Course Syllabus

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International Baccalaureate (IB) Psychology

Renton School District

Family and Consumer Sciences Department

Joseph Bento, M.Ed. (RHS)

Office Hours: Tuesdays from 2 to 4 p.m.

 

Joseph R Bento

Room:   131          Phone: (425) 204-3467

Email:        joe.bento@rentonschools.us

Education: Bachelor of Science, University of Idaho

             Master of Education, City University of Seattle

             NBCT (National Board Certified Teacher) in Health Education

Class Site: http://staff.rentonschools.us/rhs/ib-psychology

 

  1. Course Description: Psychology is defined as the systematic study of human behavior and experience. Psychology has its roots in both natural and social sciences, which provides a unique approach to understanding modern society.

 

This course offers students an introduction to a field of study that brings together several academic disciplines. The Renton School District’s goal is to expose students to an overview of psychology that includes the units of study listed below in a way that prepares them for success on the IB examination, for their future as professionals in a wide range of careers and as family members.

 

IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behavior, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB Psychology.

 

IB Psychology takes a holistic approach that fosters intercultural understanding and respect. In the core of the IB Psychology course, the biological level of analysis demonstrates what all humans share, whereas the cognitive and sociocultural levels of analysis reveal the immense diversity of influences that produce human behavior and mental processes. Cultural diversity is explored and students are encouraged to develop empathy for the feelings, needs and lives of others within and outside their own culture. This empathy contributes to an international understanding.

 

  1. Course Credit: Students who take IB Psychology earn a .5 Occupational Education or elective credit. Some colleges and universities offer credit to students who meet scoring requirements (usually 4+). For more information see below or go to individual university websites:

 

http://www.ibo.org/recognition/university/

 

Washington State University

http://admission.wsu.edu/requirements/ib-credit.html

University of Washington

http://admit.washington.edu/Admission/Freshmen/College/IB

Eastern Washington University

http://www.ewu.edu/undergrad/freshman/earnedcredit

Western Washington University

http://admissions.wwu.edu/transfer/t_apib.html

Evergreen State College

http://www.evergreen.edu/admissions/priorlearningassessment.htm

 

  • Text: Pearson Psychology for IB, London: Pearson Education, 2010. It is expected that the student will be personally responsible for reading assignments outside of class. It will not be possible to pass the IB Examinations without doing the required reading.

 

  1. Materials: Come prepared with pens, pencils, highlighters, note cards, and a composition book or three-ring binder.

 

Part I: Core Perspectives

The study of the following perspectives:

  1. The biological level of analysis
  2. The cognitive level of analysis
  3. The sociocultural level of analysis

Part II: Optional Study Areas

(One option for SL students, Two for HL students)

  1. Abnormal
  2. Developmental
  3. Sports
  4. Human Relationships
  5. Health

Part III: Qualitative Research Methodology (HL)

Part IV: Simple Experimental Study (Internal Assessment)

 

Course Plan (Semester 1)

Topics

Subtopics

Introduction

Definitions, Overview of Subject Outline

Part 1: Levels of Analysis

Biological, Cognitive, Sociocultural

Research in Psychology

Research Process, Relevance, Sampling Techniques, Ethics, Validity, Reliability, Evaluating Studies

Biological Level of Analysis

Neuron, Neurotransmitters, Brain and behavior, Physiology and Cognition, Genetics and Behavior, Research and Ethics

Cognitive Level of Analysis

Schema, Memory, Perception, Language, Decision Making, Emotions Research and Ethics

 

Course Plan (Semester 2)


Topics

Subtopics

Sociocultural Level of Analysis

Attribution, Social Identify Theory, Stereotypes, Social Learning Theory, Compliance, Conformity, Cultural Norms

Part 4: Simple Experimental Study

Experimental Method, Sampling Techniques, Ethical Guidelines, Report-Writing

 

Course Plan (Semester 3)


Topics

Subtopics

Part 3: Qualitative Research (HL Only)

Interviews, Observation, Case-Study

Part 2: Option 1

·      Abnormal

·      Developmental

·      Sports

·      Human Relationships

·      Health

 

Course Plan (Semester 4)


Topics

Subtopics

 

Part 2: Option 2 (HL Only)

·      Abnormal

·      Developmental

·      Sports

·      Human Relationships

·      Health 

Course Expectations

I.         How your grade will be calculated:

Ø  40%: Multiple Choice tests and Free-Response Questions (FRQs) will be administered. The multiple choice questions & the FRQs will reflect the format of the AP examination.

