Hey everyone! I'm so sorry that I haven't keep up with the blog this last month. My husband has been sick for 6 weeks and I have been a single mom. Please forgive me and know that I still thin of you often! :) I hope you'll try to keep up with class again using this blog.
Here is a summary of the activities and assignments for October:
Tuesday, October 13
Class Activities: Collect Stage Theorists Assignment, Discuss Adulthood, DVDs Inside Out Ch. 4 and Never Say Die
Assignment: STUDY!!
Friday, October 16
Test on Development
Assignment: Chapter 5 up to p. 199
Tuesday, October 20
Class Activities: Go over test and start Sensory Thresholds
Assignment: Chapter 5, pp. 199-211, Sensation/Perception Activity
Thursday, October 22
Class Activities: Pop Quiz, Vision: Lecture and Fun Activities
Assignment: Chapter 5, pp. 212-228, Sensation/Perception Activity
Monday, October 26
Class Activities: Collect S & P Activity, Pop Quiz, Hearing & Other Senses Discussion and Fun
Assignment: Chapter 6, pp. 231-248, Record Moments of Perceptual Organization in Life
Wednesday, October 28
EYEBALLS!!
Assignment: Chapter 6, pp. 248-263
Friday, October 30
Class Activities: Collect "Perceptual Organization in My Life," Analysis of Escher Drawings, ESP Assignment: STUDY!! Make a good costume! Practice your ESP!
Tuesday, November 3
Test on Sensation & Perception
Assignment: Chapter 7, pp. 265-284
Wednesday, November 4, 2009
Friday, October 2, 2009
October 2: Stage Theorists
In-Class Activities:
1) Neuron Note. You wrote me a new question about Piaget, attachment, and the other development concepts.
2) "The Growing Child" DVD. These videos are so related to the chapter! I love them!
3) Lecture on Stage Theorists. Because of the shortened day, I only got through Piaget, Kohlberg (a little bit). Hopefully, we can finish them all on Tuesday and make it interesting. I gave you lots of life examples of my own children who are different stages at ages 2, 4, 7.
Assignments:
1) Read chapter 4 pp. 159-170.
2) Notes (mandatory) and notecards (optional)
3) "Gender Bender"
4) Extra credit Options
Teen Brain Symposium video at Family Strengths Network Monday, October 5th 3:45-5:30.
Videos at lunch B days this week and next week.
1) Neuron Note. You wrote me a new question about Piaget, attachment, and the other development concepts.
2) "The Growing Child" DVD. These videos are so related to the chapter! I love them!
3) Lecture on Stage Theorists. Because of the shortened day, I only got through Piaget, Kohlberg (a little bit). Hopefully, we can finish them all on Tuesday and make it interesting. I gave you lots of life examples of my own children who are different stages at ages 2, 4, 7.
Assignments:
1) Read chapter 4 pp. 159-170.
2) Notes (mandatory) and notecards (optional)
3) "Gender Bender"
4) Extra credit Options
Teen Brain Symposium video at Family Strengths Network Monday, October 5th 3:45-5:30.
Videos at lunch B days this week and next week.
Wednesday, September 30, 2009
September 30: FAME! Oh, and Culture and Babies!
In-Class Activities:
1) Neuron Note. You read answers to your questions and write a new question. Question of the Day: What is childhood amnesia?
2) Pop Quiz! Pages 136-142. If you missed it, take it on Friday. Come early if you can.
3) Culture. Wow! It's so much fun to talk about personal space and cleanliness. Thumbs up! Or wait, that could be bad in Nigeria.
4) LIFE book. We looked at amazing photos of conception, blastocytes, embryos, fetuses. Check it out in the IMC. We talked about all those prenatal and neonatal development.
Assignments:
1) Read chapter 4 pp. 143-159.
2) Chapter vocabulary notecards (optional)
3) Extra credit video at lunch B days this week and next week.
1) Neuron Note. You read answers to your questions and write a new question. Question of the Day: What is childhood amnesia?
2) Pop Quiz! Pages 136-142. If you missed it, take it on Friday. Come early if you can.
3) Culture. Wow! It's so much fun to talk about personal space and cleanliness. Thumbs up! Or wait, that could be bad in Nigeria.
4) LIFE book. We looked at amazing photos of conception, blastocytes, embryos, fetuses. Check it out in the IMC. We talked about all those prenatal and neonatal development.
Assignments:
1) Read chapter 4 pp. 143-159.
2) Chapter vocabulary notecards (optional)
3) Extra credit video at lunch B days this week and next week.
Monday, September 28, 2009
September 28: Gender Differences
In-Class Activities:
1) Neuron Note. You read answers to your questions and wrote a new question.
2) Heritability. I clarified what it is. If it still is troublesome, see me at lunch.
