Thursday May 26, 2016
Circle: Make me feel better about sending my daughter to the middle school...
Presentations:
Period 2 Today-Kelsey
Monday-Hannah and Sophia
Period 3 Krista, Jaime, Dustin, Taylor, Meggy
Reading: Success in College
Please turn in your book! Kathy Bracken has the book slips so they are on your bill now. Please get me the ASAP!
Thursday, May 26, 2016
Tuesday, May 24, 2016
May 24, 2016
Tuesday May 24, 2016
Circle: Reaction to reading.
Presentations
Turning in book slips today. Please get me your book!!!!!!!
Circle: Reaction to reading.
Presentations
Turning in book slips today. Please get me your book!!!!!!!
Friday, May 20, 2016
May 20, 2016
Friday May 20, 2016
Circle:
If you could go inside the head of a living person for 15 minutes and see what they experience and think who would you choose?
17%
Continue Presentations
Things I will be looking for:
1. Is the question or thesis clear? Do you understand it?
2. Do they have at least 3 sources from scholarly journals?
3. Is it clearly explained what they found in the journals? Either backing up or refuting their argument or question?
4. Do the visuals help or hinder your understanding of the project?
5. Do they clearly explain what conclusions they came to after doing the research?
6. Does the presentation flow from one part to the next in a logical manner?
7. Other feedback?
Please turn in your textbook!
Circle:
If you could go inside the head of a living person for 15 minutes and see what they experience and think who would you choose?
17%
Continue Presentations
Things I will be looking for:
1. Is the question or thesis clear? Do you understand it?
2. Do they have at least 3 sources from scholarly journals?
3. Is it clearly explained what they found in the journals? Either backing up or refuting their argument or question?
4. Do the visuals help or hinder your understanding of the project?
5. Do they clearly explain what conclusions they came to after doing the research?
6. Does the presentation flow from one part to the next in a logical manner?
7. Other feedback?
Please turn in your textbook!
Wednesday, May 18, 2016
May 18, 2016
Wednesday May 18, 2016
Circle:
One piece of advice Seniors would give to current Juniors or one piece of advice Juniors would give to Sophomores.
Things I will be looking for:
1. Is the question or thesis clear? Do you understand it?
2. Do they have at least 3 sources from scholarly journals?
3. Is it clearly explained what they found in the journals? Either backing up or refuting their argument or question?
4. Do the visuals help or hinder your understanding of the project?
5. Do they clearly explain what conclusions they came to after doing the research?
6. Does the presentation flow from one part to the next in a logical manner?
7. Other feedback?
Please turn in your textbook!
Circle:
One piece of advice Seniors would give to current Juniors or one piece of advice Juniors would give to Sophomores.
Things I will be looking for:
1. Is the question or thesis clear? Do you understand it?
2. Do they have at least 3 sources from scholarly journals?
3. Is it clearly explained what they found in the journals? Either backing up or refuting their argument or question?
4. Do the visuals help or hinder your understanding of the project?
5. Do they clearly explain what conclusions they came to after doing the research?
6. Does the presentation flow from one part to the next in a logical manner?
7. Other feedback?
Please turn in your textbook!
Monday, May 16, 2016
May 16, 2016
Monday May 16, 2016
Circle: Psychologically speaking, what is the difference between people who are financially successful(rich) and people who live in poverty?
Research Project: Today we will be going to the library where you be peer review each other's presentation.
Things to look for:
1. Is the question or thesis clear? Do you understand it?
2. Do they have at least 3 sources from scholarly journals?
3. Is it clearly explained what they found in the journals? Either backing up or refuting their argument or question?
4. Do the visuals help or hinder your understanding of the project?
5. Do they clearly explain what conclusions they came to after doing the research?
6. Does the presentation flow from one part to the next in a logical manner?
7. Other feedback?
Please turn in your textbook!
Circle: Psychologically speaking, what is the difference between people who are financially successful(rich) and people who live in poverty?
Research Project: Today we will be going to the library where you be peer review each other's presentation.
