COURSE SYLLABUS. Cambridge International AS Level Psychology Miami Killian Senior

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1 Teacher: Esther Sterental, M.S. Phone: Room: 1252 COURSE SYLLABUS Cambridge International AS Level Psychology Miami Killian Senior Course Description: You are taking part in the Cambridge International Examinations program at Miami Killian Senior High. This is a college course, as reflected by the level of instruction and complexity of requirements. This course introduces students to the major approaches and perspectives in psychology: cognitive, social, physiological, developmental and the psychology of individual differences, and the behaviorist and psychodynamic perspectives. The course will cover methodologies, approaches and perspectives, and issues and debates. This course aims: To provide an introduction to psychological concepts, theories, methodologies, research findings, and applications. To create an understanding of the range and limitations of psychological theory and practice To encourage students to explore and understand the relationship between psychological findings and everyday life To develop skills of analysis, interpretation, application and evaluation To promote an appreciation and understanding of individual, social and cultural diversity To develop an understanding of ethical issues in psychology, including the moral and ethical implications of psychological research To explore and understand the relationship between psychological findings and social, cultural and contemporary issues To study psychological principles, perspectives and applications To improve communication skills. Important concepts are exemplified through the study of core research studies which reflect five key approaches in psychology: cognitive psychology, social psychology, developmental psychology, physiological psychology, and the psychology of individual differences. There will be four studies for each section. At the end of the course, students will be able to demonstrate: Knowledge and understanding of approaches to the solution of problems An ability to analyze and to evaluate some of the cultural, social and ethical implications of psychology An ability to apply psychological concepts to practical problems and to everyday life.

2 Course Objectives Students who complete this course should be able to: Demonstrate knowledge and understanding of psychological theories, terminology, concepts, studies and methods in the areas of cognitive, social, physiological and developmental psychology, and the psychology of individual differences. Express their knowledge and understanding in a clear and effective manner. Analyze and evaluate psychological theories, terminology, concepts, studies and methods in the areas of cognitive, social, physiological and developmental psychology, and the psychology of individual differences. Apply psychological theories, concepts and studies to practical situations, everyday life and to their own experience. Understanding is the skill of interpreting what knowledge means. Analysis is the ability to express information and ideas in a clear and accurate style; the ability to identify key points in a study and see their relationship to other studies and theories; and the ability to make valid generalizations. Evaluation skills can be identified in in terms of the ability to point out methodological errors and consider their effect on the data; the ability to consider the quality of the data; the ability to consider the ethics of the study; and the ability to consider the scientific value of the outcome of the study. Application skills refer to the ability to consider a psychological finding or theory and apply that information to some new situation or to everyday life. The skill of application can also be shown by the ability to consider a new research finding and apply it to existing psychological theory. Required Materials: This course requires a textbook which will be provided to you. Information about additional resources, such as workbooks, will be provided to the students at the beginning of the term. This course requires that students have a working address on file with the instructor. Students must also have access to a working internet connected computer and a printer for downloading and/or printing of assignments and required readings. It is the students responsibility to have all downloaded materials and assignments completed by the due dates. In addition to a 3-ring binder, students must bring in a notebook to class (80 page, lined paper; NO folders) by Friday August 28,. COURSE REQUIREMENTS: Final grades. There are four components that make up your final grade: an exam component (50%) a quiz component (30%) research study guide charts (5%) an extended response question final for each unit (15%)

3 Exams. Unit exams are intended to assess your comprehension, retention, and knowledge of the material covered in lectures and the textbook for a designated unit. There are five unit exams. Each exam is comprised of 40 multiple-choice questions and 5 short answer questions, for a total of 100 points per exam. The five exam scores comprise 50% of your final grade. Here is some crucial information regarding the exams: The use of the textbook or any other books or materials is strictly prohibited. There are ABSOLUTELY NO MAKE-UP EXAMS. You must bring a #2 pencil and an eraser. You must turn off and not use all cell phones, beepers, PDAs, I-PODs, and other wonders of modern technology. You MUST NOT CHEAT! Students caught cheating on exams will be dealt with harshly. Quizzes. Quizzes are a required part of the course designed to promote more consistent study and review of course material. There are 10 quizzes covering 10 selected chapters from the course material. Each quiz consists of 20 multiple-choice questions and 10 short response questions and is worth 3% of the final grade. In total, the 10 quiz scores comprise 30% of your final grade. You will be taking the quizzes in class. You will be given 40 minutes to complete each 30- question quiz. Extended Response Questions. You will have Cambridge style written essay questions, by theme and topic, for each unit. Questions will be answered, individually, in class. You must answer all questions in detail. These extended response questions will be worth 15% of your total grade. Cambridge Rubrics will be used for these. Students will be provided with the specific rubrics, by topic, in advance. Rubrics may include: No marks for description of study. Max 5 out of 10 possible points if only consider either strengths/weaknesses. No answer or incorrect answer. 0 points Anecdotal discussion, brief detail, minimal focus. Very limited range. Discussion may be inaccurate, incomplete or muddled. 1 3 points Either points are limited to illustrating strengths or weaknesses of longitudinal studies without reference to the study OR lack of depth and/or breadth. The answer shows some understanding. 4 5 points Strengths and weaknesses of longitudinal studies are considered and are focused on the study although they may be imbalanced in terms of quality or quantity. The answer shows good discussion with reasonable understanding. 6 7 points Balance of detail between strengths and weaknesses of longitudinal studies and both are focused on the study. Discussion is detailed with good understanding and clear expression points