  • 30% Class Projects (Including group projects)
  • 20% Homework, Workbooks and In-Class Assignments (Including attendance, class discussion, Cornell/Outline notes of assigned reading, and attentiveness.)

 

  1. Reading and note-taking requirement. You will not be able to pass the IB examination without reading and absorbing the material in the textbook. Note-taking in an organized manner will help you absorb and retain the information. Time in class will be spent reviewing and further exploring and applying the information you have read. If you have not done the reading, you will not be prepared for class. You are responsible for having the reading done before the unit begins.

 

  • Accountability partners: You are expected to partner with another student as a “study buddy.” If you notice your buddy is absent, please collect materials and information for him or her. When you miss a class, call that person to learn what you missed and collect any notes or assignments. It will also be helpful to create study sessions to review with this person, or combine with other partners to form study groups.

 

  1. Late work: You are expected to turn in all work as assigned on time. Late work will not be accepted under most circumstances. Individual extenuating circumstances may be considered. Late work is the lowest priority for grading and may not show up in the gradebook in a timely manner.

V.         Make-up work: If you miss one day, school policy allows two days for you to make up work, if and only if the absence is excused. If you are absent, check the SWIFT website, copy missing work from the board, see your buddy for handouts or assignments. Talk with your instructor if you need more information. Missed tests, ERQs (Extended Response) and SAQs (Short Answer) must be made up during office hours.

VI.         Academic Honesty: School policy states that an incident of academic dishonesty will result in no credit on the assignment. A subsequent incident will result in loss of credit in the course. You are expected to personally perform the work assigned.

VII.         Seating: You will always have an assigned seat. I will change your seat if I feel that it becomes necessary. If you have a problem such as you cannot see the board or you are sitting next to somebody you know will distract you in class, see me. Until then, you will sit in your assigned seat. 

VIII.         Hall Passes: According to the student handbook, students need to be in class in order to learn. Use your 5 minutes between classes & lunch wisely. It is the student’s responsibility to have their hall passes with them in my classroom in order to go to the bathroom. Hall passes will be restricted or not allowed or based on teacher discretion (6 per semester). If all of these are not used, you may turn these in for extra credit at the end of the semester.

“The purpose of psychology is to give us a completely different idea of the things we know best”

IB Group 3 (Individuals and Societies) AIMS:

  1. Encourage the systematic and critical study of: human experie3nce and behavior; physical, economic and social environments; and the history and development of social and cultural institutions.
  2. Develop in the student capacity to identify, to analyze critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society.
  3. Enable the student to collect, describe and analyze data used in studies of society, to test hypotheses, and to interpret complex data and source material.
  4. Promote the appreciation of the way in which learning is relevant to both culture in which the student lives, and the culture of other societies.
  5. Develop awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires and appreciation of such diversity.
  6. Enable the student to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the toleration of uncertainty.

IB Psychology AIMS:

  1. Develop an awareness of how psychological research can be applied for the benefit of human beings.
  2. Ensure that ethical practices are upheld in psychological inquiry.
  3. Develop an understanding of the biological, cognitive and sociocultural influences on human behavior.
  4. Develop an understanding of alternative explanation of beh23avior.
  5. Understand and use diverse methods of psychological inquiry.

Prior Learning: No prior study of psychology is expected. No particular background in terms of specific subjects studied for natural or international qualifications is expected or required of students. The skills needed for the psychology course are developed during the course itself.