Things to look for:
1. Is the question or thesis clear? Do you understand it?
2. Do they have at least 3 sources from scholarly journals?
3. Is it clearly explained what they found in the journals? Either backing up or refuting their argument or question?
4. Do the visuals help or hinder your understanding of the project?
5. Do they clearly explain what conclusions they came to after doing the research?
6. Does the presentation flow from one part to the next in a logical manner?
7. Other feedback?
Please turn in your textbook!
Wednesday, May 11, 2016
May 11, 2016
Wednesday May 11, 2016
Circle: Do you think your success in school is more a function of your own intelligence or the anxiety you feel about getting all your school work done?
Reading Activity:
Putting Grit in its place
Video: Why it is important to understand scientific studies.
John Oliver and scientific studies
Library Time: I will be meeting with you to check off your work so far and discuss your question or thesis.
Homework:
Please check the website below. Monday the outline of your presentation is due. This should be written out and if possible please include a rough sketch of your visuals so you can get feedback about how they enhance the presentation. These will be peer reviewed in class.
Please get me your AP Psychology Textbook as soon as you can.
Circle: Do you think your success in school is more a function of your own intelligence or the anxiety you feel about getting all your school work done?
Reading Activity:
Putting Grit in its place
Video: Why it is important to understand scientific studies.
John Oliver and scientific studies
Library Time: I will be meeting with you to check off your work so far and discuss your question or thesis.
Homework:
Please check the website below. Monday the outline of your presentation is due. This should be written out and if possible please include a rough sketch of your visuals so you can get feedback about how they enhance the presentation. These will be peer reviewed in class.
Please get me your AP Psychology Textbook as soon as you can.
Monday, May 9, 2016
May 9, 2016
Monday May 9, 2016
Circle: What is the question you will be answering or the thesis you will be proving?
Presentation Project:
Activity: Develop a question or thesis for your presentation.
Circle: What is the question you will be answering or the thesis you will be proving?
Presentation Project:
To help you complete the best presentation you can, work on the presentation will be broken into multiple assignments. This schedule is designed to allow you to tame the presentation Beast in a manageable way, and get useful feedback throughout the process. Also, there’s good data showing that externally-imposed deadlines maximize the quality of one’s work (Ariely & Wertenbroch, 2002).
1. Initial Presentation Ideas – 5% Due: Monday May 9th. You should state each idea as clearly as possible in a short, one-paragraph abstract. Make sure to (a) describe the topic generally with relevant background and (b) articulate the specific question that would be addressed by your presentation. In addition, you should (c) include at least one reference to a published scientific paper (in APA format) that is directly relevant to your topic. On Monday, I will meet with each of you individually to discuss your proposed topics.
Keep in mind that you will be devoting quite a bit of time and energy to your presentation. That being the case, it’s critical that you choose a topic of interest to you. Your proposed topics should be ones that you find captivating enough to discuss with classmates, think about in your free time, and mull over excitedly late at night when you should be sleeping.
2. Annotated bibliography – 5% Due: Wednesday May 11th.
The goal here is to facilitate a solid review of the literature in your area of interest. Getting a sense of the literature will help you hone your question, form a possible thesis statement and think about the structure of your presentation. The bibliography should include a minimum of 3 research articles. (We will be going over how to research with Ms. Lance in the library Monday) For each article you must 1) briefly summarize the findings, 2) identify main theoretical points of each article, and 3) describe how each paper relates back to your topic/thesis. Finally, in one paragraph, you should summarize what the articles collectively tell you and what this evidence allows you to say.
3. Outline – 5% Due: Monday, May 16th
This installment of your presentation will allow you to start translating your ideas into the form in which they will ultimately appear in your presentation – and will also allow you to get feedback on your presentation early in the process. This draft should include an abstract, as well as an outline of the full presentation, which should make the logical flow and argument of the presentation clear. Break the presentation down into sections and list the main points to be made within each section.
4. Peer review – 10% Due: In class Monday, May 16th.
You will present presentation drafts with a partner in the class, and provide constructive feedback in written comments for in-class discussion with your partner.
7. Final presentation– 25% Due: Wednesday, May 18th. Presentation Rubric
You must submit a copy of your presentation to me with references even if you are absent from class that day to receive full credit. (p.toohey@msad17.org)
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
ANNOTATIONS VS. ABSTRACTS
Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they expose the author's point of view, clarity and appropriateness of expression, and authority.