4 Research Study Guide Charts. We will cover 20 research studies in detail, four per psychological approach. Students will be responsible to fill a detailed chart for each of these studies. Information students are responsible for will include: descriptive information on the study, design, sampling and control; methodology, data recording, validity and reliability, descriptive and inferential statistics; strengths and weaknesses, ethnocentrism and cultural bias, reductionism versus holism; ethical guidelines and issues with the specific studies; inferences and conclusions; application of the knowledge gained through the studies. Completion of the charts is compulsory and is worth 5% of your total grade. Course Policies: Course conduct: This is a college-level course and behavior during class time should reflect that. Disrespectful, disruptive, or distracting behavior will not be tolerated. The teacher is the final arbiter of what behavior is inappropriate. The teacher is also in the position to select the best course of action in instances of inappropriate student behavior. Academic Integrity/Honesty: Remember this is a college level course and academic honesty is expected. Grading policy: The final grade includes five exams (50%), 10 quizzes (30%), extended response questions (15%) and research study guide charts (5%). The following scale is used to assign final grades: % = A % = B % = C % = D Below 60 % = F Students are responsible for completing all assigned readings by the due date. Instructional Strategies: Lectures, videos, readings, small and large group discussions, individual assignments, quizzes and exams.

5 Week of: Topic: Due: August 24, Understanding the syllabus - Cambridge Standards Dr. S. Chew s Videos Success in the classroom The discipline of Psychology Thinking Critically (Methodology, Experiments, Issues and Debates in Psychology and Research) August 31, Thinking Critically cont d. Early Release: Thursday, Sept. 3 Quiz #1 on Issues in Psychology and Methodology Friday, Sept. 4 September 7, Holiday: Monday, September 7 Physiological Psychology: Biology of the Mind (The Brain and the nervous system) September 14, September 21, September 28, October 5, October 12, October 26, 2016 Maguire Study Ind. Reading due Thursday, Sept. 10 Teacher Planning Day: Monday, Sept. 14 Maguire Study Chart due Tuesday, Sept. 15 Physiological Psychology cont d. (The endocrine system) Schachter Study Ind. Reading Thursday, Sept. 17 Quiz #2 on the Brain, the Nervous and Endocrine Systems Friday, Sept. 18 Schachter Study Chart due Teacher Planning Day: Wed., Sept. 23 Physiological Psychology cont d. (The senses, sensation and perception) Dematte Study Ind. Reading Dematte Study Chart due Physiological Psychology cont d. (Consciousness, sleep) Dement and Kleitman Study Ind. Reading Quiz #3 Consciousness and Sleep Dement and Kleitman Study Chart Due Research Study chart review and unit review Exam #1 Physiological Psychology Early Release: Thursday, October 8 Monday, Sept. 21 Thursday, Sept. 24 Monday, Sept. 28 Thursday, Oct. 1 Friday, Oct. 2 Monday, Oct. 5 Wednesday, Oct. 7 Friday, Oct. 9 Developmental Psychology: Human Development, Nature vs Nurture, Heredity, Environment, etc. The Newborn: Motor Development, Cognitive Development Langlois Study - Ind. Reading Thursday, Oct. 15 Developmental Psychology (cont d.) Adolescence and Young Adulthood: Puberty, Moral Development Freud Research Study Ind. Reading Freud Research Study Chart Due Teacher Planning Day: Friday, October 30, Wednesday, Oct. 28 Thursday, Oct. 29

