyana
6. Explain the effects of participant expectations and researcher bias in qualitative research.
a. Writer = Rachel C., Editor = Anne
7. Explain the importance of credibility in qualitative research.
a. Writer = Irma, Editor = Eleah
8. Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.
a. Writer = Liz, Editor = Chloe
9. Explain reflexivity in qualitative research.
a. Writer = Michal, Editor = Evan
10. Evaluate semi-structured, focus group, and narrative interviews.
a. Writer = Daniel, Editor = Ben
11. Discuss considerations involved before, during, and after an interview (e.g. sampling method, data recording, traditional versus postmodern transcription, debriefing.)
a. Writer = Libby, Editor = Michael
12. Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.
a. Writer = Olivia, Editor = Hope
13. Evaluate participant, non-participant, naturalistic, overt, and covert observations.
a. Writer = Nick, Editor = Zahava
14. Discuss considerations involved in setting up and carrying out an observation (e.g. audience effect, Hawthorne effect, disclosure.)
a. Writer = Spencer, Editor = Mohira
15. Discuss how researchers analyze data obtained in observational research.
a. Writer = Mohira Editor = Rachel B.
16. Evaluate the use of case studies in research.
a. Writer = Tara, Editor = Anna
17. Explain how a case study could be used to investigate a problem in an organization or group (e.g. a football team, a school, a family.)
a. Writer = *, Editor = *
18. Discuss the extent to which findings can be generalized from a single case study.
a. Writer = *, Editor = *
There are 4 more extra credit spots left that weren’t filled. Since 5th period is working on this in class tomorrow, two people in the class can pick one of the last two topics, two people from 6th will do the same on Thursday.
1. Distinguish between qualitative and quantitative data
a. Writer = Matt, Editor = Tara
2. Explain strengths and limitations of a qualitative approach to research.
a. Writer = Lily, Editor = Anna
3. Explore the extent to which findings can be generalized from qualitative studies.
a. Writer = Sheila, Editor = Leslie
4. Discuss ethical considerations in qualitative research.
a. Writer = Francesca, Editor = Eliot
5. Discuss sampling techniques appropriate to qualitative research (eg. Purposive sampling, snowball sampling.)
a. Writer = Connor, Editor = Elyana
6. Explain the effects of participant expectations and researcher bias in qualitative research.
a. Writer = Rachel C., Editor = Anne
7. Explain the importance of credibility in qualitative research.
a. Writer = Irma, Editor = Eleah
8. Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.
a. Writer = Liz, Editor = Chloe
9. Explain reflexivity in qualitative research.
a. Writer = Michal, Editor = Evan
10. Evaluate semi-structured, focus group, and narrative interviews.
a. Writer = Daniel, Editor = Ben
11. Discuss considerations involved before, during, and after an interview (e.g. sampling method, data recording, traditional versus postmodern transcription, debriefing.)
a. Writer = Libby, Editor = Michael
12. Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.
a. Writer = Olivia, Editor = Hope
13. Evaluate participant, non-participant, naturalistic, overt, and covert observations.
a. Writer = Nick, Editor = Zahava
14. Discuss considerations involved in setting up and carrying out an observation (e.g. audience effect, Hawthorne effect, disclosure.)
a. Writer = Spencer, Editor = Mohira
15. Discuss how researchers analyze data obtained in observational research.
a. Writer = Mohira Editor = Rachel B.
16. Evaluate the use of case studies in research.
a. Writer = Tara, Editor = Anna
17. Explain how a case study could be used to investigate a problem in an organization or group (e.g. a football team, a school, a family.)
a. Writer = *, Editor = *
18. Discuss the extent to which findings can be generalized from a single case study.
a. Writer = *, Editor = *
There are 4 more extra credit spots left that weren’t filled. Since 5th period is working on this in class tomorrow, two people in the class can pick one of the last two topics, two people from 6th will do the same on Thursday.
Friday, April 8, 2011
Agenda 4/6/2011
1. Warm-up 4/6/2011
1. What are the three types of Qualitative research interviews? What is a benefit of each?
2. Extra credit: What is a limitation of each according to the text? (all or nothing for 3 points)
2. Discussion 10.2/possibly 10.3
Group work on project
3. Homework:
Read 10.3
Learning objectives due next Sun Blog.
