MYP HumanitiesUnit 1: Psychology

WHO ARE WE?

Monday, August 31, 2009Objectives: Students will identify course outline and procedures.

Students will analyze the IB Learner Profile and evaluate their own strengths and weaknesses.

• Opener: Who is someone that you admire? What are the characteristics that make him/her admirable?

• Homework: A) What is the one area of the IB Learner Profile which you believe is your strongest? Why? What is the area on which you most want to work? Why? B) Read syllabus and sign. Have adult read syllabus and sign.

Activities:1) Complete opener on handout. Place in your notebook after it has

been stamped. 2) Copy Homework in your notebook. Put syllabus in notebook. 3) Complete Student Information Form. (turn in when asked)4) Complete Student Survey. (turn in when asked)5) Read IB Learner Profile and complete self-evaluation.

Tuesday, September 1, 2009Objectives: Students will identify course objectives and requirements.

Students will analyze the IB Learner Profile and will identify the concept of Multiple Intelligences.

Opener: “All that we are is the result of what we have thought.” What does this mean to you? In what ways might it impact how you approach learning?

Activities:1) Put your homework from last night on your desk. 2) Complete Opener on Opener page (put in notebook after you’ve

had it stamped. 3) Copy Homework for tonight. 4) Discuss Opener and Homework as a class.5) Class Activity: Understanding the IB Learner Profile. Homework: Take the Multiple Intelligences Survey (see handout).

Wednesday, September 2, 2009

Objectives: Students will be able to analyze Howard Gardner’s Multiple Intelligences by categorizing activities by “intelligence”.

Opener: How do you know that someone is smart?Activities:1) Complete opener/Review Late Work Policies2) Notes: Intelligence and Multiple Intelligences3) Review HW. Identify which intelligence is strongest for

you.4) Which Intelligence? ActivityHW: Wonderlic IQ test (see handout)

Howard Gardner’s Multiple Intelligences

• Proposed by Howard Gardner in 1983 – the result of his work with “savants” – people who overall were not intelligent but who had one area in which they were brilliant.

• Gardner believed that normal definitions of intelligence (i.e., either you were smart or you were not) didn’t account for people who were especially talented in one

• A child who does math easily, according to Gardner, is not necessarily more intelligent than someone who struggles with math.

• The second person may be stronger in other areas or may be looking at math in a totally different way.

The Intelligences

Naturalist Intelligence

Musical Intelligence

Intrapersonal Intelligence

Interpersonal Intelligence

Spatial/Visual Intelligence

Logical-Mathematical Intelligence

Verbal/Linguistic Intelligence

Bodily-Kinesthetic Intelligence ...............? Intelligence

Bodily-Kinesthetic Intelligence

• Ability to use one’s own mental abilities to coordinate one’s own bodily movements; it encompasses the use of the body to express ideas and feelings and to solve problems

Interpersonal Intelligence

• Ability to understand another person’s feelings, motivations and intentions, and to respond effectively

Verbal/Linguistic Intelligence

• Ability to think in words and to use language to express and appreciate complex meanings both orally and in writing; it also allows one to use language as a means to remember information

Logical-Mathematical Intelligence

• Ability to detect patterns, reason deductively, think logically and use numbers effectively

Naturalistic Intelligence

• Ability to recognise, distinguish among, classify, and use features of the environment, both natural (plants, minerals and animals) and cultural

Intrapersonal Intelligence

• Ability to know about and understand oneself and recognise one’s similarities to and differences from others

Spatial/Visual Intelligence

• Ability to recognise and manipulate form, space, colour, line, shape, and to graphically represent visual and spatial ideas in order to solve problems

Musical Intelligence

• Ability to recognise rhythm, pitch and melody; it allows people to create, communicate and understand meanings made out of sound

Multiple Intelligences Survey

• Section 1 =naturalist• Section 2 =musical• Section 3 =logical-

mathematical• Section 4 =existential

(not really one of Gardner’s – he took it out)

• Section 5 = interpersonal

• Section 6 =kinesthetic• Section 7 =verbal-

linguistic• Section 8

=intrapersonal• Section 9 =visual-

spatial

Thursday, September 3, 2009Objectives: Students will be able to identify the history of intelligence

testing and analyze some positive and negative elements of intelligence testing.

Opener: Do you think that intelligence can be measured? Why might “measuring” intelligence be a good thing? Why might it be a bad thing?

Activities:1) Complete opener. Copy Homework. Discuss opener as class. 2) Complete and review Multiple Intelligence Activity. 3) Notes: Understanding Intelligence Testing 4) Review Wonderlic Test and discuss results. HW: 1) Origin, Purpose, Value and Limitations of Restak’s Mozart’s

Brain. (see handout). 2) Create Glossary Pages: Get 26 pieces of notebook paper – on each paper write ONE letter of the alphabet in the upper right-hand corner. This can be loose-leaf or in a spiral notebook. Bring to class on Friday.

Wonderlic IQ Test Average Scores

• Offensive tackle - 26 • Center - 25 • Quarterback - 24 • Guard - 23 • Tight end - 22 • Safety - 19 • Linebacker - 19 • Cornerback - 18 • Wide receiver - 17

• Fullback - 17 • Halfback - 16 • Chemist - 31 • Programmer - 29 • Journalist - 26 • Sales - 24 • Bank teller - 22 • Clerical worker - 21 • Security guard - 17 • Warehouse - 15 • Average person - 24

Friday, September 4, 2009Objectives: Students will be able to analyze pros and cons of

intelligence testing by comparing the concept of an “intelligence quota” to the idea of multiple intelligences.

Opener: A) In what ways are the IB Learner Profile and Multiple Intelligences similar? In what ways are they different? B)Would someone who believes in Multiple Intelligences think that the Wonderlic test is an accurate test of intelligence? Why or why not?

Activities:1) Complete opener. Copy Homework. 2) Notes/Discussion: Understanding intelligence testingHW: Read the “History of Psychology” (Note: it is stapled backwards –

the page entitled “Diversity” is the first page). 1) Take notes on the main points of each subsection (each time there is a subtitle). 2) Answer the questions that are at the end of the reading.

Folder Organization1) Syllabus2) Openers Sheet3) IB Learner Profile Handout4) IB Learner Profile Self-Assessment5) IB Learner HW (strength/what you want to work on)6) Understanding Intelligence Handout with notes (Multiple

Intelligences Definitions)7) Multiple Intelligences Survey8) Which Intelligence? Activity9) Understanding Intelligence Testing Handout with Notes10) Wonderlic IQ Test11) Origin, Purpose, Value, Limitations worksheet for Mozart’s Brain

Glossary Terms

• IB Learner Profile (know the characteristics)

• Intelligence• Multiple Intelligences• IQ• Alfred Binet• Howard Gardner• Lewis Terman• William Stern• Aptitude• achievement

• Bodily-kinesthetic• Verbal-linguistic• Logical-mathematical• Interpersonal• Intrapersonal• Musical• Visual-spatial• Naturalistic• Learning disability