THE PROCESS
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.
First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.
Cite the book, article, or document using the appropriate style.
Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Activity: Develop a question or thesis for your presentation.
Thursday, May 5, 2016
May 5, 2016
Thursday May 5, 2016
Circle: One thing you might be interested in learning more about in psychology
Presentation Project:
Activity: Develop a question or thesis for your presentation.
Circle: One thing you might be interested in learning more about in psychology
Presentation Project:
To help you complete the best presentation you can, work on the presentation will be broken into multiple assignments. This schedule is designed to allow you to tame the presentation Beast in a manageable way, and get useful feedback throughout the process. Also, there’s good data showing that externally-imposed deadlines maximize the quality of one’s work (Ariely & Wertenbroch, 2002).
1. Initial Presentation Ideas – 5% Due: Monday May 9th. You should state each idea as clearly as possible in a short, one-paragraph abstract. Make sure to (a) describe the topic generally with relevant background and (b) articulate the specific question that would be addressed by your presentation. In addition, you should (c) include at least one reference to a published scientific paper (in APA format) that is directly relevant to your topic. On Monday, I will meet with each of you individually to discuss your proposed topics.
Keep in mind that you will be devoting quite a bit of time and energy to your presentation. That being the case, it’s critical that you choose a topic of interest to you. Your proposed topics should be ones that you find captivating enough to discuss with classmates, think about in your free time, and mull over excitedly late at night when you should be sleeping.
2. Annotated bibliography – 5% Due: Wednesday May 11th.
The goal here is to facilitate a solid review of the literature in your area of interest. Getting a sense of the literature will help you hone your question, form a possible thesis statement and think about the structure of your presentation. The bibliography should include a minimum of 3 research articles. (We will be going over how to research with Ms. Lance in the library Monday) For each article you must 1) briefly summarize the findings, 2) identify main theoretical points of each article, and 3) describe how each paper relates back to your topic/thesis. Finally, in one paragraph, you should summarize what the articles collectively tell you and what this evidence allows you to say.
3. Outline – 5% Due: Monday, May 16th
This installment of your presentation will allow you to start translating your ideas into the form in which they will ultimately appear in your presentation – and will also allow you to get feedback on your presentation early in the process. This draft should include an abstract, as well as an outline of the full presentation, which should make the logical flow and argument of the presentation clear. Break the presentation down into sections and list the main points to be made within each section.
4. Peer review – 10% Due: In class Monday, May 16th.
You will present presentation drafts with a partner in the class, and provide constructive feedback in written comments for in-class discussion with your partner.
7. Final presentation– 25% Due: Wednesday, May 18th.
You must submit a copy of your presentation to me with references even if you are absent from class that day to receive full credit. (p.toohey@msad17.org)
WHAT IS AN ANNOTATED BIBLIOGRAPHY?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.
ANNOTATIONS VS. ABSTRACTS
Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they expose the author's point of view, clarity and appropriateness of expression, and authority.
THE PROCESS
Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.
First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.
Cite the book, article, or document using the appropriate style.
Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.
SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE
Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults." American Sociological Review 51.4 (1986): 541-554. Print.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Activity: Develop a question or thesis for your presentation.
Tuesday, May 3, 2016
May 3, 2016
Tuesday May 3, 2016
Circle: Before we begin circle talk in small groups about the test taking experience. How did you feel about yesterday? Did you feel prepared? Was is easier or harder than you expected? Is there anything we could have done differently to prepare you better? Was it a positive experience? Other comments?
Test Scores: Test scores will be released on July 5th. You will need your testing number to access them online.
Syllabus: 1.Boston University Junior level Cognitive Psychology Class 2. Harvard University Sophomore Psychology Class
Research Project: TBA Please be thinking about a potential topic.
Circle: Before we begin circle talk in small groups about the test taking experience. How did you feel about yesterday? Did you feel prepared? Was is easier or harder than you expected? Is there anything we could have done differently to prepare you better? Was it a positive experience? Other comments?
Test Scores: Test scores will be released on July 5th. You will need your testing number to access them online.
Syllabus: 1.Boston University Junior level Cognitive Psychology Class 2. Harvard University Sophomore Psychology Class
Research Project: TBA Please be thinking about a potential topic.
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