Vocab game next Fri.
1. What are the three types of Qualitative research interviews? What is a benefit of each?
2. Extra credit: What is a limitation of each according to the text? (all or nothing for 3 points)
2. Discussion 10.2/possibly 10.3
Group work on project
3. Homework:
Read 10.3
Learning objectives due next Sun Blog.
Vocab game next Fri.
Agenda 3/22/201
1. Warm-up 3/22/2011
Explain the three kinds of sampling in qualitative research including a limitation for each.
2. Discussion 10.1 and research
3. Homework: Read 10.2 and finish blog by Sunday at 8:00 pm.
Explain the three kinds of sampling in qualitative research including a limitation for each.
2. Discussion 10.1 and research
3. Homework: Read 10.2 and finish blog by Sunday at 8:00 pm.
Agenda 3/21/2011
1. Warm-up 3/21/2011
1. “What are the three debate questions that Ritchie and Lewis (2003) proposed for epistemology?”
2. “Who do you think would be the person you would like to work with on your project and why (be detailed and make sure it relates to the project)?”
2. Classroom discussion 10.1
3. Homework: Finish reading 10.1 & think into projects.
1. “What are the three debate questions that Ritchie and Lewis (2003) proposed for epistemology?”
2. “Who do you think would be the person you would like to work with on your project and why (be detailed and make sure it relates to the project)?”
2. Classroom discussion 10.1
3. Homework: Finish reading 10.1 & think into projects.
Friday, March 18, 2011
Agenda 3/17/2011
Pretest on Chapter 10
1. Explain some limitations with qualitative research and how researchers overcome this?
2. Identify different types of interview techniques and specify the reason for each. Ex: active listening.
3. Compare and contrast participant observation and naturalistic observation.
4. Explain how a case study could be used to investigate a problem in an organization or group (ex: a football team, a school, a family, etc.)
Warm-up 3/16 & 17
1. Identify the differences between qualitative and quantitative studies/data?
2. Name one kind of sampling and discuss what it entails.
Homework:
Read Chapter 10 section 1 and 2 by Monday.
Write a response to the blog by Sunday at 8:00 p.m.
1. Explain some limitations with qualitative research and how researchers overcome this?
2. Identify different types of interview techniques and specify the reason for each. Ex: active listening.
3. Compare and contrast participant observation and naturalistic observation.
4. Explain how a case study could be used to investigate a problem in an organization or group (ex: a football team, a school, a family, etc.)
Warm-up 3/16 & 17
1. Identify the differences between qualitative and quantitative studies/data?
2. Name one kind of sampling and discuss what it entails.
Homework:
Read Chapter 10 section 1 and 2 by Monday.
Write a response to the blog by Sunday at 8:00 p.m.
Sunday, March 6, 2011
Chapter 6 test questions
Developmental Psychology Unit
Post Assessment:
Three of the following five questions will appear on the chapter 6 test. You will be given the option to answer two of those three questions in essay form. Each question will be worth 50 points.
1. Compare and Contrast at least two developmental theories. Include all parts of each theory including who proposed the theory and examples of each step to receive full credit.
2. Argue the rights of multiple genders and how they have changed worldwide over the last century. Be sure to include at least two relevant studies that show whether or not gender has a social, cognitive, or biological basis.
3. Explain how attachment is developed using social developmental theories such as that of Bowlby and his predecessors as well as ways to test attachment using the strange situation paradigm.
4. How is resiliency able to compensate and reinforce for negative environmental and developmental factors. Utilize at least three experiments and their outcomes in your answer.
5. Argue how media has changed the look and self worth of adolescent children and how globalization may affect this idea in the long run. Include at least two developmental theorists’ ideas as to why this occurs at this age.
Post Assessment:
Three of the following five questions will appear on the chapter 6 test. You will be given the option to answer two of those three questions in essay form. Each question will be worth 50 points.
1. Compare and Contrast at least two developmental theories. Include all parts of each theory including who proposed the theory and examples of each step to receive full credit.
