December 23, 2015

Wednesday December 23, 2015

Circle Question: One thing you would really like to do or get done over vacation?  How will this improve your mental state?

Unit 8b Emotions, Stress and Health Learning target: Students will be able to define what stress is and how it can affect our health.


Writing exercise: What is stressing you out?  Briefly explain what it is and how much control you have over it.  Do you have any control?

Activity:  Interview staff and students about stress around the holidays.
1. Take Stress test
2. Interview
3. Record age and sex
4. Record response

Stress and its implications
TEDtalk Stress and the Brain


Homework: Continue to read and SQ3R Unit 8b

December 21, 2015

Monday December 21, 2015

Circle: Why do you think it seems easier for females to show emotion than for men?

Test: Unit 8a Motivation

Return Tests

New Unit: 8b Emotions

Learning Target: Students will be able to describe physiological changes when frightened; describe how we communicate our emotions to others; and how gender and culture affect our ability to express our own emotions and read the emotions of others.

Handouts: TBA

Crash Course Emotions

Homework: Begin to read and chunk Unit 8b in the SQ3R format.

December 17, 2015

Thursday December 17, 2015

Circle: TBA

Study Activity: In groups of 3-4 you are going to share your strategies for studying(note-taking, reading strategies, mnemonic devices, how long you study, how effective your habits are etc?) You are also going to share how you motivate yourself to study.

Motivation Review

Crash Course Motivation

mnemonic devices: T-Shirts

mnemonic paper

Quizlet: Flash cards/Quizes

Online Test: Motivation and Emotion

Learnerator

AP Study Notes

Homework: Study for Unit 8a test Mondy.  Please use all available tools to review in addition to your SQ3R.

December 15, 2015

Tuesday December 15, 2015

Circle: Why do you think people go to college?

Motivation: a need or desire that energizes behavior and directs it towards a goal.


Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders

Maslow Introduction

Maslows: List 25 things you have done over the last 24 hours.  Now categorize them according to Maslow's Hierarchy of Needs.

Activity: In groups of 3 or 4 make a list of odd behavior you have witnessed and explain what is motivating it.  Hint: could it be a motivational concept like instinct, drive-reduction theory, arousal, homeostasis, Maslow's, incentive or hunger, like set-point, glucose, metabolic rate, anorexia, bulimia, binge eating or sexual motivation, like testosterone, sexual orientation or a need to belong...

Activity: Influence of psychological and cultural factors on hunger: Separate by gender and write down what the ideal body type looks like of the opposite sex.  You can use famous people along with a physical description.  How does this influence our motivation?

Homework:  Continue to SQ3R unit 8a in manageable chunks.

Test: Unit 8a next Monday December 21st.

December 11, 2015

Friday December 11, 2015

Circle: Name one thing you love to do.

Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders

Zimbardo: Discovering Psychology-Motivation
17:27

Activity: Sensation-Seeking Scale  11-4

Activity: Work Preference Inventory 11-5

Activity: Work and family orientation questionnaire 11-6

Activity: Hope Scale 11-8

Activity: Self-Actualization Survey 11-10

Activity: Desirability of Control Scale 11-11

Activity: Needs Assessment Questionnaire 11-12

Homework: Continue to read and SQ3R Unit 8a

December 9, 2015

Wednesday December 9, 2015

Seating Chart Activity:  Who am I?

Circle/Homework: 

Motivation Learning Targets:
Students should be able to:
-Understand similarities and differences between instinct theory and drive-reduction theory
-Understand arousal theory and homeostasis
-Explain differences between intrinsic and extrinsic motivation
-Analyze whether or not some needs are more basic than others
-Measure achievement motivation
-Identify ways to motivate others
-Analyze psychological and environmental factors that influence hunger
-Understand why people develop eating disorders


Zimbardo: Discovering Psychology-Motivation
17:27

Activity: Sensation-Seeking Scale  11-4

Activity: Work Preference Inventory 11-5

Activity: Work and family orientation questionaire

Homework: Continue to read and SQ3R chapter 8a

December 7, 2015

Monday December 7, 2015

Learning Target: Students will understand the various theories behind motivation and emotion.

Circle: What do you feel like is your biggest obstacle in life?  What is standing in the way of you getting everything you want out of life?

Test: Unit 7a

Introduce Motivation and Emotion

Zimbardo: Discovering Psychology-Motivation

True/False 11-1

Homework: Begin reading and SQR3 Unit 8a

December 3, 2015

Thursday December 3, 2015

Circle: What is your most vivid memory from yesterday?  The one you that seems to stand out the most or is retrieved the easiest?  Why do you think you remembered it so clearly?

Period 2 Only Activity

Activity: Pollyanna Principle/Positive vs Negative

Activity: Seven Dwarfs/Recall-Recognition TOT

Activity: Semantic Encoding of Pictures

Activity: Encoding failure

Test Review: You should be ready for the test on Monday when you can answer the following questions:

How do psychologists describe the human memory system?

What information do we encode automatically?  What information do we encode effortfully, and how does the distribution of practice influence retention?

What is sensory memory?

What are the duration and capacity of short-term and long-term memory?

How does the brain store our memories?

How do we get information out of memory?

Why do we forget?

How do misinformation, imagination, and source amnesia influence our memory construction? How real-seeming are false memories?

How can an understanding of memory contribute to more effective study techniques?

Tuesday December 1, 2015

Tuesday December 1, 2015

Circle: One random thing you remember about another person in the classroom from circle.

Re-Introduce Memory: "If you lose the ability to recall your old memories then you have no life. You might as well be a rutabaga or a cabbage."

What perspective???

Three basic steps in the information processing model: Encoding, storage and retrieval

Review Activities:

Meaning and Memory: Context

Method of Loci: Re-tour your house

Chunking: Information organized into chunks is recalled more easily

Handout 18-1: True-False

Encoding Activity: Serial Position Effect-US Presidents/von Rostorff effect.

Application Activity: 18-3

Application Activity: Index Cards