3) Gender Differences Fishbowl Conversation. You wrote anonymous questions to ask the opposite sex and I collected them. They all the ladies got together in a circle, with the guys listening on the outside, to have an honest conversation about them. And then we switched with the guys answering the ladies' question in the circle in order to find out their responses. This allows each gender to get a chance to talk amongst themselves honestly. In the end, we came to the conclusion that all females are not the same and all males are not the same.
4) Enjoy Homecoming!
Assignments:
1) Start chapter 4.
2) Notes again for those of you with 80 or lower on the tests. Optional chapter vocabulary notecards.
3) Gender Bender. Analyze gender stereotyping in the world and write up your experience. See the half sheet I gave you on what to do.
Extra credit video at lunch start on Wednesday!
1) Neuron Note. You read answers to your questions and wrote a new question.
2) Heritability. I clarified what it is. If it still is troublesome, see me at lunch.
3) Gender Differences Fishbowl Conversation. You wrote anonymous questions to ask the opposite sex and I collected them. They all the ladies got together in a circle, with the guys listening on the outside, to have an honest conversation about them. And then we switched with the guys answering the ladies' question in the circle in order to find out their responses. This allows each gender to get a chance to talk amongst themselves honestly. In the end, we came to the conclusion that all females are not the same and all males are not the same.
4) Enjoy Homecoming!
Assignments:
1) Start chapter 4.
2) Notes again for those of you with 80 or lower on the tests. Optional chapter vocabulary notecards.
3) Gender Bender. Analyze gender stereotyping in the world and write up your experience. See the half sheet I gave you on what to do.
Extra credit video at lunch start on Wednesday!
Thursday, September 24, 2009
September 24: Evolutionary Psych & Behavior Genetics
Class Activities:
1) Neuron Note. You got a chance to read some very interesting Neuron Note questions and answers...identical twins, heritability, Human Genome Project. I checked notes. Those of you who earned less than the mean on the tests had to try a new method of notetaking. WOW! I sw some amazing notes! Keep it up and see if it makes a difference on the tests.
2) Evolutionary Psychology Survey: This gave us a chance to talk about how evolutionary psychologists talk about human behavior and our underlying motivations to perpetuate our genes. Who would you save if your boat sinks? Would you rather marry someone older or younger? It is a fun view of human behavior.
2) Gattaca. We watched the first 5 minutes of this movie to start thinking about the how genetic could play in the future. The main character is one of the last "natural" babies born into a world where parents meet with the local geneticist to determine what traits they want they new child to have. Because of the knowledge that comes from genes, life expectancy and disease probabilities are known at birth. Since he is not genetically perfect, he has no chance of a career in a society that now discriminates against your genes, instead of your gender, race or religion. Until he assumes the identity of another perfectly genetic man... Watch the rest of it for a great conversation with your family and friends that relates to this chapter.
3) Jigsaw on Behavior Genetics, Evolutionary Psychology, and the Role of the Environment: you read one set of articles about hot topics and shared your information with a small group and listened to the other information they discovered in their readings.
Assignments:
1) Finish chapter 3.
2) Take very ACTIVE notes! I'll check again on Monday.
3) Chapter 3 and 4 vocabulary notecards (optional)
1) Neuron Note. You got a chance to read some very interesting Neuron Note questions and answers...identical twins, heritability, Human Genome Project. I checked notes. Those of you who earned less than the mean on the tests had to try a new method of notetaking. WOW! I sw some amazing notes! Keep it up and see if it makes a difference on the tests.
2) Evolutionary Psychology Survey: This gave us a chance to talk about how evolutionary psychologists talk about human behavior and our underlying motivations to perpetuate our genes. Who would you save if your boat sinks? Would you rather marry someone older or younger? It is a fun view of human behavior.
2) Gattaca. We watched the first 5 minutes of this movie to start thinking about the how genetic could play in the future. The main character is one of the last "natural" babies born into a world where parents meet with the local geneticist to determine what traits they want they new child to have. Because of the knowledge that comes from genes, life expectancy and disease probabilities are known at birth. Since he is not genetically perfect, he has no chance of a career in a society that now discriminates against your genes, instead of your gender, race or religion. Until he assumes the identity of another perfectly genetic man... Watch the rest of it for a great conversation with your family and friends that relates to this chapter.
3) Jigsaw on Behavior Genetics, Evolutionary Psychology, and the Role of the Environment: you read one set of articles about hot topics and shared your information with a small group and listened to the other information they discovered in their readings.
Assignments:
1) Finish chapter 3.
2) Take very ACTIVE notes! I'll check again on Monday.
3) Chapter 3 and 4 vocabulary notecards (optional)
Tuesday, September 22, 2009
September 22: Review Brain Test/ Start Nature vs. Nurture
In-Class Activities:
1) Neuron Note. You didn't have answers to read today, but you wrote a new question based on the weekend's textbook reading on behavior genetics, twin studies, and evolutionary psychology.