2. Argue the rights of multiple genders and how they have changed worldwide over the last century. Be sure to include at least two relevant studies that show whether or not gender has a social, cognitive, or biological basis.
3. Explain how attachment is developed using social developmental theories such as that of Bowlby and his predecessors as well as ways to test attachment using the strange situation paradigm.
4. How is resiliency able to compensate and reinforce for negative environmental and developmental factors. Utilize at least three experiments and their outcomes in your answer.
5. Argue how media has changed the look and self worth of adolescent children and how globalization may affect this idea in the long run. Include at least two developmental theorists’ ideas as to why this occurs at this age.
Friday, February 25, 2011
agenday 2/24&2/25
1. Warmup - 2/24/2011
Explain the situation with David Reimer and Dr. Money when it comes to gender identity. Be sure to be specific and include what happened and the eventual outcome.
2. Discussion 6.2 & 6.3 youtube on David Reimer and Gender Identification.
3. Homework: Read 6.3
Vocabulary for 6.2 and 6.3 due next Wed.
Blog due Sunday night at 8:00 p.m.
Test questions will be up over the weekend or by next week...start STUDYING for the exam!
Explain the situation with David Reimer and Dr. Money when it comes to gender identity. Be sure to be specific and include what happened and the eventual outcome.
2. Discussion 6.2 & 6.3 youtube on David Reimer and Gender Identification.
3. Homework: Read 6.3
Vocabulary for 6.2 and 6.3 due next Wed.
Blog due Sunday night at 8:00 p.m.
Test questions will be up over the weekend or by next week...start STUDYING for the exam!
Wednesday, February 23, 2011
Agenda 2/23/2011
1. Warm-up 2/23/2011
Pick one of the following to write about.
1. Explain two of the three factors of resiliency that are important for protection from damaging effects of stressful life events?
2. Explain the timeline of events that occurred with the Czech twins studied by Koluchova and give opinion on whether the twins could be deemed normal.
2. Discussion 6.2/6.3
3. Homework: Read 6.3 (pp 207-210)
Learning Objectives due Thurs 2/24
Vocab 6.2 due next Wed (all bold words)
Pick one of the following to write about.
1. Explain two of the three factors of resiliency that are important for protection from damaging effects of stressful life events?
2. Explain the timeline of events that occurred with the Czech twins studied by Koluchova and give opinion on whether the twins could be deemed normal.
2. Discussion 6.2/6.3
3. Homework: Read 6.3 (pp 207-210)
Learning Objectives due Thurs 2/24
Vocab 6.2 due next Wed (all bold words)
Monday, February 14, 2011
agenda 2/14/2011
1.Warm-up 2/14/2011
Explain the strange situation paradigm according to Ainsworth including the outcomes: Type A (Avoidant), Type B (Securely attached), Type C (Ambivalent.)
2. Discussion (Erikson)
3. Homework: Work on Learning objectives
Finish reading 6.2
Explain the strange situation paradigm according to Ainsworth including the outcomes: Type A (Avoidant), Type B (Securely attached), Type C (Ambivalent.)
2. Discussion (Erikson)
3. Homework: Work on Learning objectives
Finish reading 6.2
Friday, February 11, 2011
Learning outcomes Chapter 6: Period 6
1. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Cognitive Development 6.1)
a. Writer = Rachel, editor = Spencer
2. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Social Development 6.2)
a. Writer = Nick, editor = Hope
3. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Identity Development 6.3)
