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IB Diploma Programme course outlinesright280035Brian N. Burak00Brian N. BurakName of the teacher who prepared the outline:right942975Psychology SL/HL00Psychology SL/HLName of the course: right628650Psychology is the study of behavior and mental processes, and as such, offers unparalleled insight into the motivations and consequences of the human condition. The approach to teaching is holistic and integrative. It fosters intercultural understanding and respect as students examine the roles socio-cultural factors play to influence human behavior. The aim is for students to critically analyze and apply psychological principles, theories and phenomenon in authentic, tangible ways in the real world. The course will focus on the core levels of analysis – Biological, Cognitive and Socio-Cultural – as the primary means to examine human behavior and mental processes. Students will examine the interrelationship of these core levels as well as exploring the roles they play in optional areas of Psychology through the study of two of the following: Abnormal Psychology, Sports Psychology, Health Psychology, Psychology of Human Relationships, and Developmental Psychology.The practical objective is to actively engage students in the field of psychology through in-depth rather than broad, shallow coverage of topics, so that students may be able to critically analyze the psychology concepts and theories and apply that knowledge in various social, cultural, gender-based, ethical, real world situations. The assessment objective is for students to be able to use their knowledge of psychological terms & concepts, research methods, theories and studies, to apply and analyze said concepts, methods and studies to develop arguments, while critically evaluating those same methods, theories and studies and discuss how the knowledge can be applied though the core levels of analysis and be used to explain human behavior. Every student will complete a replication of a simple experimental study as an internal assessment ad sit for the external examination at the conclusion of the course. Theory of Knowledge content is interwoven into the daily fabric of the class. Many of the Ways of Knowing are aspects of Cognitive Psychology that are taught – language, perception, emotion, reasoning, and memory. When teaching these subjects specifically students are expected to compare the Psychology content to their ToK classes and vice versa. They are required to share personal, real world examples of these concepts to help them with their ToK essays. Frequent “ToKonnections” (questions or prompts designed to get students to consider ToK) are built into reading assignments and lectures. ToK is an essential component of Psychology class.00Psychology is the study of behavior and mental processes, and as such, offers unparalleled insight into the motivations and consequences of the human condition. The approach to teaching is holistic and integrative. It fosters intercultural understanding and respect as students examine the roles socio-cultural factors play to influence human behavior. The aim is for students to critically analyze and apply psychological principles, theories and phenomenon in authentic, tangible ways in the real world. The course will focus on the core levels of analysis – Biological, Cognitive and Socio-Cultural – as the primary means to examine human behavior and mental processes. Students will examine the interrelationship of these core levels as well as exploring the roles they play in optional areas of Psychology through the study of two of the following: Abnormal Psychology, Sports Psychology, Health Psychology, Psychology of Human Relationships, and Developmental Psychology.The practical objective is to actively engage students in the field of psychology through in-depth rather than broad, shallow coverage of topics, so that students may be able to critically analyze the psychology concepts and theories and apply that knowledge in various social, cultural, gender-based, ethical, real world situations. The assessment objective is for students to be able to use their knowledge of psychological terms & concepts, research methods, theories and studies, to apply and analyze said concepts, methods and studies to develop arguments, while critically evaluating those same methods, theories and studies and discuss how the knowledge can be applied though the core levels of analysis and be used to explain human behavior. Every student will complete a replication of a simple experimental study as an internal assessment ad sit for the external examination at the conclusion of the course. Theory of Knowledge content is interwoven into the daily fabric of the class. Many of the Ways of Knowing are aspects of Cognitive Psychology that are taught – language, perception, emotion, reasoning, and memory. When teaching these subjects specifically students are expected to compare the Psychology content to their ToK classes and vice versa. They are required to share personal, real world examples of these concepts to help them with their ToK essays. Frequent “ToKonnections” (questions or prompts designed to get students to consider ToK) are built into reading assignments and lectures. ToK is an essential component of Psychology class.Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should be a ics: In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if IB courses are going to be combined with Advanced Placement or other curriculums, outlines should address additional non-IB topics to be covered.Biological Level of Analysis- CoreGeneral Learning Outcomes (GLO’s)Explain how behavior patterns can be inheritedExplain how the Nervous & Endocrine Systems produce cognitions, emotions & behaviorsOutline other principles of the biological level of analysisPhysiology & BehaviorExplain localization of brain function including one studyExplain using multiple examples neurotransmitters’ effects on behaviorExplain using multiple examples hormones’ effects on behaviorExplain effects of environment on physiological processesExplain one interaction between cognition & physiology in terms of behaviorDiscuss the use of brain imaging technologies in investigating the relationship between biological factors and behaviorGenetics & BehaviorTo what extent does genetic inheritance influence behavior – cite studiesExamine one evolutionary explanation of behavior.Discuss ethical considerations in research into genetic influences on behaviorCognitive Level of Analysis- CoreGLO’sExplain how mental representations guide behaviorExplain how mental processes can be scientifically investigatedDiscuss how and why particular research methods are used at the cognitive level of analysisDiscuss ethical considerations related to research studies at the cognitive level of analysis.Cite relevant research for all of the aboveCognitive ProcessesEvaluate schema theory with reference to research studies.Evaluate two models or theories of one cognitive process with reference to research studies.Explain how biological factors may affect cognitive processes Discuss how social or cultural factors affect cognitive processesCiting relevant studies, to what extent is one cognitive process reliable Discuss the use of technology in investigating cognitive processesCognition & EmotionTo what extent do cognitive and biological factors interact in emotionEvaluate one theory of how emotion may affect one cognitive processSocio-Cultural Level of Analysis- CoreGLO’sExplain the social and cultural environment influences individual behaviorExplain why we want connectedness with, and a sense of belonging to, othersExplain how we construct our conceptions of the individual and social selfDiscuss how and why particular research methods are used at the sociocultural level of analysisDiscuss ethical considerations related to research studies at the sociocultural level of analysis.Outline other principles of the sociocultural level of analysisSociocultural CognitionDescribe the role of situational and dispositional factors in explaining behaviorDiscuss two errors in attributionsEvaluate social identity theory, making reference to relevant studies.Explain the formation of stereotypes and their effect on behaviorSocial Norms Explain social learning theory, making reference to two relevant studies.Discuss the use of compliance techniquesEvaluate research on conformity to group norms.Discuss factors influencing conformityCultural NormsDefine the terms culture and cultural normsExamine the role of two cultural dimensions on behaviorUsing examples, explain emic and etic conceptsDevelopment Psychology - OptionGLO’sTo what extent do biological, cognitive and sociocultural factors influence human development?Evaluate psychological research relevant to the study of human developmentCognitive DevelopmentEvaluate theories of cognitive developmentDiscuss how social and environmental variables may affect cognitive developmentSocial DevelopmentExamine attachment in childhood & its role in the subsequent formation of relationshipsDiscuss potential effects of deprivation or trauma in childhood on later developmentDefine resilienceDiscuss strategies to build resilienceIdentity DevelopmentDiscuss the formation & development of gender rolesExplain cultural variation in gender rolesDescribe adolescenceDiscuss the relationship between physical change & development of identity during adolescenceExamine psychological research into adolescenceHealth Psychology - OptionGLO’s To what extent do biological, cognitive and sociocultural factors influence health psychology?Evaluate psychological research relevant to the study of health psychologyStressDescribe stressorsDiscuss physiological, psychological & social aspects of stressEvaluate strategies for coping with stressPsychology of Human Relationships - OptionGLO’sTo what extent do biological, cognitive, and sociocultural factors influence human relationshipsEvaluate psychological research (that is theories and/or studies) relevant to the study of human relationshipsSocial ResponsibilityDistinguish between altruism and prosocial behaviorContrast two theories explaining altruism in humansUsing one or more research studies, explain cross-cultural differences in prosocial behaviorExamine factors influencing bystanderismInterpersonal RelationshipsExamine biological, psychological and social origins of attractionDiscuss the role of communication in maintaining relationshipsExplain the role that culture plays in the formation and maintenance of relationshipsAnalyze why relationships may change of endViolenceEvaluate sociocultural explanations of the origins of violenceDiscuss the relative effectiveness of two strategies for reducing violenceDiscuss the effects of short-term and long-term exposure to violence Qualitative Research StandardsTheory and practice in qualitative researchDistinguish between qualitative and quantitative data. Explain strengths and limitations of a qualitative approach to research.To what extent can findings be generalized from qualitative studies?Discuss ethical considerations in qualitative research.Discuss sampling techniques appropriate to qualitative research (for example, purposive sampling, snowball sampling).Explain effects of participant expectations and researcher bias in qualitative research.Explain the importance of credibility in qualitative research.Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.Explain reflexivity in qualitative research.InterviewsEvaluate semi?structured, focus group and narrative interviews.Discuss considerations involved before, during and after an interview (for example, sampling method, data recording, traditional versus postmodern transcription, debriefing).Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.Observations Evaluate participant, non-participant, naturalistic, overt and covert observations.Discuss considerations involved in setting up and carrying out an observation (for example, audience effect, Hawthorne effect, disclosure). Discuss how researchers analyse data obtained in observational research.Case studies Evaluate the use of case studies in research.Explain how a case study could be used to investigate a problem in an organization or group (for example, a football team, a school, a family). Discuss the extent to which findings can be generalized from a single case study.Critical ThinkingCritical ThinkingIntegrates relevant & explicit evidence of critical thinking in response to questions.Explain importance & relevance of Gender-Application-Methodology-Ethics-CultureAssessment: right801370External Assessment: SL – 75%HL – 80%Paper One: Part A: Three compulsory short answer questions on the core levels of analysis (part 1 of the syllabus).Part B: Three questions on the core level of analysis. Students choose one question to answer in essay form (part 1 of the syllabus).SL – 50%HL – 35%Paper Two:SL - Fifteen questions on the optional areas. Students choose one question to answer in essay form (part 2 of the syllabus).SL – 25%HL – Fifteen questions on the optional areas. Students choose two questions from different options in Psychology to answer in essay form (part 2 of the syllabus).HL – 25%Paper Three: Three compulsory questions based on unseen text, covering qualitative research (part 3 of the syllabus). HL – 20%SL – N/AInternal Assessment: A report of a simple experimental study conducted by the studentSL – 25%HL – 20%00External Assessment: SL – 75%HL – 80%Paper One: Part A: Three compulsory short answer questions on the core levels of analysis (part 1 of the syllabus).Part B: Three questions on the core level of analysis. Students choose one question to answer in essay form (part 1 of the syllabus).SL – 50%HL – 35%Paper Two:SL - Fifteen questions on the optional areas. Students choose one question to answer in essay form (part 2 of the syllabus).SL – 25%HL – Fifteen questions on the optional areas. Students choose two questions from different options in Psychology to answer in essay form (part 2 of the syllabus).HL – 25%Paper Three: Three compulsory questions based on unseen text, covering qualitative research (part 3 of the syllabus). HL – 20%SL – N/AInternal Assessment: A report of a simple experimental study conducted by the studentSL – 25%HL – 20%Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non-IB monitoring should be given, if they are part of the course.right332740Non-IB Monitoring:Standards Based AssessmentsGrades will be given according to student mastery level of the standards of Psychology All grades will be entered according to the 12 point scale A = 100% B = 86% F = 59%Each entered grade can earn one of three scores A, B or F with the explanation as follows:A = mastery of the standardB = acceptable completion of the standardF = incompletion of the standardLevels of mastery will be determined using IB Psychology grading rubric guidelinesLow - There is an attempt to answer the question, but knowledge and understanding is limited, often inaccurate, or of marginal relevance to the question.Mid - The question is partially answered. Knowledge and understanding is accurate but limited. Either the command term is not effectively addressed or the response is not sufficiently explicit in answering the question.High - The question is answered in a focused and effective manner and meets the demands of the command term. The response is supported by appropriate and accurate knowledge and understanding of research.Critical Thinking Skill Writing practiceGrades will be given based on IB or modified IB writing rubricsGrades will not count toward students’ overall marking period score00Non-IB Monitoring:Standards Based AssessmentsGrades will be given according to student mastery level of the standards of Psychology All grades will be entered according to the 12 point scale A = 100% B = 86% F = 59%Each entered grade can earn one of three scores A, B or F with the explanation as follows:A = mastery of the standardB = acceptable completion of the standardF = incompletion of the standardLevels of mastery will be determined using IB Psychology grading rubric guidelinesLow - There is an attempt to answer the question, but knowledge and understanding is limited, often inaccurate, or of marginal relevance to the question.Mid - The question is partially answered. Knowledge and understanding is accurate but limited. Either the command term is not effectively addressed or the response is not sufficiently explicit in answering the question.High - The question is answered in a focused and effective manner and meets the demands of the command term. The response is supported by appropriate and accurate knowledge and understanding of research.Critical Thinking Skill Writing practiceGrades will be given based on IB or modified IB writing rubricsGrades will not count toward students’ overall marking period scoreResources: right391794IB Psychology Course Companion – John Crane & Jette HannibalIB Psychology Study Guide – Jette HannibalThe Power of Habit – Charles DuhiggWhy Beautiful People Have More Daughters – Alan Miller and Satoshi KanazawaSuperfreakonomics – Steven Levitt & Stephen Dubner Predictably Irrational – Dan ArielyBlink – Malcolm GladwellOutliers – Malcolm GladwellThe Survivor’s Club – Ben SherwoodLevels of Analysis in Psychology – Jennie JamesonUnderstanding Research methods in Psychology – Jennie Jameson40 Studies that Changed Psychology – Roger Hock00IB Psychology Course Companion – John Crane & Jette HannibalIB Psychology Study Guide – Jette HannibalThe Power of Habit – Charles DuhiggWhy Beautiful People Have More Daughters – Alan Miller and Satoshi KanazawaSuperfreakonomics – Steven Levitt & Stephen Dubner Predictably Irrational – Dan ArielyBlink – Malcolm GladwellOutliers – Malcolm GladwellThe Survivor’s Club – Ben SherwoodLevels of Analysis in Psychology – Jennie JamesonUnderstanding Research methods in Psychology – Jennie Jameson40 Studies that Changed Psychology – Roger HockList the books and other resource materials and software that will be used in the course. Information should include what is currently available as well as what is being ordered.Teaching time: List all classroom teaching hours for each HL and SL course. Explain how the hours are calculated.Syllabus ComponentTeaching HoursSLHLPart 1: Core (SL/HL)Biological LoACognitive LoASocio-Cultural LoA110110Part 2: Options (SL/HL)Abnormal PsychologyDevelopmental