2) Brain Test Review. I put the test data (distribution, mean, median, mode, standard deviation, histogram, grade scale) on the overhead so you could see how we did as a class as well as how you did in comparison with your classmates. Since many people earned a high scores of 95, 96, 97, and even 98, I did not curve the test. We went over the questions that most students got wrong and you were able to write down the reasoning behind those tricky questions. I also tried to give page numbers so you could look up those concepts again. I did give everyone an extra point for #5. Please read the top paragraph on page 82 to remember that the right temporal lobe is involved in face recognition.
General comments about the trickiest questions: Many of you missed the ones related to the types of neurotransmitters (chart on page 62) and what each hemisphere is specialized in doing.
3) Notetaking Assignment. If your test scores have been below the mean, you are required to improve your notes! I gave you three different methods of notetaking: Cornell, Mind Maps, SQ3R and you can choose. I will check your notes on Thursday.
4) Striking Similarities. We spend the last 10 minutes of class finding similarities and differences between your neighbor and you. Just because you can find striking similarities in identical twins separated at birth, you cannot say it is because of GENES! You found similarities just in 5 minutes of talking with someone you happen to sit next to in class.
5) "Codes for Life" DVD: Amazing studies of twins, discussion of behavior genetics, evolutionary psychology, and environment role.
Assignments:
1) Read chapter 3 pages 116-125.
2) Notetaking systems for those of you with means on the tests lower than 80. Pick a system and use it this chapter! I will be checking each day!
3) Chapter 3 vocabulary notecards (optional)
4) Check Powerschool
1) Neuron Note. You didn't have answers to read today, but you wrote a new question based on the weekend's textbook reading on behavior genetics, twin studies, and evolutionary psychology.
2) Brain Test Review. I put the test data (distribution, mean, median, mode, standard deviation, histogram, grade scale) on the overhead so you could see how we did as a class as well as how you did in comparison with your classmates. Since many people earned a high scores of 95, 96, 97, and even 98, I did not curve the test. We went over the questions that most students got wrong and you were able to write down the reasoning behind those tricky questions. I also tried to give page numbers so you could look up those concepts again. I did give everyone an extra point for #5. Please read the top paragraph on page 82 to remember that the right temporal lobe is involved in face recognition.
General comments about the trickiest questions: Many of you missed the ones related to the types of neurotransmitters (chart on page 62) and what each hemisphere is specialized in doing.
3) Notetaking Assignment. If your test scores have been below the mean, you are required to improve your notes! I gave you three different methods of notetaking: Cornell, Mind Maps, SQ3R and you can choose. I will check your notes on Thursday.
4) Striking Similarities. We spend the last 10 minutes of class finding similarities and differences between your neighbor and you. Just because you can find striking similarities in identical twins separated at birth, you cannot say it is because of GENES! You found similarities just in 5 minutes of talking with someone you happen to sit next to in class.
5) "Codes for Life" DVD: Amazing studies of twins, discussion of behavior genetics, evolutionary psychology, and environment role.
Assignments:
1) Read chapter 3 pages 116-125.
2) Notetaking systems for those of you with means on the tests lower than 80. Pick a system and use it this chapter! I will be checking each day!
3) Chapter 3 vocabulary notecards (optional)
4) Check Powerschool
Friday, September 18, 2009
September 18: Chapter 2 Test on Brain
In-Class Activities:
1) Neuron Notes. You didn't need to write a new question, but I gave you the responses from the last class. You had time to read before the test.
2) Collect Test Prep Assignment. Great songs, stories, and swimcaps! I hope it was helpful to remember the functions of the brain parts.
3) Chapter 2 Test. 100 multiple choice questions on the brain. Mean If you were absent, you will take the test at the beginning of class on Tuesday while we go over the correct answers. Please come early so you can get settled and get it completed without missing too much of the rest of class.
3) Development Outline. You received the new outline for this next unit. Please get organized. We'll have some great conversations about nature/nurture and human development. The next test will cover both chapter 3 and chapter 4. Start making those notecards this weekend if this system is working for you!
Assignments:
1) Read chapter 3 up to page 116.
1) Neuron Notes. You didn't need to write a new question, but I gave you the responses from the last class. You had time to read before the test.
2) Collect Test Prep Assignment. Great songs, stories, and swimcaps! I hope it was helpful to remember the functions of the brain parts.
3) Chapter 2 Test. 100 multiple choice questions on the brain. Mean If you were absent, you will take the test at the beginning of class on Tuesday while we go over the correct answers. Please come early so you can get settled and get it completed without missing too much of the rest of class.
3) Development Outline. You received the new outline for this next unit. Please get organized. We'll have some great conversations about nature/nurture and human development. The next test will cover both chapter 3 and chapter 4. Start making those notecards this weekend if this system is working for you!
Assignments:
1) Read chapter 3 up to page 116.
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