a. Writer = Olivia, Editor = Michael
4. Evaluate psychological research (through theories and/or studies) relevant to developmental psychology.
a. Writer = Libby/Mohira, Editor = Ben
5. Evaluate theories of cognitive development
a. Writer = Daniel, Editor = Evan
6. Discuss how social and environmental variables may affect cognitive development.
a. Writer = Michal, Editor = Chloe
7. Examine attachment in childhood and its role in the subsequent formation of relationships
a. Writer = Liz, Editor = Eleah
8. Discuss potential effects of deprivation on trauma in childhood or later development.
a. Writer = Zahava, editor = Mohira
9. Define resilience.
a. Writer = Spencer, Editor = Rachel
10. Discuss strategies to build resilience.
a. Writer = Eleah, Editor = Zahava
11. Discuss the formation and development of gender roles.
a. Writer = Hope, Editor = Nick
12. Explain cultural variations of gender roles.
a. Writer = Michael, Editor = Olivia
13. Describe adolescence.
a. Writer = Ben, Editor = Libby
14. Discuss the relationship between physical change and development of identity during adolescence.
a. Writer = Evan, Editor = Daniel
15. Examine psychological research into adolescence.
a. Writer = Chloe, Editor = Michal
a. Writer = Rachel, editor = Spencer
2. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Social Development 6.2)
a. Writer = Nick, editor = Hope
3. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Identity Development 6.3)
a. Writer = Olivia, Editor = Michael
4. Evaluate psychological research (through theories and/or studies) relevant to developmental psychology.
a. Writer = Libby/Mohira, Editor = Ben
5. Evaluate theories of cognitive development
a. Writer = Daniel, Editor = Evan
6. Discuss how social and environmental variables may affect cognitive development.
a. Writer = Michal, Editor = Chloe
7. Examine attachment in childhood and its role in the subsequent formation of relationships
a. Writer = Liz, Editor = Eleah
8. Discuss potential effects of deprivation on trauma in childhood or later development.
a. Writer = Zahava, editor = Mohira
9. Define resilience.
a. Writer = Spencer, Editor = Rachel
10. Discuss strategies to build resilience.
a. Writer = Eleah, Editor = Zahava
11. Discuss the formation and development of gender roles.
a. Writer = Hope, Editor = Nick
12. Explain cultural variations of gender roles.
a. Writer = Michael, Editor = Olivia
13. Describe adolescence.
a. Writer = Ben, Editor = Libby
14. Discuss the relationship between physical change and development of identity during adolescence.
a. Writer = Evan, Editor = Daniel
15. Examine psychological research into adolescence.
a. Writer = Chloe, Editor = Michal
Wednesday, February 9, 2011
Learning objectives CH.6 Period 5
Developmental Psychology Learning outcomes for Chapter 6:1. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Cognitive Development 6.1)
a. Writer = Elyana, editor = Anne
2. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Social Development 6.2)
a. Writer = Eliot, editor = Rachel
3. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Identity Development 6.3)
a. Writer = Leslie, Editor = Connor
4. Evaluate psychological research (through theories and/or studies) relevant to developmental psychology.
a. Writer = Irma, Editor = Francesca
5. Evaluate theories of cognitive development
a. Writer = Anna, Editor = Sheila
6. Discuss how social and environmental variables may affect cognitive development.
a. Writer = Tara, Editor = Lilly
7. Examine attachment in childhood and its role in the subsequent formation of relationships
a. Writer = Matt, Editor = Irma
8. Discuss potential effects of deprivation on trauma in childhood or later development.
a. Writer = Anne, editor = Elyana
9. Define resilience.
a. Writer = Rachel, Editor = Eliot
10. Discuss strategies to build resilience.
a. Writer = Connor, Editor = Leslie
11. Discuss the formation and development of gender roles.
a. Writer = Sheila, Editor = Anna
12. Explain cultural variations of gender roles.
a. Writer = Lilly, Editor = Tara
13. Describe adolescence.
a. Writer = Francesca, Editor = Matt
14. Discuss the relationship between physical change and development of identity during adolescence.
a. Writer = Tara, Editor = Lilly
15. Examine psychological research into adolescence.
a. Writer = Irma, Editor = Eliot
a. Writer = Elyana, editor = Anne
2. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Social Development 6.2)
a. Writer = Eliot, editor = Rachel
3. Assess the extent to which biological, cognitive, and sociocultural factors influence human development. (Identity Development 6.3)
