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Diploma Programme subject outline – Group 3: individuals and societies
School Name High Point Central High School School Code 0875
Name of DP Subject Psychology
Level Higher Standard completed in two years Standard completed one year
Name of teacher who
completed this outline
Kayla Ranew Date of IB Training^ June 2016, March 2018
Date when outline was
completed
January 2019 Name of workshop^ FLIBS, Online Cat 2
Course outline
- Use the following table to organize the topics to be taught in the course. If you need to include topics that cover other requirements you have to
teach (for example, state standards), make sure that you do so in an integrated way, but also differentiate them using italics. Add as many rows as
you need.
- This document should not be a day-to-day accounting of each unit. It is an outline showing how you will distribute the topics and the time to
ensure that students are prepared to comply with the requirements of the subject.
- This outline should show how you will develop the teaching of the subject. It should reflect the individual nature of the course in your classroom
and should not just be “copy and paste” from the subject guide.
- If you will teach both higher and standard level, make sure that this is clearly identified in your outline
Topic (as identified in the IB subject guide) State the topics in the order you are planning to teach them Contents Allocated Time Assessment instruments to be used ● Current Event Connection Articles ● Mid-point Quizzes ● Unit Test (multiple, short answer, and essay) Resources ● IB Psychology Course Book: Oxford IB Diploma Programme 2nd Edition ● IB Psychology Course companion: 1st edition ● Psychology: Course Companion (Crane and Hannibal) ● Psychology Study Guide for the IB Diploma (Hannibal) ● InThinking: Psychology (John Crane) One class is: minutes In one week there are: classes Year 1 Introduction to Research Methods ● Methodology ● Ethics ● Qualitative vs Quantitative 6 Class Meetings= 9 Hours ● Carry out your own interview project ● Case study methodology discussions ● The Most Unethical Study in Psychology bracket debate ● http://listverse.com/ 08/09/07/top-10-uneth ical-psychological-exper iments/ ● http://sciencecases.lib. buffalo.edu/cs/files/gen der_reassignment.pdf ● The Man With The Seven Second Memory (Medical Documentary)
- Real Stories ● Bandura and Ross study for practice Biological Level of Analysis ● Brain Localization ● Nervous System ● Endocrine System ● Technology ● Environmental Factors ● Genetics ● Research Methodology and Ethics 15 Class Meetings= 22.5 Hours ● Zombie Menu Creation Project ● In-class Brain localization project ● Content based quiz ● Current event ● Unit Test (MC and 3 SAQs) ● https://aeon.co/videos/ contestants-have-five- minutes-in-an-fmri-to-lo ve-someone-as-hard-as- they-can ● The smelly mystery of the human pheromone | Tristram Wyatt ● Paul Zak: Trust, morality
- and oxytocin- TED Talk ● Replication: https://www.theguardi an.com/science/2012/j ul/15/interview-dr-love- paul-zak
prosocial behavior, altruism) ● Interpersonal relationships (attraction, communication, change/end) ● Groups (Cooperation/Co mpetition, antisocial behavior, conflict, and conflict resolution)
Year 2
Review Core ●^ BLOA
○ With Extension ● CLOA ○ With Extension ● SCLOA ○ With Extension 12 Class Meetings = 18 hours ● Practice SAQs and ERQs ● Content Quizzes ● Study application ● New Curriculum exemplars and rubrics ● Scores from 2018 exams ● Graphic Organizers for answer structure ● New studies for HL Extension (various)
Internal Assessment ● Experimental
design ● Sampling ● Data Analysis ● Evaluation (ethics, validity, methodology) 9 Class Meetings= 13.5 hours ● Checkpoint 1: Planning Guide ● Checkpoint 2: Introduction and Design ● Checkpoint 3: Methodology and Results ● Checkpoint 4: Discussion and Final Form
Option Two- Abnormal
Psychology
● Core connection to Abnormal ● Ethics and research methodology ● Diagnosing disorders (normality, validity, reliability, culture and ethics) ● Disorders (Anxiety, Affective, Eating) 10 Class Meetings = 15 Hours ● Paper 2 practice essay ● Inductive Content Analysis on interviews of people with mental illness ● Intake Forms and practice ● Content Quiz ● Unit Test (Mc and 3 SAQS) ○ ERQ ● Current Event
● DSM V
● Various Research studies to support Learning outcomes at the Abnormal Option ● ICA Instructions from Research Method unit ● Rosenhan “On Being Sane in Insane Places” ● Various articles (current events as discussion)
○ causes, prevalence, variations ● Treatment Qualitative Research Methods ● Why choose Qualitative over Quantitative? ● Methodology (ethics, sampling, expectations, bias, reliability, triangulation, reflexivity) ● Interview (types, considerations, inductive content analysis) ● Observations (types, considerations, data) ● Case Studies (reliability, group usage, generalization) 18 Class Meetings = 27.5 Hours ● Project on Triangulation and how it is part of the research design process ● Paper 3 as summative assessment ● Inductive Content analysis on a political interview ● Practice Paper Threes with studies presented as stimuli and new stimuli ● Various paper 3 prompts and rubrics from the IB and from Inthinking ● Political article from TIME ● Paper Three Rubric and static questions ● Various pieces of research to understand validity/reliability Option Two: Health Psychology ● Core Connection to DP ● Determinants of health (biopsychosocial, disposition, risk factors) ● Health problems (explanation and prevalence) ● Promoting Health (promotion, effectiveness of programs) ● Ethics and research methodology 10 Class Meetings = 15 hours ● Health option current event ● Content Quiz ● Unit Test (MC and 2 SAQs) ○ ERQ ● Various Research studies to support Learning outcome of the health option ● Paper Three through Health Study