  1. Critical Thinking and Reasoning: Students carefully analyze the knowledge presented to them and make decisions regarding its applicability in the present context.
  2. Self-Reflection: Relating key concepts to personal life.
  3. Observation Skills: Students objectively view themselves and the world around them.
  4. Decision-Making Skills: Students look beyond what is visible and gain comprehensive understanding of people and situations.
  5. Inter-Personal Skills: Students are able to understand each other more and respond appropriately.
  6. Writing Skills: Students learn to effectively write an organized response.
  7. Analysis and Logic: Students learn based to extensive emphasis on objective investigation of psychological data.
  8. Communication: Students use experiential listening, team activities and class presentations.
  9. Empathy: Students learn to work with diversity through studying human behavior.
  10. Personal and Spiritual Growth: Students learn more about themselves by studying the behaviors of others.

IB Assessments for HL

Assessment Component

Weight

External Assessment

80%

Paper 1 (2 Hours)

·      Section A: Three Compulsory Questions on Part 1 of Syllabus

·      Section B: Three questions on Part 1 of Syllabus. Students choose one questions to answer in essay form.

(46 Marks)

35%

Paper 2 (1 Hour)

·      Fifteen questions on Part 2 of the syllabus. Students choose two questions to answer in essay form.

(44 Marks)

25%

Paper 3 (1 Hour)

·      Three compulsory questions based on an unseen text, covering Part 3 of the syllabus.

(30 Marks)

20%

Internal Assessment

20%

·      A report of a simple experimental study conducted by the student.

(28 Marks)

 

ALL students are expected to take the external assessments for IB. Students will also have the option of taking the AP Psychology exam, as they will be more than prepared for it.

Joseph R Bento

Room:   131          Phone: (425) 204-3467

Email:        joe.bento@rentonschools.us

Education: Bachelor of Science, University of Idaho

             Master of Education, City University of Seattle

             NBCT (National Board Certified Teacher) in Health Education

Class Site: http://staff.rentonschools.us/rhs/ib-psychology

 

_____Basic Expectations

 

My classroom behavior will reflect a business-like attitude. I will be responsible for developing and maintaining good work/study habits which are conductive to a pleasant and business-like learning environment for the enjoyment and benefit of all students.

  • Electronics shouldn’t be out/used
  • Attend class & be on time & work
  • Use appropriate language in the class
  • Leave an orderly, clean work area
  • Be respectful
  • Leave food & drink outside the class

 

_____Tardy Policy

A student is tardy when they are not in their seat when the bell rings. Tardiness can be made up by coming after school for 30 minutes, for every 3 tardies. Consequences for not making up tardies will result in referrals. Cumulated tardies will also result in referrals.

 

_____Hall Passes

Students need to be in class in order to learn. Even though Renton High School is a large school, there is plenty of time to get from one side of campus to another without being late. Use your 5 minutes between classes and lunch wisely. It is the student’s responsibility to have their hall passes with them in order to go to the bathroom.  Hall passes will be restricted based on teacher discretion. Students are also not permitted to leave the classroom during the first and last 10 minutes of class.

 

_____Consequences (Minor Offenses)

 

  1. Verbal Warning
  2. Student Conversation
  3. Lunch Detention
  4. Phone Call Home

  

_____Consequences (Major Offenses)

 

  1. Office Referral

 

STUDENTS: I have read this classroom syllabus and understand the rules, assignments, consequences, and expectations. If I have any questions, comments or concerns I will ask my teacher for assistance.

*It is expected that this syllabus remain in your composition book where you can refer to it as needed.*

 

Student Signature___________________________________Date________________­­­­­­­_

 

Student Printed Name ____________________________________________________________________

 

PARENT/GUARDIAN: My Student has discussed the syllabus with me. I understand and will support you, your class, and your rules. If I have any questions I will call the teacher at Renton High School.

 

Signature_____________________ Date______________ Phone _________________ 

Printed Name _________________________________________________________________________

Email _________________________________________________________________________

Course Summary:

Date Details Due