a. Writer = Leslie, Editor = Connor
4. Evaluate psychological research (through theories and/or studies) relevant to developmental psychology.
a. Writer = Irma, Editor = Francesca
5. Evaluate theories of cognitive development
a. Writer = Anna, Editor = Sheila
6. Discuss how social and environmental variables may affect cognitive development.
a. Writer = Tara, Editor = Lilly
7. Examine attachment in childhood and its role in the subsequent formation of relationships
a. Writer = Matt, Editor = Irma
8. Discuss potential effects of deprivation on trauma in childhood or later development.
a. Writer = Anne, editor = Elyana
9. Define resilience.
a. Writer = Rachel, Editor = Eliot
10. Discuss strategies to build resilience.
a. Writer = Connor, Editor = Leslie
11. Discuss the formation and development of gender roles.
a. Writer = Sheila, Editor = Anna
12. Explain cultural variations of gender roles.
a. Writer = Lilly, Editor = Tara
13. Describe adolescence.
a. Writer = Francesca, Editor = Matt
14. Discuss the relationship between physical change and development of identity during adolescence.
a. Writer = Tara, Editor = Lilly
15. Examine psychological research into adolescence.
a. Writer = Irma, Editor = Eliot
Tuesday, February 8, 2011
agenda 2/8/2011
1. Warmup 2/8/2011
What are the four stages of development according to Piaget? Give an example of a specific development at each stage.
2. Discussion 6.1 (Piaget and Freud)
- Video on Piaget stages
3. Homework
- Read 6.1
- Email Mr. Tulper for PowerPoint if you want it (lelandtulper@gmail.com)
- Learning objectives will be given tomorrow
What are the four stages of development according to Piaget? Give an example of a specific development at each stage.
2. Discussion 6.1 (Piaget and Freud)
- Video on Piaget stages
3. Homework
- Read 6.1
- Email Mr. Tulper for PowerPoint if you want it (lelandtulper@gmail.com)
- Learning objectives will be given tomorrow
agenda 2/4/2011
1. Warmup 2/4/2011
o “What are some biological development stages in children and name some examples of each.
o Compare and contrast cross sectional vs. longitudinal studies. Also explain why these studies would be used in developmental psychology.
2. Discussion 6.1 (Piaget and Freud)
3. Homework:
1. Skim chapter 6
2. Post on the blog by class on Monday.
o “What are some biological development stages in children and name some examples of each.
o Compare and contrast cross sectional vs. longitudinal studies. Also explain why these studies would be used in developmental psychology.
2. Discussion 6.1 (Piaget and Freud)
3. Homework:
1. Skim chapter 6
2. Post on the blog by class on Monday.
Agenda 2/3/2011
1. Warmup 2/3/2011 Period 6
Warmup 2/4/2011 Period 5
1. Why can’t human babies survive without adults? Give examples
2. At what age would you expect a person to be able to fend for themselves? Why?
2. Discussion 6.1 (Developmental Psych background)
3. Homework:
1. Skim chapter 6 for game.
2. Answer blog by class on Monday.
Warmup 2/4/2011 Period 5
1. Why can’t human babies survive without adults? Give examples
2. At what age would you expect a person to be able to fend for themselves? Why?
2. Discussion 6.1 (Developmental Psych background)
3. Homework:
1. Skim chapter 6 for game.
2. Answer blog by class on Monday.
Wednesday, February 2, 2011
agenda 1/31/2011
1. Warm-up 1/31/2011
Developmental Psychology Unit
Pre-Assessment:
Answer 3 of the 5 following questions in short paragraph form.
1. Name two developmental theorists and describe their theories in as much detail as possible.
2. Explain how gender plays a role in society and how it can be beneficial or discriminatory to be a certain sex.
3. Evaluate how do children become attached to other people and how do they overcome traumas?
4. Compare and contrast people who are male, female, transgender, or other (more than just biological factors.)
5. Justify why adolescent children use media images to self realize themselves.
2. Discussion (Donnie Darko) and finish movie
3. Homework: Read chapter 6 definitions and skim the chapter.
Developmental Psychology Unit
Pre-Assessment:
Answer 3 of the 5 following questions in short paragraph form.
1. Name two developmental theorists and describe their theories in as much detail as possible.
2. Explain how gender plays a role in society and how it can be beneficial or discriminatory to be a certain sex.
3. Evaluate how do children become attached to other people and how do they overcome traumas?
4. Compare and contrast people who are male, female, transgender, or other (more than just biological factors.)
5. Justify why adolescent children use media images to self realize themselves.
2. Discussion (Donnie Darko) and finish movie
3. Homework: Read chapter 6 definitions and skim the chapter.
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