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Psychology High School Elective (Part 3 of 4)

In this 8-week course, learners will continue their study of psychology by exploring memory, cognition, intelligence, motivation, emotion, and personality.
April Williamson
Average rating:
4.9
Number of reviews:
(43)
Class

What's included

16 live meetings
14 hrs 40 mins in-class hours
Homework
1-2 hours per week. There will be recommended readings and extension activities each week.
Assessment
There will be four quizzes to be completed outside of class time throughout the course. A letter grade can be provided upon request prior to the start of the course.
Grading
included

Class Experience

US Grade 9 - 12
This is part three of a four-part full curriculum high school psychology elective. In this 8-week course, learners will continue their study of psychology by exploring memory, cognition, intelligence, motivation, emotion, and personality.

Information will be presented on interactive Nearpod slides and learners will have many opportunities to delve deeper into content through discussions, polls, and a variety of activities. Learners will be encouraged to ask questions and make connections to their own lives throughout the course. 

Week 1: Processes of Memory (processes, systems, and types of memory)
Week 2: Factors Influencing Memory (strategies for improving memory, kinds of forgetting or memory failures, disorders that impact memory)
Week 3: Cognition (basic elements comprising thought, obstacles related to thought)
Week 4: Intelligence (perspectives on intelligence, assessment of intelligence, issues in intelligence)
Week 5: Motivation (perspectives on motivation, domains of motivated behavior in humans and non-human animals)
Week 6: Emotion (perspectives on emotion, emotional interpretation and expression)
Week 7: Perspectives on Personality (empirical approaches to studying and understanding personality)
Week 8: Personality Assessment and Issues in Personality (assessment techniques, reliability and validity, biological and situational influences, stability and change, connections to health and work, self-concept, cultural perspectives)

Learners do not need to have prior experience with psychology to take this course, however, I highly recommend taking "Psychology in Society - High School Elective (Part 1 of 4)" and "Psychology in Society - High School Elective (Part 2 of 4)" prior to taking this course. This is part three of four courses that will cover the American Psychological Association's standards for high school psychology curricula. 

#academic

CLASS RECORDING POLICY: When you enroll in this class, you are paying for the live class, just like if this were an in-person class. I do not share recordings of my group classes in order to protect the privacy of all learners—many parents do not feel comfortable with other families having access to videos that include their child, and to maintain the experience of the class—this class has been designed for a live experience that includes video and interactive slides. Watching a recording while simultaneously attempting to independently navigate the slides and activities will not result in the same experience.
Learning Goals
Memory:
~ Processes of memory
1.1 Explain the processes of encoding, storage, and retrieval
1.2 Describe systems of memory (i.e., sensory, working, and long-term memory)
1.3 Differentiate types of memory (i.e., implicit and explicit)
~ Factors influencing memory
2.1 Explain strategies for improving the encoding, storage, and retrieval of memories
2.2 Describe memory as a reconstructive process
2.3 Explain kinds of forgetting or memory failures
2.4 Identify disorders that impact the function of memory

Cognition:
~ Fundamental processes of thinking and problem solving
1.1 Describe cognitive processes related to concept formation
1.2 Explain processes involved in problem solving and decision making
~ Effective thinking processes
2.1 Describe obstacles to effective information processing and decision making
2.2 Describe convergent and divergent thinking in problem solving and decision making

Intelligence:
~ Perspectives on intelligence
1.1 Explain intelligence as a construct
1.2 Describe various conceptualizations of intelligence
1.3 Describe the effects of differences in intelligence on everyday functioning
~ Assessment of intelligence
2.1 Analyze the history of intelligence testing, including historical use and misuse in the context of fairness
2.2 Identify current methods of assessing human cognitive abilities
2.3 Describe measures of and data on reliability and validity for intelligence test scores
~ Issues in intelligence
3.1 Explain the complexities of interpreting scores on intelligence tests
3.2 Describe the influences of biological, cultural, and environmental factors on intelligence

Motivation and Emotion:
~ Influences of motivation
1.1 Explain biological, cognitive, and social factors that influence motivation
1.2 Explain the role of culture in human motivation
~ Domains of motivated behavior in humans
2.1 Identify factors in motivation that influence eating and sexual behaviors
2.2 Identify motivational factors that influence achievement and affiliation
~ Perspectives on emotion
3.1 Explain the biological and cognitive components of emotion
3.2 Describe the psychological research on basic human emotions
3.3 Differentiate among theories of emotion
~ Emotional interpretation and expression (interpersonal and intrapersonal)
4.1 Explain how biological factors influence emotional interpretation and expression
4.2 Explain how culture and gender influence emotional interpretation and expression
4.3 Explain how other environmental factors influence emotional interpretation and expression

Personality:
~ Empirical approaches to studying and understanding personality
1.1 Explain how biological and environmental factors interact to influence personality
1.2 Explain social-cognitive approaches to understanding personality
1.3 Explain trait-based approaches to understanding personality
1.4 Describe methods used to study personality scientifically
1.5 Define self-concept
~ Assessment of personality 
2.1 Differentiate personality assessment techniques
2.2 Describe the reliability and validity of personality assessment techniques
2.3 Analyze how personality researchers address issues of stability and change
learning goal

Other Details

Parental Guidance
This class uses Nearpod interactive slides which provide learners with the opportunity to draw and type on slides, answer polls, manipulate drag and drop slides, and more. A Nearpod link will be shared at the beginning of each class. Nearpod does not require users to make an account.
Supply List
Note-taking handouts will be provided weekly.
Language of Instruction
English
Joined January, 2021
4.9
43reviews
Profile
Teacher expertise and credentials
Nevada Teaching Certificate in English/Language Arts
Master's Degree in Education from University of the Pacific
Bachelor's Degree in Psychology from Sonoma State University
I have a Bachelor's in Psychology and a Master's in Education (Curriculum and Instruction) and have taught year-long high school psychology classes since 2014. I'm currently teaching in-person college-level psychology courses in England.

I work hard to keep up with new research and developments in psychology. I attend online workshops often and I recently attended the American Psychological Association 2022 Convention on a grant from the American Psychological Foundation. 

I'm also a Nearpod Certified Educator. 

Reviews

Live Group Class
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$288

for 16 classes
2x per week, 8 weeks
55 min

Completed by 3 learners
Live video meetings
Ages: 14-18
3-10 learners per class

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