PsychologyHealth PsychologyPsychology of Human RelationshipsSports Psychology8080Part 3: Qualitative Research Methodology (HL only)Qualitative Research in Psychology010Part 4: Simple Experimental StudyIntroduction to experimental research methodology4040Total Teaching Hours (Required 150, 240)230240For group 3 subjects: Has the teacher organized appropriate optional topics for study where applicable? Does the course provide adequate preparation in oral and written expression and in analytical and critical thought?Explain how topics will be used to reinforce internationalism. Does the school subscribe to newspapers, periodicals and current reference materials providing up-to-date information, for both staff and student needs? left207645Adequate time will be given to students to prepare for all of the IB assessments. One method for doing that is to teach SL and HL in the same classroom. SL students will benefit from learning above and beyond the IB requirements for an SL student. HL students will also study two complete optional areas of IB Psychology as well as the standards in the Health Psychology option on stress gaining more breadth while maintaining depth on the optional areas of psychology. Internationalism is a crucial element of IB Psychology. Students will regularly compare and contrast cultures, social structures, norms, gender issues, application and research methods. These analyses will be based on past and up-to-date studies in the fields of psychology, biology, sociology and anthropology. Specifically, students will need to be able to critically analyze these studies for their methodological limitations relative to their application to a culture as well as analyze the extent to which cross-cultural applications apply.The school currently subscribes to National Geographic Magazine and Psychology Today magazine, which students may use for up-to-date information.00Adequate time will be given to students to prepare for all of the IB assessments. One method for doing that is to teach SL and HL in the same classroom. SL students will benefit from learning above and beyond the IB requirements for an SL student. HL students will also study two complete optional areas of IB Psychology as well as the standards in the Health Psychology option on stress gaining more breadth while maintaining depth on the optional areas of psychology. Internationalism is a crucial element of IB Psychology. Students will regularly compare and contrast cultures, social structures, norms, gender issues, application and research methods. These analyses will be based on past and up-to-date studies in the fields of psychology, biology, sociology and anthropology. Specifically, students will need to be able to critically analyze these studies for their methodological limitations relative to their application to a culture as well as analyze the extent to which cross-cultural applications apply.The school currently subscribes to National Geographic Magazine and Psychology Today magazine, which students may use for up-to-date information.For all subjects: Has a thorough review of the available resource materials and equipment (both within the department and in the library/media centre) been conducted? Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses? Are community resources used both within the classroom and as part of regular field trips? Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated? Is an international perspective included? 9525322580While they have not been catalogued, but there is a general understanding among Psychology teachers what resources are available.There are textbooks available, but they are not suitable for IB Psychology. Currently, students read pdf copies in lieu of a textbook. This system does not maximize effectiveness relative to accomplishing the course aims. Supplemental readings are copied from published studies and articles are of sufficient quality and quantity to be quite useful. There is not currently access to online databases of Psychology studies, which would greatly improve teaching methodology and student research. Community resources in the form of Internet based websites are available, though a database of accessible published Psychology resources would improve teaching methods and research opportunities immeasurably. There not any regular field trips. Without parent boosters or individually written grants, there is not an ability for teachers to acquire materials without purchasing them on their own. Internationalism is suffused throughout the curriculum. One of the principle means of inquiry in the discipline is to question and examine the role of culture in human behavior. Students routinely examine how behavior and mental processes compare and contrast within and across cultures. 00While they have not been catalogued, but there is a general understanding among Psychology teachers what resources are available.There are textbooks available, but they are not suitable for IB Psychology. Currently, students read pdf copies in lieu of a textbook. This system does not maximize effectiveness relative to accomplishing the course aims. Supplemental readings are copied from published studies and articles are of sufficient quality and quantity to be quite useful. There is not currently access to online databases of Psychology studies, which would greatly improve teaching methodology and student research. Community resources in the form of Internet based websites are available, though a database of accessible published Psychology resources would improve teaching methods and research opportunities immeasurably. There not any regular field trips. Without parent boosters or individually written grants, there is not an ability for teachers to acquire materials without purchasing them on their own. Internationalism is suffused throughout the curriculum. One of the principle means of inquiry in the discipline is to question and examine the role of culture in human behavior. Students routinely examine how behavior and mental processes compare and contrast within and across cultures. ................
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