6 November 2, November 9, November 16, November 23, November 30, Developmental Psychology (cont d.) Bandura Research Study Ind. Reading Due Bandura Research Study Chart Due Middle and Later Adulthood Quiz #4 : Newborn Adolescence and Young Adulthood Developmental Psychology (cont d.) Nelson Research Study Ind. Reading Due Nelson Research Study Chart Due Old Age, On Death and Dying Holiday: Wednesday, Nov. 11 Developmental Psychology (cont d.) Exam #2 Developmental Psychology Cognitive Psychology: Conditioning and Learning Teacher Planning Day: Wednesday, Nov. 25 Thanksgiving Holiday: Thursday and Friday, November 26 and 27 Cognitive Psychology: Conditioning and Learning (cont d.) Mann Study Ind. Reading Mann Study Chart Due Quiz #5: Conditioning and Learning December 7, Cognitive Psychology: Memory Loftus Research Ind. Reading Loftus Research Study Chart Due Quiz #6: Memory December 14, Dec. 19 Jan. 3 January 4, 2016 January 11, 2016 Cognitive Psychology: Cognition and Language Baron-Cohen, Wheelwright Study Ind. Reading Baron-Cohen, Wheelwright Study Chart Due Winter Break Cognitive Psychology: Cognition and Language (review) Cognitive Psychology: Intelligence Held Study Ind. Reading Held Study Chart Due Cognitive Psychology: Intelligence (cont d.) Exam #3 Cognitive Psychology January 18, 2016 MLK Holiday: Monday, January 18 Social Psychology: Motivation and Emotion Revisiting the Schachter Research Study January 25, 2016 Teacher Planning Day: Monday January 25 Social Psychology (cont d.) Sex, Gender and Sexuality Personality Tuesday, Nov. 3 Thursday, Nov. 5 Friday, Nov. 6 Monday, Nov. 9 Tuesday, Nov. 10 Tuesday, Nov. 17 Thursday, Nov. 19 Tuesday, Dec. 1 Wednesday, Dec. 2 Friday, Dec. 4 Tuesday, Dec. 8 Thursday, Dec. 10 Friday, Dec. 11 Wednesday, Dec. 16 Thursday, Dec. 17 Wednesday, Jan. 6 Thursday, Jan. 7 Thursday, Jan. 14 Friday, Jan. 15

7 February 1, 2016 February 8, 2016 Social Psychology (cont d.) Personality (Different perspectives and theories) Tajfel Study Ind. Reading Tajfel Study Chart Due Quiz #7:Personality Social Psychology (cont d.) Social Thinking and Influence (group structure, attitude, conformity, etc.) Wednesday, Feb. 3 Thursday, Feb. 4 Friday, Feb. 5 February 15, 2016 Legal Holiday: Monday, February 15 Teacher Planning Day: Tuesday, February 16 Social Psychology (cont d.) Milgram Study Ind. Reading Milgram Study Chart Due Quiz #8 Social Thinking February 22, 2016 Social Psychology (cont d.) Prosocial and Antisocial Behavior Piliavin Study Ind. Reading Piliavin Study Chart Due February 29, 2016 Social Psychology (cont d.) Prosocial and Antisocial Behavior (cont d.) Zimbardo Study- Ind. Reading Zimbardo Chart Due Wednesday, Feb. 17 Thursday, Feb. 18 Friday, Feb. 19 Wednesday, Feb. 24 Thursday, Feb. 25 Wednesday, March 2 Thursday, March 3 March 7, 2016 March 14 March March 28, 2016 April 4, 2016 April 11, 2016 April 18, 2016 Unit Review Exam #4: Social Psychology Individual Differences Psychology: Health, Stress and Coping Early Release: Thursday, March 17 Spring Break Individual Differences Psychology: Psychological Disorders Rosenhan Research Study Ind. Reading Rosenhan Research Study Chart Due Individual Differences Psychology: Psychological Disorders (cont d.) Psychotic Disorders Thigpen Study Ind. Reading Thigpen Study Chart Due Individual Differences Psychology: Psychological Disorders (cont d.) Mood Disorders Veale Study Ind. Reading Veale Study Chart Due Tuesday, March 8 Thursday, March 10 Thursday, March 31 Friday, April 1 Thursday, April 7 Friday, April 8 Tuesday, April 12 Wednesday, April 13 Individual Differences Psychology: Psychological Disorders (cont d) Personality Disorders Billington Study Ind. Reading Wednesday, April 20

8 April 25, 2016 May 2, 2016 May 9, 2016 May 16, 2016 May 23, 2016 Billington Study Chart Due Quiz #9: Psychological Disorders Individual Differences Psychology: Therapies (Psychoanalysis and Humanistic Therapies) Individual Differences Psychology: Therapies (Cognitive and Behavioral-based Therapies) Individual Differences Psychology: Therapies (Medical Therapies) Quiz #10: Therapies Exam #5: Individual Differences Psychology Cambridge Exam Review Cambridge Exam Review Thursday, April 21 Friday, April 22 Wednesday, May 11 Thursday, May 12 Friday, May 13 May 30, 2016 Legal Holiday: Monday, May 30 Cambridge Exam Psychology AS Syllabus is subject to change at the discretion of the professor.

9 COURSE AGREEMENT Cambridge International AS Level Psychology Miami Killian Senior I,, have read the Cambridge International AS Psychology syllabus and understand the requirements for this class. It is my responsibility to have a working address on file with the instructor. It is also my responsibility to have access to a working internet connected computer and a printer for downloading and/or printing of assignments and required readings. It is my responsibility to have all downloaded materials and assignments completed by the due dates. Readings must be done prior to the material being covered in class, and again as the material is being discussed in class. Good attendance is compulsory. There are no make-up quizzes nor exams for this class. Student last name, first name (Print) Student address Student signature Date Parent last name, first name Parent signature Date Parent address and contact number