包含什麼
32 現場會議
56 上課時間作業
每週 4+ 小時. Students will have an ongoing project as well as reading the textbook, writing papers, and completing hands-on activities. Please see Class Experience for more specific information.Projects
Students have one year-long project to help strengthen their understanding across all aspects of learning. Additionally, they have smaller projects throughout the units to further learning of specific topics. See Class Experience for more specific information.Assessment
Students will complete AP Progress Checks that align with each unit, exams related to each chapter of the textbook, and practice AP exams.Letter Grade
Students will receive a grade at the end of each semester based on their completed assignments, assessments, and any bonus work. AP practice exams do not impact the student's grade.Certificate of Completion
I can provide documentation or a letter specifying that the student completed this class for families who need it to help ensure that the student can take the AP Psychology exam in May 2025.我們無法翻譯此文,請刷新頁面並再試一次。
課堂經歷
英語程度 - B2+
美國等級 10 - 12
*Discounts are available. Please contact me if the price is a deterrent for your family.* SCIENCE PRACTICES There are four "science practices" required to be addressed in AP Psychology: -1) Concept Application -2) Research Methods and Design -3) Data Interpretation -4) Argumentation The activities in this class are designed specifically for students to learn these practices. YEAR-LONG PROJECT (Continued from Semester 1) One of the biggest pieces of this course is a year-long project that allows students to use all four science practices as well as learn the material in each unit. At the beginning of the year, students will receive basic information about a “patient” who should be diagnosed with a psychological disorder and receive treatment. (Not all students will receive the same patient.) Students will create a case study with an initial hypothesis and update this hypothesis throughout the year. (SP2A; SP4) The primary objective is not to necessarily find the “right” diagnosis, but to be able to justify their conclusions. (SP1; SP4) During or immediately following each topic, the student will ask questions about the patient relevant to that topic. (For example, when discussing Lifespan Development, students can ask about the patient’s childhood experiences.) (SP1; SP4) In addition to qualitative questions, students will order valid and reliable tests and surveys (e.g. GAD7, MMPI, etc.). Students must justify why they ordered these specific tests by citing textual evidence from independent research. (SP2) Students will then analyze gathered data to update their hypothesis. (SP3; SP4) Students will submit progress reports throughout the semester. During the final unit, they will present their findings to their peers. (SP4) The presentation must include information about the theories and biases surrounding their research (SP1), the research they consulted SP2), data in graphs, charts, and other visual aids (SP3), and a justification of their claim (SP4). OTHER PROJECTS AND ASSIGNMENTS During Unit 1, students will watch a lecture by Robert Kegan on his theory regarding the stages of development. Then, they will create an argument about whether they agree with Kegan’s theory and use evidence from their personal experiences and previous learning to support their claim. (SP1A; SP4) During Unit 2, students will watch Ken Brown’s TED Talk on the bystander effect and discuss the harm of misinformation and group think, as well as the neuroscience of these phenomena. (SP1B) During Unit 3, students will complete a test or survey that is often used by the general public for self-diagnosis or employment decisions (e.g. Social Readjustment Rating Scale, Myers-Briggs Type Indicator, 16-PF, etc.) After receiving their results, they will write two to three paragraphs about their own interpretation of the accuracy, strengths, and limitations of the test. Then, they will complete additional research regarding the scientific reliability and validity of these tests, and write a paper arguing whether those tests should be used for self-diagnosis and/or employment decisions. Students will present their findings to their peers. (SP1B; SP2; SP3; SP4) CLASS TIME Students are expected to read the assigned text (usually part of a chapter in the primary textbook) prior to attending class. Lectures build on, rather than repeat, that information. Some videos will be shown in class, whereas others are expected to be watched as part of homework. Throughout both semesters, students will be presented with information regarding some of the most unethical cases and studies, as well as more recent research. Some examples include Milgram, Asch conformity, Harlow’s monkeys, and the marshmallow test. Students will analyze data from the study and discuss these studies including their designs, as well as whether any violation of ethics (present in most presented studies) was more beneficial or harmful. (SP1B; SP2; SP3A; SP4) This helps develop skills used in the free-response questions on the AP exam. As students complete their papers and projects, they will use class time to share their findings with their peers or work in small groups to accomplish specific activities. Additionally, there will be plenty of time for discussion to develop critical thinking skills Students should choose a side of the argument and provide support for that claim, again helping them develop critical thinking skills for AP questions. Other (smaller) activities will be pulled from the APA’s TOPSS Classroom Activities list and AP Psychology CED samples, especially to emphasize more AP-centric topics and topics with which students are especially struggling. (All SP, as relevant) FURTHER INFORMATION This course has been approved by College Board as an official AP Psychology course. Students can register for a student account to participate in AP Classroom to further practice their skills for the AP Psychology exam. Please note that 61% of students who take the AP Psychology exam score 3 or more, and taking an AP course can provide tools to maximize success. However, a passing score on any AP exam is not guaranteed, and students are responsible for putting forth effort into their work to help ensure a passing score. The class will NOT meet the week of March 24 (spring break). A minimum enrollment of three students is required to teach this course effectively because class discussion and participation is so important to learning the material.