● Culture- perception,
language, faith
● Abnormal
Psychology- HL Year
During the SCOA unit students will cover case studies with the sole purpose of helping them understand the ideas of emic and etic
research. Students reading into emic and etic based research must understand the strengths, limitations, and generalizability of
studies focusing on cultural differences. Studies include difference of flashbulbs memories across cultures and countries of
origins, studies of conformity throughout the world, and theories of attribution in various parts of the world. Should students be
cross-cultural? Do studies have value if they are not cross-cultural? Why is it important to understand differences in how people
perceive and believe around the world?
Within the Human Relationships unit students read studies that look into the differences of helping behaviors around the world.
Why do Latin American countries experience the “simpatico hypothesis” leading to “nicer” people?
Students will generate and compare/contrast the ideas of normality and abnormality across cultures. Understanding how
different cultures identify, treat, stigmatize or even acknowledge psychology disorders is essential is discussing the importance of
mental health. Disorders evolve as our world evolves and concepts of normality change with the times.
3. Approaches to learning
Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one
topic from your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social,
self-management, or research).
Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)
Internal assessment Communication, research, self-management, and thinking
The Internal Assessment allows for students to expand their knowledge and explore concepts that they are interested in.
Students replicate any experiment that they are interested in (as long as it can be done as a simple experiment) which allows for a
more personal investment. Students have the task, within groups, to create and carry out an experiment on students within their
school environment. Students must be able to work well within their team to develop as sound and valid experiment. Students
get to decide who to sample and when to sample them and have free reign to conduct the experiment within IB restrictions and
ethical guidelines. After carrying out and receiving their data, students are on their own to analyze their findings. The critical, and
perhaps most important, part is the evaluative discussion piece. This allows to students to address flaws in their design and to
further think about what should be done to develop their topic more.
4. International Mindedness
Every IB course should contribute to the development of international-mindedness in students. As an example of how you would do this, choose one
topic from your outline that would allow your students to analyze it from different cultural perspectives. Briefly explain the reason for your choice and
what resources you will use to achieve this goal.
Topic Contribution to the development of the attribute(s) of the IB learner profile
Emic vs Etic approaches
to psychology
HL Psychology is
W.E.I.R.D
Students have opportunity to look at psychological research in the Sociocultural Level of Analysis. As they evaluate the research
students will begin to understand the difference between emic and etic approaches. These approaches focus on whether
research is done while adapting to the culture in question or if one topic is focused on across cultures. One piece that should
always be brought up throughout the course, is the idea of culture and whether or not a study can be done the exact same way
across different cultures. (Cole and Scribner-1974, Rogoff and Waddell-1982)
In the HL year, students learn more about the idea that most research in psychology has centered around western, educated,
industrialized, rich, and democratic countries. As we move through preparation for Paper Three and revision of the core, students
take more care to recognize the limitations of the research we have been using.
5. Development of the IB learner
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this,
choose one topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB
learner profile that you will identify.
Topic Contribution to the development of the attribute(s) of the IB learner profile
Current events in
sociocultural psychology
Knowledgeable, Inquirers, Thinkers, Reflective
Within every unit of IB Psychology at HPC students get to explore the current events of Psychology. The BLOA allows students to
learn about new technologies that are developing and the CLOA allows students to connect abstract concepts like memory and
schema to real world events. The sociocultural current event is probably the most interesting for students to find. Students have
to find an article from a psychology based source that meets one of the command terms within the SCLOA. Students are tasked
with summarizing the article and then writing a response to that article (agreements, disagreements, questions to ponder, etc).
Every student will present their current event article at some point during the course and when they do, they first have to address
the class with an Engaging Question to get us thinking.