學習目標
Feel prepared to take the AP Psychology exam in May 2025.
Feel able to implement the four science practices relevant to AP Psychology.
教學大綱
課程
遵循 College Board Advanced Placement 課程標準
與 Advanced Placement (AP) Standards對齊4 單位
32 課程
超過 16 週單位 1: Lifespan Development
課 1:
Stages of Development
105 分鐘線上直播課
課 2:
Analysis: Robert Kegan's Theory
105 分鐘線上直播課
課 3:
Lifespan Theories: Questioning the Greats
105 分鐘線上直播課
課 4:
Death and Dying
105 分鐘線上直播課
其他詳情
父母的引導和規範
This is a college-level psychology class designed to meet the standards of AP Psychology standards. The class uses a college-level textbook that has information and links to videos about mature subjects including unethical scientific experiments.
Families may want to preview the textbook or links prior to enrolling their student(s) in the class. If you feel that your student may be triggered by a specific topic, please contact me prior to the reading of that chapter or teaching of the class.
Depending on class size, Zoom breakout rooms may be used for small-group discussion or work. The instructor will "float" between these rooms, and students should feel comfortable interacting with peers without supervision for small amounts of time.
先決條件
I strongly recommend students complete the first semester of the AP Psychology course prior to attending this class.
供應清單
This class uses Psychology 2e, a college-level psychology textbook published by OpenStax via Rice University. It is available online for free and was last updated in June 2024. Students will read 7 chapters this semester.
Students will be provided with a Google Docs document to help them organize all of their papers, projects, and assignments.
Students are strongly encouraged to take notes and should have the necessary materials to take and organize their notes to maximize their studying time for the test.
教師專業知識和證書
學士學位 由 Colorado State University
My expertise includes:
-A B.S. in Human Development and Family Studies, through which I also completed psychology classes including abnormal psychology, child psychopathology and exceptionality, and cognition. This education is especially relevant to Unit 1 and Unit 2 in this class.
-A graduate diploma in Applied Neuroscience, during which I took classes and wrote numerous papers on psychology, neuroscience, genetics, pharmacology, sleep and developmental disorders, and neuroscience research. Twice, I received recognition for having the highest grade in my class. This education is especially relevant to Unit 3 in this class.
-I worked in social work for more than five years with children and adolescents with mental health challenges and was a key member of their treatment team. I continue to work with students with these diagnoses as an executive functioning coach. This experience is especially relevant to Units 2 and 3.
-I previously taught a similar class on Outschool, although it used an earlier edition of this textbook, and it was not aligned with AP standards, and I taught on ongoing class on bizarre cases, experiences, and phenomena in modern psychology. Therefore, I am already familiar with the material that is taught in all units of this class.
評論
現場團體課程
US$49
每週或US$784 用於 32 課程每週上課 x 2 次, 16 週
105 分鐘
即時視訊會議
年齡: 15-18
3-12 每班學員人數